Teachers' Professional License – Subject Test: Special Education (Visual 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 Visual Impairment Teacher Standards (2020), Standard 6.16.1.1 (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. ATrust versus mistrust

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

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. DIndustry versus inferiority ✓ Correct answer

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

Reference: ETEC Visual Impairment Teacher Standards (2020), Standard 6.16.1.2 (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. ATheir role is limited to signing the finished program

   A signature alone is not participation in building the program.

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

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

3. CThey are partners who share information and take part in decisions ✓ Correct answer

   Parents are full team members, not a formality.

4. DThey attend the meeting only if the psychologist asks

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

Reference: ETEC Visual Impairment Teacher Standards (2020), Standard 6.16.1.4 (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 Visual Impairment Teacher Standards (2020), Standard 6.16.1.8 (roles of consultation, teamwork and the team in special education), indicator 3, p. 10

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Practice question Unit: General Principles of Visual Impairment

1. AChoose Braille as the only medium solely from the low-vision label

   A label alone does not establish the most effective reading medium; usable vision and task demands need assessment.

2. BAssess functional vision across classroom tasks and match aids to each task ✓ Correct answer

   Functional assessment identifies how vision is used in real tasks so support can be individually matched.

3. CKeep ordinary materials because the student can see nearby objects

   Managing one near task does not demonstrate access to board work, print and other learning materials.

4. DMove the student forward and consider the access problem resolved

   Seating may help some distance tasks but does not assess all media and access needs.

Reference: ETEC Visual Impairment Teacher Standards (2020), Standard 6.16.2.11 (knowledge of core concepts, causes and characteristics of students with visual impairment), indicator 2, p. 10

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Practice question Unit: General Principles of Visual Impairment

1. AUse audio for all literacy tasks and omit tactile reading instruction

   Audio supports access to content but does not replace instruction in reading, spelling and writing.

2. BUse large print alone and reassess Braille only after a major loss of sight

   Print-only access does not address the present tactile advantage and visual fatigue.

3. CTeach Braille as the main reading medium while using vision where useful ✓ Correct answer

   The assessment favours tactile access, and early Braille instruction can coexist with useful residual vision.

4. DKeep regular print and increase reading time to compensate for fatigue

   More time with an ineffective medium does not resolve the fatigue and access problem shown by assessment.

Reference: ETEC Visual Impairment Teacher Standards (2020), Standard 6.16.2.12 (knowledge of measurement and diagnosis methods for students with visual impairment), indicator 5, p. 11

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Practice question Unit: Planning Instruction for Students with Visual Impairment

1. ADisplays digital text through refreshable raised Braille dots ✓ Correct answer

   Movable pins form cells that change to represent the current text from a connected device.

2. BSpeaks the text displayed on a computer or phone

   A screen reader provides speech output; the defining output of a Braille display is tactile.

3. CProduces a permanent embossed Braille page

   A Braille embosser makes a permanent paper copy; a refreshable display changes electronically.

4. DEnlarges and adjusts the contrast of screen content

   Magnification and contrast adjustment are visual-access functions, not refreshable Braille output.

Reference: ETEC Visual Impairment Teacher Standards (2020), Standard 6.16.2.13 (knowledge of tools, devices, assistive technology and electronic applications in teaching students with visual impairment), indicator 4, p. 11

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Practice question Unit: Planning Instruction for Students with Visual Impairment

1. AUse the same detailed design and allow more exploration time

   Extra time alone does not resolve overlapping or hard-to-distinguish tactile information.

2. BAdd more verbal labels while keeping overlapping tactile symbols

   Verbal labels may support learning but leave the described tactile design barrier unresolved.

3. CEnlarge every feature without reducing the number of symbols

   A larger map can still be cluttered; symbol selection, spacing and differentiation also matter.

4. DReduce clutter, distinguish textures and provide a clear tactile key ✓ Correct answer

   A simplified hierarchy and discriminable textures make the relevant features and symbols accessible by touch.

Reference: ETEC Visual Impairment Teacher Standards (2020), Standard 6.16.2.13 (knowledge of tools, devices, assistive technology and electronic applications in teaching students with visual impairment), indicator 3, p. 11

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Practice question Unit: Motivating and Supporting Learners with Visual Impairment

1. AUse academic attainment as evidence that independence goals are unnecessary

   Academic attainment does not establish competence in personal care or independent travel.

2. BAdd daily-living and orientation-and-mobility goals from the expanded core curriculum ✓ Correct answer

   Assessment identifies additional access and independence needs that belong in the individual plan alongside academic goals.

3. CLower academic expectations to make all school tasks easier

   The student’s academic performance does not justify lowering expectations; the missing skills need direct instruction.

4. DRely on classmates for travel and adults for self-care as the long-term plan

   Support may be needed initially, but a plan should develop the student’s own skills rather than preserve avoidable dependence.

Reference: ETEC Visual Impairment Teacher Standards (2020), Standard 6.16.2.18 (knowledge of methods for reinforcing learning and communication skills of students with visual impairment), indicator 2, p. 12

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Practice question Unit: Motivating and Supporting Learners with Visual Impairment

1. AAsk a classmate to complete the worksheet and tell the student the answers

   Receiving answers is not equivalent access to doing the task and demonstrating understanding.

2. BGive the student the inaccessible worksheet now and the accessible version after the lesson

   Delayed access prevents simultaneous participation and does not fix the planning problem.

3. CLet the VI teacher choose substitute worksheets without access to the class plan

   Uncoordinated substitutes may miss the class learning goals; collaboration requires sharing the plan.

4. DAgree an advance handover schedule so materials can be transcribed before the lesson ✓ Correct answer

   Shared planning provides conversion time and aligns accessible materials with the same lesson and learning goals.

Reference: ETEC Visual Impairment Teacher Standards (2020), Standard 6.16.2.20 (knowledge of strategies for collaborating with the team), indicator 2, p. 13

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