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Question 1 of 20
Maria, a 10th-grade student with a visual impairment, struggles to read standard-size text and complete science labs due to limited sight.
Which accommodation MOST directly supports her access?
Question 2 of 20
A kindergartener with autism becomes overwhelmed during transitions such as moving from circle time to centers. He often cries or lies on the floor.
Which strategy is MOST effective?
Question 3 of 20
A student qualifies for speech therapy but struggles academically in reading and writing. The parent is confused about why the student doesn’t receive special education services.
What is the MOST accurate explanation?
Question 4 of 20
During math class, a student with an intellectual disability shuts down whenever multi-step problems are presented. She stares at her paper and refuses to begin.
Which instructional adaptation is MOST helpful?
Question 5 of 20
A middle school student with emotional disturbance frequently becomes angry during group work, yelling at peers and refusing to participate.
Which support is MOST appropriate?
Question 6 of 20
A new paraeducator begins working in a classroom and wants to modify a student’s assignments without teacher approval.
What should she do FIRST?
Question 7 of 20
A student with dyslexia is in a general education ELA class. The teacher notices he avoids reading aloud, confuses letters, and reads slowly.
Which instructional strategy is MOST appropriate?
Question 8 of 20
During recess, a student with ASD often isolates himself and paces along the fence. The teacher wants to increase social interaction.
What is the BEST approach?
Question 9 of 20
A high school student with a physical disability struggles to navigate between classes in the allotted time.
Which accommodation is MOST appropriate?
Question 10 of 20
A 1st-grade student is referred for special education because she struggles to learn letters and sounds. RTI data shows she made limited progress despite Tier 2 interventions.
What is the NEXT appropriate step?
Question 11 of 20
A teacher observes that a student with ADHD constantly forgets materials, loses homework, and misses deadlines.
Which support targets executive-functioning deficits?
Question 12 of 20
A parent is upset that her child with a learning disability receives small-group instruction because “it makes him look different.”
What is the teacher’s BEST response?
Question 13 of 20
A student’s behavior plan is not effective, and disruptive behavior continues. The teacher is unsure what is triggering the behavior.
What should the team do NEXT?
Question 14 of 20
A student with a hearing impairment keeps missing oral directions. He becomes frustrated when expectations are unclear.
Which support is MOST appropriate?
Question 15 of 20
A student with an orthopedic impairment cannot participate in PE due to mobility limitations. The PE teacher wants ideas for inclusion.
What is the BEST first step?
Question 16 of 20
A student with a specific learning disability is reading two grade levels behind. The teacher wants to track his growth weekly.
Which tool is MOST appropriate?
Question 17 of 20
A student with OHI (due to ADHD) performs well academically but struggles socially. He interrupts frequently and dominates conversations.
What strategy is MOST appropriate?
Question 18 of 20
A student’s IEP requires text-to-speech technology for reading assignments. The general education teacher frequently forgets to activate the tool.
What is the primary concern?
Question 19 of 20
A 12th-grade student with an intellectual disability will graduate this year. He wants a job after school but has difficulty with transportation and workplace skills.
What is the MOST important service?
Question 20 of 20
Emily is a 4th-grade student with a specific learning disability in reading. Her IEP states that she receives small-group reading instruction with the special education teacher for 30 minutes daily. Recently, the general education teacher has been keeping Emily in class during her small-group time so she can finish classwork she didn’t get done earlier in the day. The teacher explains, “She needs to learn responsibility, and she can’t keep missing class assignments.”
Over the past month, Emily has shown declining reading progress on her weekly curriculum-based measurements. Her mother emails the case manager saying Emily is frustrated and now refuses to read at home.
As the special education teacher, what is the MOST appropriate next step?
