Scenario:  A team of educators is preparing classroom supports for students with autism. In their planning meeting, they discuss behaviors they’ve seen:  One teacher notes that some students repeat words or phrases they’ve just heard (echolalia).  Another describes students engaging in repetitive actions such as rocking or hand-flapping (self-stimulation).  A third shares that a few students occasionally engage in behaviors that cause harm to themselves (self-injury/self-mutilation).  A fourth adds that many students with autism seem to struggle with sadness and may even develop depression, which she assumes is a defining feature of the disorder.  Which of these is not considered a defining or commonly observed characteristic of autism? (6) 

Scenario:  At an in-service training, teachers are debating the causes of emotional and behavioral disorders (EBD). Several viewpoints are shared:  Ms. Thomas argues that causes are best understood as a combination of biological factors (like genetics or brain chemistry) and environmental influences (such as trauma, poverty, or inconsistent parenting).  Mr. Lee suggests the causes should be described as etiological and genetic, since those terms sound more scientific.  Dr. Patel insists they are primarily genetic and pathological, pointing to medical diagnoses.  Ms. Gomez proposes the categories are biological and developmental, emphasizing delayed growth patterns.  The facilitator asks the group to decide: “According to most research, which two categories best summarize the suspected causes of EBD?” (5) 

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)