Practice Test Geeks(SSW) School Social Worker Practice Test
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Special Education & IEP Process Flashcards

7 cards from real SSW practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.

Read the first 7 Special Education & IEP Process flashcards as text

  1. A student with autism is transitioning from elementary to middle school. The BEST practice for the school social worker is to:

    Answer: Facilitate a transition IEP meeting that includes the receiving school's staff before the move

    Proactive transition planning, including a meeting with both sending and receiving school staff, ensures continuity of supports and minimizes disruption for the student.

  2. Which of the following eligibility categories under IDEA requires that the disability adversely affect educational performance?

    Answer: All 13 IDEA eligibility categories

    For all 13 IDEA eligibility categories, the disability must adversely affect the child's educational performance and necessitate special education services.

  3. A school social worker is asked to conduct a Functional Behavioral Assessment (FBA). The primary purpose of an FBA is to:

    Answer: Identify the function or purpose the behavior serves for the student

    An FBA identifies the antecedents, behaviors, and consequences to determine the function the behavior serves, which then informs the development of an effective BIP.

  4. When a student with a disability turns 18 in most states, which of the following procedural safeguard rights transfer to the student?

    Answer: All IDEA rights previously held by the parents transfer to the student

    Under IDEA, when a student reaches the age of majority (18 in most states), all procedural safeguard rights transfer from the parents to the student, unless the student has been determined incompetent.

  5. Which of the following BEST describes 'supplementary aids and services' in the context of LRE?

    Answer: Aids, services, and other supports provided in general education to enable students with disabilities to be educated alongside nondisabled peers

    Supplementary aids and services are provided in general education and other settings to support the participation of students with disabilities alongside their nondisabled peers.

  6. A student's IEP team is unable to reach consensus on an appropriate placement. Who has the final authority to make the placement decision?

    Answer: The school district, as the responsible local education agency

    While IEP decisions are made collaboratively, the school district as the local education agency bears legal responsibility for FAPE and has final decision-making authority on placement, subject to parent appeal rights.

  7. Under IDEA's Child Find mandate, schools are required to:

    Answer: Identify, locate, and evaluate all children with disabilities, including those in private schools

    Child Find requires districts to actively identify, locate, and evaluate all children with suspected disabilities, including homeless children, children in private schools, and highly mobile children.