This document provides a review for a special education certification exam. It contains multiple choice and fill-in-the-blank questions about various topics in special education including types of assessments, disabilities, and data collection methods. The questions cover areas like performance assessments, psychoeducational assessments, specific learning disabilities, emotional disturbances, and checklists, interviews, and records/reports as ways to gather student data.

1. Trinity University of Asia
Cathedral Heights, Q.C.
College of Education
SPED 04 & 06 LET Review
A. Direction: Write the letter of the correct answer on the blank provided
before the number.
_____1. This is a procedure for determining the instructional needs on the basis of the
student’s ongoing performance in a content area.
A. Performance assessment B. Curriculum-based C. Assessment
_____2. It is a process of collecting data for the purpose of making decisions about
students.
A. Performance assessment B. Ecobehavioral assessment C. Assessment
_____3. It involves gathering data on student performance directly by having them
work singly or in groups to perform tasks.
A. Ecobehavioral assessment B. Performance assessment C. Assessment
_____4. An assessment consists of individually administered, psychological and
educational tests.
A. Portfolio assessment B. Psychoeducational assessment C. Assessment
_____5. is the assessment of the relationship between contextual factors and student
behavior.
A. Ecobehavioral assessment B. Performance assessment C. Assessment
_____6. is the process of assessing a collection of products of an individual’s work;
sometimes called work-sample assessment.
A. Performance assessment B. Portfolio assessment C. Assessment
B. Encircle the letter of the best answer for each of the following questions.
1. _____________ is not a way to gather data on students.
a. Record review
b. Observation
c. Interviewing
d. Revelation
2. The process of collecting data to decide whether more intensive assessmentis
needed is called:
a. Referral
b. Screening
c. Program evaluation
d. Eligibility determination

2. 3. The process of breaking complex student work into component skills is called:
a. Task analysis
b. Portfolio assessment
c. Ecobehavioral assessment
d. Performance assessment
4. When one assesses those skills necessary to perform successfully in a setting (e.g.,
college) we asll this:
a. Portfolio assessment
b. Environmental appraisal
c. Job analysis
d. Inference
5. Score that are significantly above or below average are called:
a. Scaled scores
b. Normal curve equivalent
c. Discrepant scores
d. Percentiles
6. Test that measures skills in academic content areas are called:
a. Content assessments
b. Achievement tests
c. Diagnostic tests
d. Personality tests
7. _____________is the measurement term used to refer to consistency in
measurement.
a. Validity
b. Reliability
c. Representatives
d. Correlation
8. Assessment is:
a. Testing students to determine their strength and weaknesses
b. A process of collecting data for the purpose of making decisions
c. Always tailored to the individual
d. Testing used to decide who is eligible for special education
9. When the test is modified more appropriate picture of a person with a specific
disability, this is called:
a. Accommodation
b. Flexibility
c. Accountability
d. Alternative assessment
10. Which is true?
a. Assessment is a way to test.
b. Assessment should be directed at improving instruction.
c. Students who perform poorly on test are eligible for special education
services.
d. Students who are disadvantaged perform poorly on tests

3. ________7.. means a disorder in one or more of the basic psychological process involved in
understanding or in using language, spoken or written, that may manifest itself in an
imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.
A. Specific Learning disability B. Multiple Disabilities, C. Special Speech Impairment
D. Speech/Language Impairment
________8.. means an acquired injury to the brain caused by an external physical force,
resulting in total or partial functional disability.
A. Psychological Impairment B. Traumatic Brain Injury C. Other Health Impairment,
D. Deafness
________9. means a hearing impairment that is so severe that the child is impaired in
processing linguistic information through hearing, or without amplification, that adversely
affects a child’s educational performance.
A. Visual impairment B. Multiple Disabilities, C. Hearing Impairment, D. Deafness
________10. emotional disturbance are generally categorized by whether they are primarily
externalizing or internalizing.
A. Deafness B. Emotional Disturbance, C. Mental Retardation, D. Behavioral Disorders
________11. the combination of which causes such severe communication and other
developmental and educational needs that they cannot be accommodated in special education
programs.
A. Visual impairment B. Deaf-blindness, C. Hearing Impairment, D. Deafness
________12. the term means a condition exhibiting one or more of the following
characteristics over a long period of time and to a marked degree that adversely affects a
child’s educational performance: a general pervasive mood of unhappiness or depression, a
tendency to develop physical symptoms or fears associated with personal or school problems.
The term includes schizophrenia.
A. Emotional Disturbance B. Behavioral Disorders, C. H. Impairment, D. Deafness
________13. means a developmental disability significantly affecting verbal and nonverbal
communication and social interaction, generally evident before age 3, that adversely affects a
child’s educational performance.
A. Visual impairment B. Multiple Disabilities, C. Autism, D. Deafness
_______14. means a communication disorder, such as stuttering, impaired articulation,
language impairment, or a voice impairment, that adversely affects a child’s educational
performance.
A. Specific Learning disability B. Multiple Disabilities, C. Special Speech Impairment
D. Speech/Language Impairment
________15.concurrently with deficits in adaptive behavior and manifested during the
developmental period that adversely affects a child’s educational performance.
A. Deafness B. Emotional Disturbance, C. Mental Retardation, D. Behavioral Disorders

4. ________16. is significantly sub average general intellectual functioning, existing 8. means
an impairment that may be permanent or fluctuating, that adversely affects the child’s
educational performance. There are 3 types of this kind of impairment: conductive,
sensorineurial, and congenital.
A. Deafness B. Multiple Disabilities, C. Mental Retardation, D. Hearing Impairment
________17. having limited strength, vitality, or alertness, including a heightened alertness
to environmental stimuli, that results in limited alertness, with respect to the educational
environment.
A. Hearing Impairment B. Multiple Disabilities, C. Other Health Impairment,
D. Deafness
________18. this disability is a combination of which causes such severe educational
needs that they cannot be accommodated in the special education program solely for one of
the impairments. The term does not include deaf-blindness.
A. Deafness B. Multiple Disabilities, C. Mental Retardation, D. Behavioral Disorders
________19. means an impairment in vision that, even with correction, adversely affects a
child’s educational performance. The term includes both partial sight and blindness.
A. Partial Blindness B. Visual Impairment, C. Mental Retardation, D. Deaf-blindness
__________20. means a severe orthopedic impairment that adversely affect the child’s
educational performance. The term includes impairment caused by congenital anomaly (e.g.,
clubfoot and the absence of member), impairments caused by or burns that cause by disease.
A. Other Health Impairment C. Orthopedic Impairment, D. Cerebral Palsy
__________21. difficulties in spelling, reading, listening, focusing, remembering and writing can all
have impact on all areas of school-subjects.
A. LDs that affect Academics B. LDs that affect Organization and Focus
C. LDs that affect Social Life C. LDs that affect Physical Interaction with the World
__________22. series of executive functions allow us to do things like plan, predict, organize and
focus. LDs that interfere with these things can interfere with how we manage our lives and physical
space. ADHD, which does affect executive function, is coming to be seen as an LD because of this.
A. LDs that affect Academics B. LDs that affect Organization and Focus
C. LDs that affect Social Life C. LDs that affect Physical Interaction with the World
__________23. we learn how to be socially successful, even though we don’t notice that we’re
learning. So LDs that make it difficult to interpret facial expressions, body language, or tones of voice
can have a real impact on a person’s social life.
A. LDs that affect Academics B. LDs that affect Organization and Focus
C. LDs that affect Social Life C. LDs that affect Physical Interaction with the World
_________24. again, without knowing, we are constantly receiving information about our
surroundings and about our bodies: our balance, coordination and movements are all based on this
information. So an LD that interferes with how we understand that information can cause a person to
be uncoordinated or “clumsy.”
A. LDs that affect Academics B. LDs that affect Organization and Focus
C. LDs that affect Social Life C. LDs that affect Physical Interaction with the World

5. __________25. getting information into the brain (INPUT), making sense of this information
(INTEGRATION), storing and later retrieving this information (MEMORY), or getting this information
back out (OUTPUT).
A. LDs by specific area of processing involved B. LDs that affect Organization and Focus .
C. LDs that affect Social Life D. LDs that affect Physical Interaction with
the World
________26. This is a neurological disorder, which originates in the right hemisphere of the brain,
causing problems with visual-spatial, intuitive, organization, evaluation and holistic
processing functions.
A. Nonverbal Learning Disabilities B. Dyslexia C. Auditory and Visual Processing Disorders
D. Dysgraphia E. Dyscalculia
________27. It is a mathematical disability in which a person has a difficult time solving arithmetic
problems and grasping math concepts.
A. Nonverbal Learning Disabilities B. Dyslexia C. Auditory and Visual Processing Disorders
D. Dysgraphia E. Dyscalculia
________28. A sensory disabilities in which a person has difficulty understanding language despite
normal hearing and vision.
A. Nonverbal Learning Disabilities B. Dyslexia C. Auditory and Visual Processing Disorders
D. Dysgraphia E. Dyscalculia
________29. A writing disability in which a person finds it hard to form letters or writing within a
defined space.
A. Nonverbal Learning Disabilities B. Dyslexia C. Auditory and Visual Processing Disorders
D. Dysgraphia E. Dyscalculia
________30 A language-based disability in which a person has trouble understanding written
words. It may also be referred as reading disability or reading disorder.
A. Nonverbal Learning Disabilities B. Dyslexia C. Dysgraphia
D. Auditory and Visual Processing Disorders E. Dyscalculia
______31. This is a lists of items for comparison, or other checking purposes
A. Forms B. Interviews C. Surveys D. Records/reports E. Checklists
______32. This is one approach to gather data from the child himself, his parents, peers,
former teachers, and at times, relatives and neighbors
A. Forms B. Interviews C. Surveys D. Records/reports E. Checklists
______33. A document with blank spaces to be filled in with particulars
A. Forms B. Interviews C. Surveys D. Records/reports E. Checklists
______34. This is a detailed examination, as to ascertain condition . standardized
psychological tests – as measures of the child’s abilities, interests, aptitudes,
personality characteristics and traits, self-concept, problems, adjustment and other
factors.
A. Forms B. Interviews C. Surveys D. Records/reports E. Checklists
_______35. This is a referral/diagnostic reports of psychologists, counselors, psychiatrists,
neurologists, social workers, and other specialists.
A. Forms B. Interviews C. Surveys D. Records/reports E. Checklists
Prepared by:
Encarnacion T Francisco, Ed. D.

6. Faculty, College of Education