Assessing Students and Developing Individualized Programs
Test Objectives
- 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.
- Understand procedures for assessing the developmental and educational strengths and needs of young children and how to utilize assessment data to design or adapt instruction or intervention and monitor and evaluate child progress.
- Understand policies, principles, and procedures for program planning, placement, and developing and implementing Individualized Education Programs (IEPs) Pees), Individualized Family Service Plans (IFSPs), and transition plans.
Please note: An option must be selected in order to flip the card to see the correct answer and/or supplemental information.
Question #1
During an IFSP meeting, a family expresses concern about their child’s difficulty during dressing routines at home. What is the MOST appropriate team response?
You answered
Correct response: D
Question #2
An IEP team is determining placement for a child with a disability. Which question BEST aligns with Least Restrictive Environment (LRE) requirements?
You answered
Correct response: D
Question #3
A teacher wants to request medical information from a child’s healthcare provider. What must occur FIRST?
You answered
Correct response: D
Question #4
A parent appears hesitant to participate during an IEP meeting and provides minimal input. What is the MOST appropriate teacher response?
You answered
Correct response: D
Question #5
An IEP team develops goals prior to the meeting and presents them to the family without discussion. Why is this practice inappropriate?
You answered
Correct response: D
Question #6
A child is receiving services through an IFSP. Which of the following is a defining feature of IFSP services?
You answered
Correct response: D