ILTS 290 EXAM QUESTIONS COMPLETE WITH 100% VERIFIED ANSWERS

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ILTS 290 EXAM QUESTIONS COMPLETE WITH 100% VERIFIED ANSWERS ILTS 290 SG- 1. A pre-kindergarten teacher notices that a child is having trouble lacing a shoelace through punched holes, is only abl ... e to cut using loop scissors, uses an immature grip to draw with crayons, and needs help with zippers on clothing. Based on these observations, this child would benefit most from activities that develop which of the following types of skills? A. fine-motor coordination B. balance and agility C. self-advocacy D. following directions A. fine-motor coordination (Using a pincer grasp to lace a shoelace; using scissors that have holes for fingers; holding crayons with a pencil grasp; and grasping, aligning, and pulling a zipper are all examples of fine-motor developmental skills. A child who has difficulty with these types of skills may need additional practice in the developmental area of fine motor skills to attain expected skill level that will be important for independence and future academic work.) SG- 2. A special education teacher is planning instruction for students who have Individualized Education Program (IEP) goals targeting mathematics skills and is seeking information on evidence-based instructional approaches. Which of the following resources would most likely have reliable information for this educator? A. personal Web site created by special education teachers B. social media group for special education teachers C. current research articles in peer-reviewed journals on special education D. special education materials created by teachers available for purchase online C. current research articles in peer-reviewed journals on special education (Peer-reviewed journals focused on special education topics are good sources of information on current research demonstrating approaches that are proven to be effective and efficient. It is important for teachers to ensure that instructional approaches are grounded in research and are evidence-based to avoid implementing ineffective instruction that will deter or delay effective learning.) SG- 3. For children born with a disability that includes both deafness and blindness, which of the following factors is most critical in supporting the development of effective communication skills? A. waiting until the child is able to make choices to determine communication modifications B. working on orientation and mobility before starting to work on communication C. beginning oral communication when the child becomes aware of vocal vibrations D. establishing a consistent communication system within the first year D. establishing a consistent communication system within the first year (Infants require direct exposure to language and communication to develop these skills during early childhood. Disabilities that affect sensory input require additional and intentional choices to establish ways to communicate when typical routes for communication are not available, such as with a child who has both hearing and vision loss.) SG- 4. An intervention team reviews the Tier 2 Response to Intervention (RTI) data of a second-grade student. Which of the following determinations is most important for the intervention team to make when reviewing the student's RTI data? A. provision of related services B. level of progress given targeted support C. adaptive skills in comparison to peers D. accommodations for state testing B. level of progress given targeted support (Part of the RTI process involves analyzing how well a student is responding to the interventions provided. If a student is making progress with Tier 2 interventions, then the interventions appear to be effective; depending on how much progress the student has made, interventions may need to be continued to meet expected grade-level skills. If a student is not making progress with this level of intervention, more intensive interventions may need to be initiated.) SG- 5. In which of the following situations would it be most warranted for a special education teacher or team to initiate the process of conducting a functional behavior assessment (FBA) for a student? A. when a student begins to show some initial signs indicating frustration when classwork is difficult B. when a parent/guardian requests help because the student shows defiance primarily at home C. when a student demonstrates consistent challenges with motivation and work completion D. when a student returns to class following a first in-school suspension for leaving the school grounds unaccompanied C. when a student demonstrates consistent challenges with motivation and work completion (A formal FBA is warranted in a case where the student's behavior challenges are not due to a temporary fluctuation and are indicative of a longer-term concern. If the student is consistently demonstrating challenges with motivation and work completion, it would be important to determine what triggers the behavior and the function that behavior has for the student.) SG- 6. A special education teacher is writing progress summaries at the end of the first grading period for students who receive services. Which of the following elements of a student's Individualized Education Program (IEPI) plays the most significant role in the teacher's determination of progress? A. the vision statement by the IEP team B. the student's previous present level of performance C. the short-term benchmarks toward goals D. the accommodations provided to the student C. the short-term benchmarks toward goals (Short-term benchmarks indicate the measurable steps or elements of the broader annual goals and are the measurement of growth toward achieving the annual goals. The teacher should be collecting data and monitoring achievement using these benchmarks as measures of progress.) SG- 7. Which of the following statements best describes the way in which instituting a Multi-Tiered System of Supports (MTSS) process contributes to more accurate identification of students with specific learning disabilities? A. Cognitive functioning is evaluated and addressed as part of advancing to progressive tiers, which avoids the need for referral. B. Universal screenings determine which students likely have learning disabilities and will need to be referred for a full evaluation. C. Students receive progressive tiers of support throughout the year so that all students are at grade-level expectations by the end of the school year. D. Interventions for at-risk students happen at an early stage and decisions on more intensive needs are based on objective data. D. Interventions for at-risk students happen at an early stage and decisions on more intensive needs are based on objective data. (MTSS allows the school to ensure that if students are performing below grade level, and if the issue could be inadequate learning opportunities rather than disability, there is an opportunity for these areas of weakness to be addressed through providing needed and targeted interventions. This allows for closer monitoring of the students' learning and can provide additional data that will contribute information if it is determined a student should be referred for a more comprehensive evaluation.) SG- 8. A special education teacher co-teaches in an integrated kindergarten classroom. The teachers frequently invite families into the classroom to share cultural traditions with students, such as language, holidays, and foods. The teachers' action demonstrates knowledge of which of the following factors of creating a positive classroom community? A. ensuring families participate in their student's educational meetings B. fostering students' awareness of the unique identities of others C. decreasing students' adverse behaviors in the classroom D. allowing families to observe their child interacting in the school setting B. fostering students' awareness of the unique identities of others (Ensuring that family cultures and traditions are shared and respected, and that students get a chance to interact with many kinds of families leads to greater understanding of how the classroom community of learners and families all contribute in different and positive ways to the collective environment.) SG- 9. A sixth-grade general education teacher implements a universal design for learning (UDL) approach and integrates several forms of technology into the classroom. This UDL approach is particularly supportive of students with specific learning disabilities for which of the following reasons? A. Students experience reduced barriers to learning with access to a variety of technology options. B. Students using technology have improved metacognition that generalizes to other learning activities. C. Students need little training in order to use technology effectively. D. Students learn faster when technology increases the efficiency of completing work. A. Students experience reduced barriers to learning with access to a variety of technology options. (By integrating forms of technology that students can access with independence, supports are built into the overall classroom environment. All students can use these technological supports to benefit their learning regardless of whether they have been identified as needing it or not. UDL has as a core tenet that there is a benefit for all students in an environment that includes accommodations that are available to everyone.) SG- 10. At a transition meeting, the parents of an eleventh-grade student with an emotional disability express concern that their child has difficulty interacting with peers outside of school and that this social isolation will only increase when their child graduates from school. Which of the following actions should the Individualized Education Program (IEP) team take to address the parents' concerns? A. providing information about organizations that have support groups for parents B. enrolling the student in a school club that develops a personal interest C. integrating transition goals addressing behavior to support participation in community activities D. asking the speech-language pathologist to work with the student on pragmatics and social skills C. integrating transition goals addressing behavior to support participation in community activities (Part of transition planning is developing goals that will prepare students for post-secondary life, including social activities and integration into the community. The most appropriate action for the IEPI E P team to take to address the parents' concern in this situation would be to ensure that appropriate goals are part of this student's transition plan.) SG- 11. An elementary school speech-language pathologist (SLP) collaborates with the teachers of a co-taught kindergarten classroom where several students require services by the SLP within the classroom as part of their Individualized Education Program (IEP). Which of the following recommendations by the special education teacher would most effectively integrate the SLP's services into the instructional program? A. asking the SLP to observe regularly and offer suggestions on ways to promote speech and language development B. using speech and language materials provided by the SLP to work with the students who require services C. inviting the SLP to come to circle time to read a story to the class related to the weekly theme D. designing a center during center time where the SLP can work with small groups on speech and language goals D. designing a center during center time where the SLP can work with small groups on speech and language goals (Of the various options for integrating services into a classroom setting, it would be most effective for the SLPS L P to provide services to several students as part of center time, where the SLPS L P can support the students' speech and language skills in an authentic context. This kind of model integrates services into existing classroom activities in an organic way and provides direct time between the SLPS L P and the students who need services.) 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