AEPA Special Education: Cross-Category Exam

The Special Education: Cross-Category 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 Special Needs (29% of the test); Assessing Students and Developing Individualized Education Programs (26%); Promoting Student Development and Learning (32%); and Working in a Collaborative Community (13%). The test covers typical learning processes, emotional disabilities, and types and characteristics of specific learning disabilities, retardation, and of orthopedic and other health impairments. Test-takers should know how such conditions affect learning and development. They should also know types and characteristics of assessment instruments and methods (including using multidisciplinary evaluation teams), how to evaluate and identify the educational strengths and needs of students with special needs, how to meet those needs, and the uses of ongoing assessment. The Promoting Student Development and Learning subarea includes content on creating a positive learning environment (including behavior interventions) for all students, one that improves students' reading, writing, math, functional, and independent learning skills; this section also covers students' transition to adult life roles. Finally, the exam covers topics such as promoting positive relationships within a school community and between school and homes and communities, in addition to the history, philosophy, roles, and responsibilities (e.g., legal and ethical) relevant to special education.

AEPA Special Education: Cross-Category Practice Questions

Special Education: Cross-Category

1. What is the name of the assessment method in which words are deleted from a sentence and the student is asked to complete the sentence to the student's best ability?

A: focal skills movie technique
B: sheltered instruction
C: Cloze procedure
D: spaced repetition

2. The act of "thinking about thinking" is known as _____.

A: metacognition
B: supercognition
C: navel-gazing
D: introspection

3. What is the name for a skill acquired ahead of schedule because the child is under external pressure to learn it?

A: leapfrog skill
B: preternatural skill
C: splinter skill
D: fracture skill

4. Students who are faking a disability, illness, or injury in order to avoid an unpleasant task or obtain personal benefits are said to be _____.

A: malingering
B: slackers
C: recidivists
D: deliquescing

5. What is the name of the congenital condition in which the roof of the mouth is torn?

A: tonsillitis
B: oral fixation
C: cerebral palsy
D: cleft palate

Answer key

1. C. In the Cloze procedure, words are deleted from a passage and the student is asked to fill in the blanks to create a coherent sentence.
2. A. Students are able to refine and improve their academic performance when they develop skills of metacognition.
3. C. Autistic children often develop significant splinter skills.
4. A. Malingering is different from hypochondria in that malingerers have a clear and tangible goal in mind.
5. D. There are surgical conditions that can mitigate the negative effects of a cleft palate.