Understanding Students with Disabilities
Test Objectives
- Understand processes of early childhood development from birth to grade three, and the factors (including disability) that affect development and learning.
- Understand various types of disabilities, the characteristics of young children with special needs, and the influence of disabilities on the learning and development of young children.
- Understand types and characteristics of assessment instruments, methods, and procedures used for screening, identifying, and referring children who may qualify for special education or early intervention services from birth to grade three.
Please note: An option must be selected in order to flip the card to see the correct answer and/or supplemental information.
Question #1
A 3-year-old child who recently enrolled in a preschool program speaks very little during class but communicates in full sentences at home in Mandarin. The teacher is concerned about a possible language delay. What is the MOST appropriate next step?
You answered
Correct response: C
Question #2
A preschool teacher observes that a 4-year-old child avoids eye contact, does not engage in pretend play, and becomes distressed when routines change. What should the teacher do FIRST?
You answered
Correct response: C
Question #3
A child participates minimally during a standardized assessment and appears tired and distracted. How should the results be interpreted?
You answered
Correct response: D
Question #4
A screening tool indicates that a child may have delays in fine motor development. What is the BEST next step?
You answered
Correct response: C
Question #5
A teacher is collecting observational data on a child’s behavior across multiple classroom routines. What is the PRIMARY purpose of this process?
You answered
Correct response:
Question #6
A 5-year-old child consistently uses incorrect verb tense (e.g., “I goed to the store”). What is the BEST interpretation?
You answered
Correct response: C