Teachers' Professional License – Subject Test: Special Education (Intellectual Disability): free practice test

Practice question Unit: General Principles of Special Education

1. A4, then 2, then 3, then 1

   Special schools came after institutional care, not before, and full inclusion is the latest stage, not one that precedes special classes.

2. B1, then 2, then 4, then 3

   Special classes in regular schools appeared after special schools, so they do not precede institutional care.

3. C2, then 4, then 1, then 3 ✓ Correct answer

   This is the sequence: institutional care first, then special schools and institutes, then special classes inside regular schools, then full inclusion.

4. D2, then 1, then 4, then 3

   Special schools and institutes preceded special classes in regular schools in the historical sequence.

Reference: ETEC Intellectual Disability Teacher Standards (2020), Standard 6.14.1.1 (philosophy, concepts, policies and foundations of special education), indicator 2, p. 8

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Practice question Unit: General Principles of Special Education

1. APerinatal, then prenatal, then postnatal

   This order swaps the first two: alcohol exposure precedes birth, and the cord wrapping occurred during birth.

2. BPrenatal, then perinatal, then postnatal ✓ Correct answer

   Alcohol acts on the fetus in the womb, the oxygen deprivation happened at birth, and meningitis struck after birth.

3. CPrenatal, then postnatal, then perinatal

   This order swaps the last two: the cord wrapping occurred during birth, and meningitis at 18 months came after.

4. DPostnatal, then perinatal, then prenatal

   This order is fully reversed; meningitis at 18 months comes after birth, not before.

Reference: ETEC Intellectual Disability Teacher Standards (2020), Standard 6.14.1.2 (general causes of disability, developmental characteristics and individual differences), indicator 1, p. 8

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Practice question Unit: General Principles of Special Education

1. AFully valid because its two scores came out close

   Close scores are evidence of reliability, not validity. Something else may be measured consistently.

2. BReliable, but it may not validly measure his math skill ✓ Correct answer

   Close scores show reliability. Reading-heavy items threaten validity because the test may be measuring reading as well.

3. CUnreliable because the student has a reading difficulty

   The scores are close, so the test is reliable. The reading difficulty affects validity, not reliability, here.

4. DBoth reliable and valid because it was given twice under the same conditions

   Repeating an administration does not guarantee the test measures what it should. Validity needs separate evidence.

Reference: ETEC Intellectual Disability Teacher Standards (2020), Standard 6.14.1.3 (foundations and methods of measurement, assessment and diagnosis in special education), indicator 1, p. 8

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Practice question Unit: Planning Instruction in Special Education

1. AThe first practises inclusive education and the second placement-only integration because the student in the first needs no extra support from the school

   The student in the first school adapts alone without support, which is not inclusion.

2. BBoth practise inclusive education because the student is in the general class in both cases

   Presence in the class alone is not enough; teaching and environment must adapt.

3. CThe first practises placement-only integration where the student adapts to the class; the second inclusive education where the class adapts ✓ Correct answer

   The key difference is that inclusion changes the school and class, while placement-only integration asks the student to change.

4. DBoth practise placement-only integration because inclusive education is only possible in dedicated schools

   Inclusive education is achieved in general schools when their practices adapt.

Reference: ETEC Intellectual Disability Teacher Standards (2020), Standard 6.14.1.6 (the concept of inclusive education and its applications), indicator 1, p. 9

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Practice question Unit: Motivating and Supporting Learning in Special Education

1. AThe family is a member of the first team only, and the second team involves it in no decision about the student

   Family involvement does not decide the team type; either can include the family.

2. BThe first is for early intervention only, and the second is for secondary and transition stages only

   Both styles are used across several age stages and are not tied to one stage.

3. CSpecialists in the first work separately; in the second they meet to build a joint plan ✓ Correct answer

   Correct: coordination, sharing results, and a unified plan distinguish the interdisciplinary team from the separate work in a multidisciplinary one.

4. DThe first is limited to teachers, while the second includes only medical specialists with no teachers

   Membership is not the distinguishing criterion; the difference is in how members work and communicate.

Reference: ETEC Intellectual Disability Teacher Standards (2020), Standard 6.14.1.8 (roles of consultation, teamwork and the team in special education), indicator 2, p. 10

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Practice question Unit: General Principles of Intellectual Disability

1. AA person with an IQ of 62 and average adaptive behavior, whose delay was noticed from the first year

   Incorrect; the low IQ here is not enough because adaptive behavior is average.

2. BA person with an IQ of 105 and poor adjustment after a psychiatric disorder that appeared at age 25

   Incorrect; intelligence is average and the adjustment problem stems from a late psychiatric disorder, so the definition does not apply.

3. CA person with an IQ of 58 and poor adjustment resulting from a brain injury sustained at age 30

   Incorrect; the limitations exist in both areas but began after the developmental period, so this is not intellectual disability.

4. DA person with an IQ of 60 and clear limitations in all three adaptive domains, noticed since age 6 ✓ Correct answer

   Correct; limitations in both intellectual functioning and adaptive behavior, beginning in the developmental period.

Reference: ETEC Intellectual Disability Teacher Standards (2020), Standard 6.14.2.11 (basic concepts of intellectual disability), indicator 2, p. 11; AAIDD (2021)

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Practice question Unit: General Principles of Intellectual Disability

1. AAccepting the score directly because it is roughly two standard deviations below the mean

   An IQ score alone is not enough; diagnosis also requires limits in adaptive behavior and onset during the developmental period.

2. BRepeating the same IQ test twice and then accepting the highest score he gets

   Repeating the same test and choosing the highest score is not sound interpretation and adds no new source of information.

3. CHaving the team decide eligibility after collecting data from several sources, including adaptive behavior ✓ Correct answer

   The decision comes from the multidisciplinary team after gathering information from several sources and is not based on one test score.

4. DReferring the student to the classroom teacher to judge eligibility from his observations alone

   Classroom observation is a useful source but is not enough alone, and the teacher cannot decide eligibility by himself.

Reference: ETEC Intellectual Disability Teacher Standards (2020), Standard 6.14.2.12 (knowledge of assessment and diagnosis methods and tools in diagnosing intellectual disability), indicator 1, p. 11; AAIDD 12th ed. (2021)

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Practice question Unit: Planning Instruction for Students with Intellectual Disability

1. AA general class in a regular school with a classmate to help him

   A classmate volunteering cannot replace the nursing and specialized therapy his health condition requires.

2. BA partial inclusion program attending two lessons a day with peers

   Two lessons with peers do not provide the continuous medical care or the pervasive support he needs.

3. CDistance learning followed from home under family supervision

   Distance learning offers no nursing or therapy and does not suit a student who needs hands-on training in life skills.

4. DAn intellectual education institute with staff and medical services ✓ Correct answer

   Correct: intensive health and educational needs are met in a setting that brings specialized staff and services together.

Reference: ETEC Intellectual Disability Teacher Standards (2020), Standard 6.14.2.14 (educational and rehabilitation programs for students with intellectual disability), indicator 2, p. 12

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Practice question Unit: Planning Instruction for Students with Intellectual Disability

1. AThat the student names the healthy foods shown in the pictures displayed in front of him on the board

   Naming foods is useful knowledge but does not directly lead to making the sandwich.

2. BThat the student puts cheese on bread with a verbal prompt in four of five trials ✓ Correct answer

   A specific objective that is one step from the task analysis, with observable behavior, a prompt and a criterion.

3. CThat the student expresses a general liking for healthy food in class

   Expressing liking is a general attitude that cannot be measured and does not serve the preparation skill.

4. DThat the student joins his family in choosing the weekly meal list at home every weekend

   Helping choose the list concerns choice and family, not the steps of preparation.

Reference: ETEC Intellectual Disability Teacher Standards (2020), Standard 6.14.2.15 (planning instructional programs for students with intellectual disability), indicator 3, p. 13

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Practice question Unit: Motivating and Supporting Learners with Intellectual Disability

1. AStop teaching the skill altogether because the student has not yet mastered it with his group

   Stopping deprives the student of an essential daily living skill; lack of mastery means teaching needs adjusting, not dropping.

2. BMove him to a different group each week until he finds the one he learns best in

   Frequent moves between groups confuse the student and do not address why he struggles with the steps.

3. CContinue the same group training for another month with no change at all in the method

   Repeating a method that did not work should not be expected to give a different result; data-based teaching requires changing it.

4. DShort individual sessions with systematic prompting, then practicing the skill with the group ✓ Correct answer

   A student needing extensive supports needs intensive individual teaching of the steps, then the group helps consolidate and generalize the skill, combining both types of opportunity.

Reference: ETEC Intellectual Disability Teacher Standards (2020), Standard 6.14.2.18 (providing support for learning environments for students with intellectual disability), indicator 1, p. 14

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