Scenario:   Amira, a 7th-grader with diabetes, performs well academically but needs to check her blood sugar during class and sometimes requires snacks to prevent low glucose. Her teacher tells her to “wait until lunch” because there are no special education services listed in her IEP.  Which legislation most directly protects Amira’s right to accommodations in school? (2)   

Scenario:  In a graduate seminar on the history of special education, the professor explains how physical disabilities were once seen as reasons to exclude children from school. Today, however, most students with physical disabilities are educated in inclusive settings with support services. The class reviews several conditions that may affect mobility and participation in school:  Cerebral palsy, a neurological condition that affects muscle coordination and movement.  Hydrocephalus, a buildup of fluid in the brain that may require surgical shunts.  Spina bifida, a congenital spinal condition often associated with mobility challenges.  Muscular dystrophy, a group of genetic disorders that progressively weaken muscles.  The professor then asks: “Historically, all of these conditions led to exclusion from public education. But in today’s schools, which of these is the most prevalent physical disability among children?”  Which answer is correct? (1) 

Scenario:  The parents of a 2-year-old are worried that their daughter is not speaking as much as other children her age and seems behind in meeting developmental milestones. They ask a pediatric psychologist for advice. Four possible professional responses are listed below.  Which response best reflects current research and effective professional judgment? (9) 

Scenario:  A middle school team is working on strategies to better support students with disabilities from culturally diverse backgrounds. Several ideas are proposed:  Developing assessments that reflect students’ cultural and linguistic experiences.  Inviting families to share perspectives to improve cultural responsiveness.  Integrating multicultural content into instruction.  Adjusting lesson plans by removing cultural practices that teachers feel conflict with “mainstream” values.  Which proposed approach reflects a counterproductive attitude that fails to meet students’ needs effectively? (10) 

Ms. Nguyen is planning a classroom presentation about assistive supports for individuals with visual impairments. One student suggests that “almost everyone who is blind has a guide dog as a pet.”  Question:  Which clarification would be most accurate for Ms. Nguyen to provide? (8) 

Which of the following is the least age-appropriate activity for an 18-year-old girl with severe disabilities who functions at the 2nd grade level on most academic, social, and daily living skills. (8)

Scenario:  The IEP team is reviewing a referral for Jacob, a 7-year-old. His evaluation shows:  Significant difficulties in social interaction and communication Onset of symptoms in early childhood Average cognitive functioning Some team members argue that Jacob should not be identified under the autism category because he doesn’t have an intellectual disability.  Question:  Based on IDEA’s definition of autism, how should the team respond? (6) 

Scenario:  Marcus, a 28-year-old with Down syndrome, lives semi-independently with support. His parents express pride in his accomplishments but also worry about his long-term financial security. His sister feels pressure to plan for his future care.  Which evaluation best reflects the family impact? (9) 

Scenario:  In a professional development session, teachers share their observations of students with autism:  One student does not seem to notice when peers are upset, showing difficulty perceiving the emotional states of others.  Another can’t easily express emotions, leading to misunderstandings with classmates.  A third avoids group play and struggles with forming attachments, even when peers are welcoming.  The group debates which of these difficulties are most typical for children with autism:  Which summary best reflects the social-relationship challenges often associated with autism? (6) 

Scenario:  In a special education seminar, a teacher asks: “Are learning disabilities the largest category of disability I should expect to see in my classroom, and why does it matter?”  One colleague says it is the largest category, meaning most teachers will encounter students with reading, writing, or math difficulties linked to average or above-average intelligence.  Another argues it is only the second or third largest category, behind speech/language impairments or other health impairments.  A third claims it is the smallest category, suggesting teachers are unlikely to see many students with these needs.  A fourth insists prevalence data changes constantly, so it’s best to assume “none of the above.”  Which statement most accurately reflects the reality and its educational implications? (7)