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FTCE Exceptional Student Education K-
12 Questions with Answers latest 2025
Portfolio Assessment ✔️ A collection of work produced by a student to check student effort, progress and achievement such as a list of books that the student read, a collection of tests and homework, etc.
Florida Alternative Assessment ✔️ a performance-based alternative assessment of student mastery of Access Point
Disproportionality ✔️ students from certain racial/ethnic, low socioeconomic status, non-majority linguistic backgrounds and English language learners are overrepresented in special education programs
Test Bias ✔️ when certain groups consistently score differently from other groups (e.g., females tend to score lower than males)
Curriculum-based measurement (CBM) ✔️ provides information about student mastery of the general education curriculum
Summative Assessment ✔️ the process of evaluation student achievement at the end of an instructional period (a quiz administrated by the teacher at the end of an instructional unit, a student's report card, a "high stakes", state achievement test administrated at the end of the school year.
Formative Assessment ✔️ assessments are "low stakes", their main purpose is not to judge students performance but rather to monitor student progress and identify ways that instruction can be improved overall or tailored to specific students.
Response to Intervention (RTI) ✔️ The three levels of intensity, or tiers are as in Tier 1 - at risk students receive additional instruction for several weeks; in Tier 2 - students receive more intensive and longer-lasting interventions if they have not responded to Tier 1; in Tier 3 - students receive more intensive, individualized interventions if they have not responded to Tier 2
Sensorimotor stage ✔️ Piaget divided this stage into six substages: Reflexes (0-1 month); Primary Circular Reactions (1-4 months); Secondary Circular Reactions (4-8 months); Coordination of
Reactions (8-12 months), Tertiary Circular Reactions (12-18 months); Early Representational Thought (18-24 months)
Early Representational Thought ✔️ 18-24 months, children begin representing things or events with symbols. A significant sensorimotor development is object permanence, i.e., realizing things still exist when they are out of sight.
0-1 month ✔️ Reflexes (sensorimotor stage) What age?
1-4 months ✔️ infants find accidental actions like thumb-sucking pleasurable and then intentionally repeat them (Primary Circular Reactions of sensorimotor stage) What age?
4-8 months ✔️ Secondary Circular Reactions (Sensorimotor stage): infants intentionally repeat actions to evoke environmental effects. What age?
8-12 months ✔️ Coordination of Reactions (sensorimotor stage): children repeat actions intentionally, comprehend cause and effect and combine schemas (concepts). What age?
12-18 months ✔️ Tertiary Circular Reactions (sensorimotor stage): children experiment with trial-and- error. What age?
18-24 months ✔️ Early Representational Thought (sensorimotor stage): children begin representing things and events with symbols. A significant development is Object Permanence, i.e., realizing that thing still exist when out of sight. What age?
Early Representational Thought (sensorimotor stage): ✔️ 18-24 months
Tertiary Circular Reactions (sensorimotor stage) ✔️ 12-18 months
Coordination of Reactions (sensorimotor stage): ✔️ 8-12 months
Secondary Circular Reactions (sensorimotor stage) ✔️ 4-8 months
✔️ Assessments that are used to determine how a student is performing in or mastering the actual curriculum.
Porfolio Assessment ✔️ a collection of work systematically collected by a teacher to determine learning gains and current performance level.
indirect instruction ✔️ inquiry learning/discovery learning is when students construct meaning on their own.
direct instruction ✔️ Reviewing the previous day's work, presenting new concepts or skills, providing guided student practice, providing feedback, providing independent student practice and reviewing frequently are key elements of what kind of instruction?
glossary ✔️ an alphabetical collection of terms and their meanings usually found in the form of an appendix to a book
clarifying ✔️ When focusing on comprehension, if students pay close attention to whether or not the text is making sense to them, they are using the comprehension strategy know as
effective reading instruction ✔️ using appropriate and ongoing screening, assessments, and progress monitoring; providing intensive instruction; and obtaining early intervention when needed are directly connected to
Strategic competence ✔️ it is an aspect of mathematical proficiency, an ability to formulate and conduct mathematical problems.
Treatment fidelity ✔️ the teaching practice as it was provided in research is called....
Interpreting the meaning of the common core standard ✔️ When working with standards, what will be your fist task?
generalization ✔️ The student is able to transfer information across settings and can use the information learned. So, when a target behavior transfers across settings, persons,, and materials, which stage of learning has been completed?
to practice a skill that students have already learned.
✔️ What is the purpose of using independent learning as a grouping format?
electronic books ✔️ Students who have auditory discrimination difficulties may benefit from...
trade books ✔️ examples of supplemental reading matirials
Functional behavior assessment ✔️ Data from progress monitoring should be reviewed systematically to make necessary adjustment to intervention. One process that works hand-in-hand with progress monitoring is
self-management ✔️ Teaching which of the following skills requires a more active role from the students and a more collaborative role from the teachers?
positive behavior support ✔️ A continuum of policies and procedures implemented throughout the school for all students is called...
10 days ✔️ The school must give an oral or written notice of charges and opportunity to respond to charges when students are suspended for more than .....
punitive and reactive ✔️ when dealing with due process, legal action tends to be...
in loco parentis ✔️ According to this concept, parents grant school of personnel a measure of control over their children. The courts recognize the importance of giving teachers and school administration authority over a student behavior. this is called....
discrete and uniform in duration ✔️ Even recording should be used when the target behavior is...
latency ✔️ A term of measurement that involves the amount of delay before behavior is initiated after a direction is given is....
cross age reading ✔️ provides readers with a lesson cycle that includes modeling by the teacher, discussing the text, supplying opportunities for practicing reading the text, and reading the text to younger children
The National Council on Disability (NCD) ✔️ An independent federal agency that makes recommendations to both the President and Congress regarding issues related to disabilities
Summative assessments ✔️ The type of assessment most often used to evaluate the effectiveness of instruction is ...
Criterion-referenced tests ✔️ This form of assessment fosters cooperation and is oriented to success.
Speech-language impairments, other health impairments, intellectual disabilities, emotional disturbance) ✔️ The most recent government data show specific learning disabilities as the largest disability category of students aged 6-21 receiving special education services under the IDEA. What is this category (it includes 4: 18.9%, 9.2, 8.9, 7.7)?
Intensive, direct instruction to individual students ✔️ When teaching basic mathematics, what kind of instruction is most likely to be needed specifically for students with special needs in a general education classroom?
reliability ✔️ This term means that a measurement can be replicated many times with consistent findings
validity ✔️ This term means that something measures what it claims to measure
can be equal to firsthand experience ✔️ Albert Bandura's research found that observation of modeling...
multilevel teaching practices ✔️ What is an effective method to teach word recognition to a class of students with many reading levels and diverse needs?
a range of grouping strategies ✔️ What is a good grouping strategies for teaching disable and diverse students using multilevel instructional techniques?
permanent product ✔️ When assessing student behavior, which data collection method gathers information about outcomes of behavior rather than the behavior itself?
interval recording
✔️ Which method of collecting observational data of student behavior is most indicated for a behavior which seems to occurs constantly?
a basic line graph ✔️ Which type of graph is used most often for showing a set of collected data?
Curricular integration ✔️ Teachers who incorporate positive behavioral supports and interventions (PBSI) into their daily instruction find it very effective for teaching replacement behavior. What is the name of the technique they are practicing?
0-3 months ✔️ In normal receptive language development, at what age do babies recognize the sound of your voice?
babbling and vocal play ✔️ Between four and six months of age, what is typical expressive language characteristic of normally developing babies?
Phoneme blending ✔️ In core activities to teach phonological awareness, what would typically be introduced the earliest?
articulation disorders ✔️ Phonemic drills are most appropriate for remediating which type of disorder?
full alphbetic ✔️ In which of Ehri's (1995) phases of sight word recognition do students find it easy to differentiate among similarly spelled words like "mat", "mart", and "mate"?
Curriculum-based assessment ✔️ Assessment that measures students' level of achievement as it relates to what is taught in the classroom, results are used to guide instruction, and it is an accurate indicator of student access to the general education curriculum.
Standardized testing ✔️ The mechanism used to ensure that students have met common core standards is...
Standardized testing ✔️ Testing that is used by school districts to ensure students have achievement progress in Common Core State Standards. The test is in the same format for all who take it. It often relies on multiple-choice questions and the testing conditions (instructions, time limits and scoring rubrics) are the same for all students (though accommodations are sometimes made for disabled students).
✔️ As with syntax, Wood (1976) outlines stages for semantic development.: the child is learning meaning while learning his first words. Sentences are one-word, but the meaning varies according to context. Therefore, "doggie" may mean, "This is my dog", or "There is a dog," etc. What age and stage?
about 2 to 8, Stage 2 ✔️ As with syntax, Wood (1976) outlines stages for semantic development.: The child progresses to two-word sentences, forms longer sentences, until age 7, things are defined in terms of visible actions. The child begins to respond to prompts (pretty/flower), and at about age 8, he can respond to a prompt with an opposite (pretty/ugly). What age and stage?
begins at about 8, Stage 3 ✔️ As with syntax, Wood (1976) outlines stages for semantic development.: The child's word meanings relate directly to experiences, operations and processes. Vocabulary is defined by the child's experiences, not adult's. At about 12, the child begins to give "dictionary" definitions, and the semantic level approaches that of adults. What age and stage?
Semantic ✔️ Misuse of transitional words such as "although", " regardless" shows a problem in what language area?
Semantic ✔️ Limited vocabulary and inability to understand figurative language or idioms tell about what kind of problem?
semantic ✔️ Difficulties to understand linguistic concepts (before/after), verbal analogies, and logical relationships such as possessives, spatial and temporal tell about what kind of problem?
pragmatics ✔️ In linguistics: it is commonly known as the speaker's intent
pragmatics ✔️ It is used to influence or control actions or attitude of others.
pragmatics ✔️ Communicative competence depends on how well one understands the rules of language as well as the social rules of communication such as taking tunes and using the correct tone of voice,
respond properly to inderect questions ✔️ After age 8, pragmatic deficits are manifested by failures to..
interruptions or monopolizing conversations ✔️ Pragmatic deficits are also characterized by social behaviors such as...
preschool and kindergarten ✔️ Problem in language development: The child's speech may sound immature, the child may not be able to follow simple directions, often cannot name the days of the week and colors; may not be able to discriminate between sounds and letters associated with the sounds; might substitute sounds and have trouble responding accurately to certain types of questions; may play less with peers or participate in non- play or parallel play. When? What school?
birth to 3 months (receptive) ✔️ Sequence of language development: turns head toward sounds; responds to familiar voices. What age?
birth to 3 months (expressive) ✔️ Sequence of language development: coos; gurgles; smiles; produces different cries for tiredness, hunger, pain. What age?
4-7 months (receptive) ✔️ Sequence of language development: responds to own name; distinguishes among people. What age?
4-7 months (expressive) ✔️ Sequence of language development: laughs; babbles; expresses emotion vocally. What age?
8 months - 1 year (receptive) ✔️ Sequence of language development: understanding simple words, commands, gestures. What age?
8 months - 1 year (expressive) ✔️ Sequence of language development: imitates speech sounds; uses gestures such as pointing; may begin to talk. What age?
1 year-2 years (receptive) ✔️ Sequence of language development: understand growing number of words. What age?
1 year - 2 years (expressive) ✔️ Sequence of language development: talks in one- then two-word phrases; produces growing number of words. What age?
2 years - 3 years (receptive)
✔️ It occurs when the child uses an incorrect sound in place of the correct one. In such cases, the incorrect sound is usually easier to imitate (e.g., "wight" instead of "right.")
distortations ✔️ It occurs when the child produces the correct sound but does not articulate it clearly (e.g., a slight lisp).
fluency disorder ✔️ Disorders that are reflected in difficulties with the rhythm and timing of speech.
fluency disorders ✔️ stuttering and cluttering are two prominent examples of ....
stuttering ✔️ Speech is disrupted by involuntary pauses, also known as blocks, as well as repetitions or prolongations of sounds, syllables, words or phrases.
cluttering ✔️ Speaking rate is unusually fast or irregular; may occur together with stuttering although they are distinct disorders.
voice disorders ✔️ Disorders that manifest as difficulties in producing language sounds of appropriate quality, pitch or loudness.
voice disorders ✔️ Phonation and resonace disorders are types of ....
phonation disorders ✔️ excessive hoarseness, raspiness, sudden changes in volume, and sudden changes in pitch while speaking
resonance disorders ✔️ too much or too little nasal emission of air while speaking
language impairments ✔️ phonological, expressive language and mixed receptive-expressive language disorders are types of ...
phonological disorders ✔️ impairments in the ability to distinguish specific phonemes.
the ability to distinguish phoneme contrast
✔️ A child with a phonological disorder does not recognize difference between certain phonemes, and a s a result may pronounce different phonemes the same. So phonological disorders reflect limitations in ...
mixed receptive and expressive language disorder ✔️ the disorder in which both receptive and expressive language abilities are affected
directive interventions ✔️ structured activities in which the professional responsible for the intervention models speech, prompts the child for specific responses, and offers incentives for desired responses. Through these techniques, the professional attempts to develop targeted aspects of the child's communication.
naturalistic interventions ✔️ activities carried out in day-to-day settings in which the professional responsible for the intervention makes use of opportunities for the child to learn. the professionals may be engage in modeling, prompting, and the use of incentives, but he or she will also allow the child's interests to influence the content of communication with the child.
segregated models of instructions ✔️ In these models of instruction, emphasis is placed on the development of discrete skills. In such models. content areas such as math, science and social studies are treated separately from each other and from instruction in language.
integrated instructions ✔️ in these models of instructions, content areas overlap with each other and with language, and that language skills such as reading, writing and speaking are independent.
0-1 year ✔️ Normal development of motor abilities: sits without support
0-1 year ✔️ Normal development of motor abilities:: develops one- and two-arm control
0-1 year ✔️ Normal development of motor abilities: crawls and stands
0-1 year ✔️ Normal development of motor abilities: walks with some aid
0-1 year ✔️ Normal development of motor abilities: begins to indicate hand preferance
0-1 year ✔️ Normal development of language abilities: "good bye" and "no" gestures are used
4-5 years of age ✔️ Normal development of language abilities: follows several unrelated commands
4-5 years of age ✔️ Normal development of language abilities:listens to longer stories but sometimes confuses them when retelling
4-5 years of age ✔️ Normal development of language abilities: Asks 'why", "how" and "what for" questions
4-5 years of age ✔️ understands comparatives such as fast, faster and fastest
4-5 years of age ✔️ Normal development of language abilities: uses complex sentences such as "I like to play with my bicycle inside and outside".
4-5 years of age ✔️ Normal development of language abilities: uses relationship words such as "because", "so"
content-based instruction ✔️ This type of instruction involves teaching language and content simultaneously. E.g., language skills may be taught in the context of an age-appropriate theme. Themes can be relatively specific or relatively broad. the instruction is considered desirable because it promotes student interest, because it breaks down artificial barriers between content area (and between language and content) and because it reinforces learning by making connections between content areas.
task-based instruction ✔️ This type of instruction involves teaching of language by means of age appropriate tasks that require meaningful communication. E.g., language skills may be taught in the context of group activities such as the creation oof a class newspaper or website.
communication boards ✔️ this "low-tech" technology can be as simple as a piece on paper containing pictures, in which case the student communicates by pointing to individual pictures. It is good for a student with impaired speech who has no other disability.
voice output communication aids (speech-generating device)
✔️ these devices produce speech. What they say may be pre-recorded, produced by synthesizers, or both. Students with impaired speech but no limitation in mobility may use a keyboard or touch screen to operate such a device. Students with limited mobility may use movements of head and eyes to operate the device.
alphabetic principle ✔️ the understanding that letters represent sounds in systematic and predictable ways, i.e., knowledge of the relationship between spoken and written words.
alphabet knowledge ✔️ the ability to name the letters of the alphabet and recognize these letters in print
phonological awareness ✔️ the ability to consciously recognize, discriminate among and manipulate language sounds such as phonemes and syllables, i.e., awareness that spoken words are composed of units of sounds
sight words ✔️ high-frequency words (the, and) are automatically recognized and become part of children's growing set of...
fluency ✔️ the ability to read quickly, effortlessly, accurately and expressively.
decoding ✔️ the sounding out of words
observational assessment ✔️ checklists, rating scales, duration records, time-sampling records and anecdotal records are examples of ....
rubric ✔️ authentic assessments can take on many forms, for example, students may be assessed by means of ....
portfolio assessment ✔️ It's a collection of work produced by a student over time. The goal of this assessment is to gauge student effort, progress and achievement through examination of many different kinds of work that student has produced in a particular class or related to a specific theme.
reading to learn stage
✔️ These programs are intended to support students with reading difficulties; can be focus on one, several, or all components of reading. the goal of these programs is for the students to be functioning at grade level
dyslexia ✔️ it is considered a learning disability that primary affects reading. A particular child with this disability is likely to exhibit some but not all of these symptoms: *difficulty recognize familiar words *inability to decode unfamiliar words
- difficulty segmenting words into phonemes *difficulty identifying or creating rhymes *seeing letters or words in reverse *seeing letters move or blur *dysfluency when reading out loud *difficulty following a sequence of instructions poor spelling *difficulty learning a foreign language
pre-alphabetic ✔️ a child can read the word "stop" on a stop sign owing to the sign;s distinctive color and shape. What is the phase of decoding skills?
pre-alphabetic phase ✔️ children don't yet think of a word as composed of letters. such that individual letters contribute to the pronunciation of the word. What phase?
partial alphabetic ✔️ the child can read the word "bat" because she knows how "b" and "t" sound and remembers that when they are separated by one roundish-looking letter, the word is "bat". What phase?
partial alphabetic ✔️ The child might not be able to read the word "ball", because she does not know how the last letters sound, or because she mispronounces the "a". What phase?
consolidated-alphabetic ✔️ The chils recognizes that the rime "ight", the prefix "ex", and the suffix "tion" are always pronounced the same way as in the words "light", "exit" and "nation". What phase?
consolidated-alphabetic ✔️ Children recognize that certain groups of letters function as units. What phase?
phonological awareness
✔️ the ability to recognize, discriminate among, and manipulate language sounds, including syllables, onsets and rimes, vowels and consonants, and phonemes.
phonological and phonemic awareness instruction ✔️ the ability
- to hear and produce rhymes and alliteration
- divide sentences into words *segment words into syllables, and to build words from syllables *to segment words into onsets and rimes, and to blend these sounds into words *to segment words into individual phonemes, and to blend phonemes into words What kind of instruction can help to develop these abilities?
Simple syllable awareness activities ✔️ 1. "say the word "water". Now say it without the "wa".
- How many syllables are in the word potato?
- "I am going to say the first part of the word "student" and you finish it. Ready? "Stu..." What kind of activities?
Simple rhyme awareness activities ✔️ 1. "Do these words rhyme: peek, week/"
- "Which word does not rhyme: cat, bell, pat?"
- "can you tell me some words that rhyme with "call?" What kind of activities?
simple phonemic awareness activities ✔️ 1. "what sound do you hear at the beginning of "panda"?"
- "What word do these sounds make:: rrr...ooo...mmm?"
- "how many sounds can you hear in the word "six"?" What kind of activities?
grapho-phonemic knowledge ✔️ letter-sound correspondences
digraphs ✔️ pairs of letters that represent a single sound such as "sh" and "oo".
consonant clusters ✔️ pair of consonants that appear together in a syllable; they do not represent a single sound: in the word "charts", the "ch" is a digraph while the "ts" is ....
syllables ✔️ units of pronunciation containing one vowel sound
rimes
