Teachers' Professional License – Subject Test: Special Education (Speech Training): free practice test

Practice question Unit: General Principles of Special Education

1. ALocational integration

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

2. BFull educational mainstreaming

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

3. CSocial integration

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

4. DReverse mainstreaming ✓ Correct answer

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

Reference: ETEC Speech Training Teacher Standards (2020), Standard 6.34.1.1 (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 Speech Training Teacher Standards (2020), Standard 6.34.1.2 (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 partners who share information and take part in decisions ✓ Correct answer

   Parents are full team members, not a formality.

2. BThey are informed of decisions after teachers and specialists make them

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

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 Speech Training Teacher Standards (2020), Standard 6.34.1.4 (the IEP and its procedures), indicator 2, p. 9

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Practice question Unit: Motivating and Supporting Learning in Special Education

1. AAlternative teaching

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

2. BParallel teaching

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

3. CTeam teaching ✓ Correct answer

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

4. DOne teaches, one observes

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

Reference: ETEC Speech Training Teacher Standards (2020), Standard 6.34.1.8 (roles of consultation, teamwork and the team in special education), indicator 3, p. 10

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Practice question Unit: General Principles of Speech Disorders

1. ARepeated blocks and prolongations that interrupt speech flow

   Blocks and prolongations describe disfluency, not systematic changes to word sound patterns.

2. BChanges in pitch or vocal quality produced by the larynx

   Pitch and vocal quality concern voice; phonological processes concern sound patterns in words.

3. CDifficulty producing the same isolated sound because of its motor placement

   A single sound production difficulty concerns articulation; a phonological process is a recurring pattern across relevant words.

4. DPatterns that simplify adult sound structures as the sound system develops ✓ Correct answer

   Examples include simplifying clusters; whether a pattern is appropriate depends on age and language.

Reference: ETEC candidate guide (Teacher Licensure – Special Education: Speech Training (Speech and Language Disorders)), domain "General Principles of Speech Disorders", standard "Normal speech and language development", p. 12

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Practice question Unit: General Principles of Speech Disorders

1. AIt mainly provides a large number of words regardless of responsiveness

   Exposure matters, but this view stresses responsive, meaningful interaction rather than word quantity alone.

2. BIt supports learning through responsive turns, modelling and expansion ✓ Correct answer

   Responsive interaction connects language to the child’s interests and communicative purpose.

3. CIt works chiefly through correcting each grammatical error immediately

   Modelling and expansion provide useful language without making constant explicit correction the main mechanism.

4. DIt supports articulation practice but does not influence language use

   Interaction supports vocabulary, grammar and pragmatic use as well as opportunities to practise sounds.

Reference: ETEC candidate guide (Teacher Licensure – Special Education: Speech Training (Speech and Language Disorders)), domain "General Principles of Speech Disorders", standard "Normal speech and language development", p. 12

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Practice question Unit: Planning Speech Training

1. AThe sound is already generalised to everyday spontaneous speech

   Correct imitation does not establish spontaneous use across words, partners and settings.

2. BThe pattern is necessarily a voice disorder

   The difficulty concerns a speech sound; no pitch or voice-quality problem is described.

3. CThe child cannot hear the target sound

   This observation alone neither establishes nor excludes hearing loss; it shows successful production with support.

4. DThe target sound is stimulable with a model ✓ Correct answer

   Producing a sound after a model demonstrates stimulability, useful when planning targets and cues.

Reference: ETEC candidate guide (Teacher Licensure – Special Education: Speech Training (Speech and Language Disorders)), domain "Planning Speech Training", standard "Assessment tools and tests", p. 12

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Practice question Unit: Planning Speech Training

1. ASeat the student away from discussion so speaking demands stay low

   Reducing access to discussion can isolate the student and removes supported practice opportunities.

2. BOffer supported speaking opportunities in a calm, respectful setting ✓ Correct answer

   Participation with appropriate support and wait time promotes access without ridicule or unnecessary pressure.

3. CReplace oral participation with written work in every lesson

   Writing can be one accommodation, but a blanket replacement removes chances to develop oral communication.

4. DRequire the student to repeat each error publicly until corrected

   Public repeated correction can increase pressure; feedback should follow the individual plan in a supportive way.

Reference: ETEC candidate guide (Teacher Licensure – Special Education: Speech Training (Speech and Language Disorders)), domain "Planning Speech Training", standard "Preparing the classroom environment", p. 12

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Practice question Unit: Managing and Implementing Therapeutic Speech Plans

1. ATo improve speech generally in everyday situations this year

   This is broad and lacks a defined target behaviour and success criterion for a short-term objective.

2. BTo understand why producing /s/ matters

   Understanding importance is not an observable criterion for producing the target sound.

3. CTo produce /s/ word-initially in picture naming with at least 80% accuracy within four weeks ✓ Correct answer

   It specifies the sound, word position, task, criterion and time frame; suitability is checked against baseline performance.

4. DTo attempt /s/ during practice without a recorded criterion

   An attempt alone does not define accurate performance or how progress will be judged.

Reference: ETEC candidate guide (Teacher Licensure – Special Education: Speech Training (Speech and Language Disorders)), domain "Managing and Implementing Therapeutic Speech Plans", standard "Designing individual plans and prioritizing goals", p. 12

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Practice question Unit: Managing and Implementing Therapeutic Speech Plans

1. ATwo words with the same pronunciation but different meanings

   These are homophones; no spoken contrast is present to teach the target distinction.

2. BTwo words differing in one phoneme that changes meaning ✓ Correct answer

   A minimal pair demonstrates that a single phoneme contrast distinguishes two word meanings.

3. CTwo words that share a rhyme but differ in several initial sounds

   Rhyming words need not differ in only one phoneme, so rhyme alone is insufficient.

4. DTwo words with similar meanings but several different sounds

   Similarity of meaning defines a semantic relation, not a minimal sound contrast.

Reference: ETEC candidate guide (Teacher Licensure – Special Education: Speech Training (Speech and Language Disorders)), domain "Managing and Implementing Therapeutic Speech Plans", standard "Designing individual plans and prioritizing goals", p. 12

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