Copyright

Communicating with Students & Families in SPED Chapter Exam

Exam Instructions:

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

Page 1

Question 1 1. A change in the level or method of instruction in special education is called:

Question 2 2. The 1975 law which mandated that special needs students are entitled to a free and appropriate education is:

Question 3 3. What is an impairment of normal physical or mental functioning called?

Question 4 4. Why should schools create an IEP information guide?

Question 5 5. Why do parents get overwhelmed by the IEP process?

Page 2

Question 6 6. Why is the parent's role so important in the IEP process?

Question 7 7. How should you communicate with the parents of your special education students?

Question 8 8. How should you think of the parents of your special education students?

Question 9 9. Why should you show respect to parents of special education students?

Question 10 10. How can we avoid defining a person by their disability?

Page 3

Question 11 11. Which of these words carries inherently negative connotations when communicating about people with disabilities?

Question 12 12. What is the general rule when communicating with or about people with disabilities?

Question 13 13. When communicating with parents about the referral process, what should teachers look for?

Question 14 14. What should a teacher say after bringing a concern to a parent?

Question 15 15. What can teachers do to establish positive relationships with parents?

Page 4

Question 16 16. Which of these may be needed for developing cross-cultural communication skills?

Question 17 17. What is cultural competency?

Question 18 18. What is the first step in achieving cultural competency?

Question 19 19. Kelly's mother is concerned because her daughter is going into the third grade, and Kelly's mom knows that while third graders typically learn multiplication, Kelly can only count to 25. What will you say to Kelly's mom?

Question 20 20. How can you address parental concerns about statewide assessments as they relate to students with cognitive impairments?

Page 5

Question 21 21. What does the law say about post-secondary transition planning as it relates to special education students?

Question 22 22. Which of the following is NOT a reason to collaborate with parents?

Question 23 23. Which of the following is NOT a strategy that a teacher can use to enhance collaboration between home and school?

Question 24 24. Which of the following would a teacher NOT need information from home about?

Question 25 25. This is an educational plan designed for special needs students based on the student's unique needs:

Page 6

Question 26 26. What should IEP teams NOT do in an IEP meeting with a family?

Question 27 27. To foster a positive environment, how should you begin a special education meeting with a parent?

Question 28 28. What's the best way to offer assistance to someone with a disability?

Question 29 29. Which is a neutral way to share concerns about a student?

Question 30 30. In what fields is cultural competency not important?

Communicating with Students & Families in SPED Chapter Exam Instructions

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

MTTC Cognitive Impairment (056): Practice & Study Guide  /  Social Science Courses
Support