Scenario:  Mr. Patel teaches in a district where a large number of students qualify as gifted and talented, but the school provides very few enrichment or acceleration opportunities. Several parents express frustration that their children’s needs are not being met, even though they technically fall under “exceptional children” in special education.  Question:  Which conclusion best reflects this situation? (7) 

Scenario:  A high school eligibility team is discussing a student who has shown signs of depression and withdrawal over several months. Team members debate which factors IDEA requires for a classification of emotional disturbance (ED):  One teacher argues that the student’s difficulties must be clearly visible to others, otherwise the school cannot document a problem.  The counselor counters that what matters most is whether the student’s struggles persist over time rather than being short-lived.  The school psychologist emphasizes that the behaviors must be serious enough to interfere with the student’s learning and functioning.  The special education director reminds the team that IDEA requires evidence the condition adversely affects educational performance.  Which teacher’s statement does not accurately reflect IDEA’s definition of emotional disturbance? (6) 

Scenario:  At an IEP meeting for a student with severe intellectual disability, the teaching team debates which skills to prioritize.  Mr. Lewis: insists that academic skills like reading and math should take priority, even if the student may not generalize them to daily life.  Mrs. Lopez: suggests emphasizing pre-academic skills, such as letter and number recognition, to lay groundwork for academics.  Mr. Fischer:  emphasizes social skills as most critical, since they improve peer relationships and behavior.  Ms. Carter: argues that functional skills such as communication, self-care, and daily living should be the main focus, since they directly support independence.  The facilitator asks: “For students with severe intellectual disability, which type of skills are generally considered more important to learn than academic skills?” (8) 

Scenario:  At a case conference for a student newly diagnosed with cerebral palsy, the team discusses how the condition is typically classified in medical and educational contexts.  The physical therapist explains that classification often considers the parts of the body affected (e.g., hemiplegia, diplegia, quadriplegia).  The neurologist adds that the effects on muscle tone (spasticity, hypotonia, athetosis) are also used to describe cerebral palsy.  The occupational therapist notes that the quality of movement (such as coordination, control, or involuntary movements) is another classification dimension.  A new teacher suggests that functional limitations (how independently a student can dress, eat, or walk) are used as a formal classification category.  The facilitator asks: “Which of these is not typically used in the medical classification of cerebral palsy?” (5) 

For a client with a history of recurrent UTIs, which fluid choice would the nurse advise the client to include:

A patient hospitalized with bleeding of a peptic ulcer develops sudden, severe upper abdominal pain and calls the nurse.  She is doubled over in pain and is diaphoretic.  An additional sign indicating perforation of the ulcer that the nurse assesses for is:

A client asks the nurse about the prescribed diet following a gastrectomy.   Which dietary recommendation by the nurse will most likely reduce the patient’s risk of experiencing dumping syndrome?

Noting that the client’s stoma is pinkish/red and moist 8 hours after urinary diversion surgery, the nurse would

Famotadine (Pepcid) is prescribed for a client with a gastric ulcer. The statement that best indicates to the nurse that the client understands the action of this drug is

The number one cause of oral cancer is