Teachers' Professional License – Subject Test: Special Education (Hearing Impairment): free practice test

Practice question Unit: General Principles of Special Education

1. AFull educational mainstreaming

   Full educational mainstreaming moves the student with a disability into the regular school, which is the reverse of this situation.

2. BReverse mainstreaming ✓ Correct answer

   This is reverse mainstreaming: children without disabilities join a setting originally designed for children with disabilities.

3. CSocial integration

   Social integration concerns activities and relationships outside class, not the type of school.

4. DLocational integration

   Locational integration means sharing the same building and does not specify that children without disabilities moved into the setting of students with disabilities.

Reference: ETEC Hearing Impairment Teacher Standards (2020), Standard 6.15.1.1 (philosophy, concepts, policies and foundations of special education), indicator 3, p. 8

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Practice question Unit: General Principles of Special Education

1. AIndustry versus inferiority ✓ Correct answer

   In the school years, about 6 to 12, the crisis centers on competence and achievement versus inferiority.

2. BInitiative versus guilt

   This crisis belongs to the preschool years and concerns initiative and play.

3. CIdentity versus role confusion

   The identity crisis belongs to adolescence, not a girl in primary school.

4. DTrust versus mistrust

   Trust versus mistrust is the first crisis and belongs to the first year of life.

Reference: ETEC Hearing Impairment Teacher Standards (2020), Standard 6.15.1.2 (general causes of disability, developmental characteristics and individual differences), indicator 2, p. 8; Erikson's theory

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Practice question Unit: Planning Instruction in Special Education

1. AThey are informed of decisions after teachers and specialists make them

   Informing them after the decision does not achieve the required partnership.

2. BThey are partners who share information and take part in decisions ✓ Correct answer

   Parents are full team members, not a formality.

3. CTheir role is limited to signing the finished program

   A signature alone is not participation in building the program.

4. DThey attend the meeting only if the psychologist asks

   Family attendance is a right, not dependent on one member's request.

Reference: ETEC Hearing Impairment Teacher Standards (2020), Standard 6.15.1.4 (the IEP and its procedures), indicator 2, p. 9

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Practice question Unit: Motivating and Supporting Learning in Special Education

1. ATeam teaching ✓ Correct answer

   Correct: in team teaching both teachers share the explanation and dialogue in front of all the students.

2. BParallel teaching

   Parallel teaching splits the class into two groups, while here the whole class stays together.

3. CAlternative teaching

   Alternative teaching separates a small group, which did not happen here.

4. DOne teaches, one observes

   Here both teachers take part in teaching, and neither is limited to observing.

Reference: ETEC Hearing Impairment Teacher Standards (2020), Standard 6.15.1.8 (roles of consultation, teamwork and the team in special education), indicator 3, p. 10

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Practice question Unit: General Principles of Hearing Impairment

1. AConductive hearing loss from the middle ear

   Conductive loss comes from the outer or middle ear, not the cochlea.

2. BMixed hearing loss combining conductive and sensorineural components

   Mixed loss combines conductive and sensorineural parts; no conductive problem is reported.

3. CCentral hearing loss in the auditory cortex

   Central loss involves brain auditory pathways; here the damage is in the inner ear.

4. DSensorineural hearing loss ✓ Correct answer

   The cochlea is in the inner ear; hair-cell damage is classed as sensorineural loss.

Reference: ETEC Hearing Impairment Teacher Standards (2020), Standard 6.15.2.11 (knowledge of general concepts in hearing impairment), indicator 4, p. 10

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Practice question Unit: General Principles of Hearing Impairment

1. ATotal communication, mixing modes as the situation requires

   Total communication is a philosophy of using available communication modes; it does not itself define the two-language, two-culture arrangement described.

2. BThe auditory-oral method that excludes signing

   An auditory-oral approach centres on listening and spoken language rather than sign language as the first language.

3. CBilingual-bicultural approach ✓ Correct answer

   The bilingual-bicultural approach explicitly recognises sign language, the written majority language and participation in both cultures.

4. DCued speech, adding hand cues to lipreading

   Cued speech uses manual cues to clarify spoken-language contrasts; it is not a separate sign language.

Reference: ETEC Hearing Impairment Teacher Standards (2020), Standard 6.15.2.11 (knowledge of general concepts in hearing impairment), indicator 1, p. 10

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Practice question Unit: Planning Instruction for Students with Hearing Impairment

1. ATo follow one-step signed instructions in 4 of 5 trials this term

   This repeats the already demonstrated level rather than defining the next instructional target.

2. BTo improve understanding of signed instructions during the term

   It lacks a specific observable response and success criterion.

3. CTo repeat two-step instructions in sign without carrying them out

   Repeating instructions does not establish that the student understands and can carry them out.

4. DTo follow a two-step signed instruction in 4 of 5 trials this term ✓ Correct answer

   It builds on the baseline and specifies the next response, criterion and time frame.

Reference: ETEC Hearing Impairment Teacher Standards (2020), Standard 6.15.2.16 (knowledge of assessment and diagnosis methods for students with hearing impairment), indicator 7, p. 12

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Practice question Unit: Planning Instruction for Students with Hearing Impairment

1. AInfer classroom needs from the audiogram without observing the student

   An audiogram does not replace observation of communication and learning in actual classroom tasks.

2. BSet hearing thresholds and adjust the hearing-aid prescription

   Clinical hearing assessment and device fitting require the relevant hearing-care professional.

3. CProvide classroom learning and communication data and educational assessment ✓ Correct answer

   The teacher contributes direct evidence of educational access, skills and response to support.

4. DChoose educational placement before the multidisciplinary team meets

   Placement follows a team evaluation of individual needs rather than one member’s advance decision.

Reference: ETEC Hearing Impairment Teacher Standards (2020), Standard 6.15.2.16 (knowledge of assessment and diagnosis methods for students with hearing impairment), indicator 6, p. 12

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Practice question Unit: Motivating and Supporting Learners with Hearing Impairment

1. AScore the students on their classroom introduction without changing the context

   Assessment records current performance; it does not itself provide varied opportunities for transfer.

2. BRepeat the same introduction to the same teacher in the same classroom

   Repetition may improve fluency but keeps the response tied to one partner and setting.

3. CMemorise a written definition of a successful self-introduction

   Knowing a definition does not establish use of a communication skill in a workplace.

4. DPractise interview role-plays with different partners, then use the skill in a supported workplace visit ✓ Correct answer

   Varying partners and moving from simulation to the target setting supports generalisation.

Reference: ETEC Hearing Impairment Teacher Standards (2020), Standard 6.15.2.22 (knowledge of promoting social interaction for students with hearing impairment), indicator 2, p. 14

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Practice question Unit: Motivating and Supporting Learners with Hearing Impairment

1. ALower the subject-matter standard because the student uses sign language

   Access needs do not by themselves justify lowering the academic standard.

2. BAdjust timing or assessment format to allow access to interpreted instructions ✓ Correct answer

   The documented barrier is time lost switching visual attention; an access accommodation should preserve the assessed construct.

3. CRemove the interpreter so the student can look at the paper continuously

   Removing interpreted instructions removes access rather than addressing the timing barrier.

4. DRepeat the group test under the same time and interpretation conditions

   The same conditions leave the identified barrier unchanged, so repetition alone cannot resolve it.

Reference: ETEC Hearing Impairment Teacher Standards (2020), Standard 6.15.2.24 (knowledge of applying educational evaluation methods for students with hearing impairment), indicator 3, p. 14

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