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) 

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: