The Special Education: Learning Disability test measures your knowledge according to the Arizona Academic Standards. Success on the test indicates that you are qualified to teach this subject in Arizona public schools. The test content is drawn from four subareas based on AEPA learning objectives: Understanding Students with Specific Learning Disabilities (19% of the test); Assessing Students and Developing Individualized Education Programs (19%); Promoting Student Development and Learning (46%); and Working in a Collaborative Learning Community (16%).
Test-takers should know the fundamentals of learning disabilities, their developmental significance, and about related disorders (e.g., language, perceptual, thinking, emotional, and behavior disorders). The second subarea covers basics of assessing students with learning disabilities and the development and implementation of education programs for such students (including program and service delivery options). Test-takers should know classroom and behavior management techniques in creating a positive learning environment that facilitates transitions and promotes independent learning, self-advocacy, career awareness, and academic and other skills (e.g., literacy, social, and functional) for students with learning disabilities. The test requires knowledge of establishing partnerships within schools and outside them (e.g., with families) to enhance learning; finally, the test covers the history, philosophy, roles, and legal and ethical issues relevant to special education.
AEPA Special Education: Learning Disability Practice Questions
Special Education: Learning Disability
1. Which learning disability is characterized by an inability to write clearly?
2. Which of the following is NOT a typical characteristic of students with ADHD?
B: lapses in concentration
C: difficulty reading
D: low IQ
3. A test that compares the student’s score to a standard measure rather than to the scores of other students is known as a _____ test.
4. What is the name for the smallest unit of language that has any meaning?
5. The inability of a person to understand or use oral language is known as _____.
1. C. Students with dysgraphia have a hard time writing clearly and quickly.
2. D. Research indicates no correlation between learning disability and low IQ.
3. A. Criterion-referenced tests usually include some description of the type of behavior and subject comprehension that is likely for a student with each particular score.
4. B. A word is always composed of one or more morphemes.
5. C. Aphasic students often have some form of brain damage.