Study Guide
Field 229: Teacher of Students Who Are Deaf or Hard of Hearing
Sample Multiple-Choice Questions
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Each multiple-choise question has four answer choices. Read each question and answer choices carefully and choose the ONE best answer.
Objective 0001
Understand the auditory system and the significance of hearing loss for human development and learning.
1. Which of the following etiologies can be described as involving fluctuating hearing loss?
- spinal meningitis
- Treacher Collins syndrome
- Auditory Neuropathy Spectrum Disorder
- Usher's syndrome
- Answer. Enter to expand or collapse. Answer expanded
Objective 0002
Understand the historical and legal foundations of education for students who are deaf or hard of hearing.
2. Language acquisition research suggests that there is a critical period during which young children are especially receptive to developing certain types of linguistic knowledge, such as knowledge of syntax. Which of the following conclusions about caregiver interactions with a child who is deaf or hard of hearing is most warranted based on this information?
- An effective form of linguistic communication should be established between the caregiver and the child as early as possible.
- The caregiver should avoid use of idioms and figurative language during communication with the child.
- When beginning to communicate with the child, the caregiver should use sentences with simple syntactic structures.
- Communication attempts by the child should be followed by clear positive and negative reinforcement by the caregiver.
- Answer. Enter to expand or collapse. Answer expanded
Objective 0002
Understand the historical and legal foundations of education for students who are deaf or hard of hearing.
3. Which of the following actions is an important component for developing speech skills in children who are deaf or hard of hearing?
- instruction based upon a sequence of phonetic and phonologic skills
- daily drill and practice using specialized software programs
- instruction using speech and manually coded English (M C E) simultaneously
- weekly group therapy sessions emphasizing using functional speech through role-playing
- Answer. Enter to expand or collapse. Answer expanded
Objective 0003
Understand assessment instruments and procedures used for screening, evaluating, and identifying students who are deaf or hard of hearing.
4. A first-grade teacher wants to monitor the sign language development of a student who is deaf or hard of hearing over time. Which of the following types of informal assessment is most appropriate for this purpose?
- recording the student's response to a structured language prompt
- obtaining communication samples from the student in various environments
- rating the student's performance of classroom tasks on a scale
- maintaining a running list of the student's sign vocabulary
- Answer. Enter to expand or collapse. Answer expanded
Objective 0003
Understand assessment instruments and procedures used for screening, evaluating, and identifying students who are deaf or hard of hearing.
5. When a multidisciplinary team is evaluating a student who is deaf or hard of hearing to determine eligibility for additional special education services, the Individuals with Disabilities Education Act (I D E A) mandates that the team include:
- an audiologist who is qualified to confirm the status of the student's hearing.
- an individual who is able to provide advocacy and support services for the family.
- a teacher who is able to recommend placement options that will address the student's needs.
- an individual who is familiar with the student's cultural and linguistic background.
- Answer. Enter to expand or collapse. Answer expanded
Objective 0004
Understand procedures for interpreting assessments and communicating assessment results to design instruction for students who are deaf or hard of hearing.
6. When evaluating the needs of a high school student who is deaf or hard of hearing for computer aided real-time transcription (C A R T), the Individualized Education Program (I E P) team's primary concern should be:
- how often the student will require the support service.
- whether the school district is able to obtain funding for the support service.
- how long it will take the student to learn how to use the support service.
- whether the support service will enable the student to be successful in the classroom.
- Answer. Enter to expand or collapse. Answer expanded
Objective 0005
Understand the process and procedures for the development and implementation of individualized services and programming, ranging from pre-intervention initiatives through individual interventions for students who are deaf or hard of hearing (documented through Individualized Family Service Plans [I F S Pees], Individualized Education Programs [I E Pees], behavior intervention plans [B I Pees], transition plans, and Section 5 0 4 plans).
7. In implementing a behavior intervention plan (B I P) for a student who is deaf or hard of hearing, which of the following actions would be most appropriate to provide structure for the student?
- designing an individualized visual schedule
- providing the student frequent choices for activities
- using positive facial expressions and body language with the student
- maintaining close physical proximity to the student
- Answer. Enter to expand or collapse. Answer expanded
Objective 0006
Understand language and communication principles and theories related to students who are deaf or hard of hearing.
8. To help a high school student who is deaf or hard of hearing with a mild intellectual disability learn to generalize skills, which of the following instructional techniques would be most effective for a teacher of students who are deaf or hard of hearing to use?
- teaching the student tasks in multiple environments
- breaking down tasks for the student into a series of steps
- assigning the student to learn tasks with a cooperative learning group
- training the student in tasks through direct instruction
- Answer. Enter to expand or collapse. Answer expanded
Objective 0006
Understand language and communication principles and theories related to students who are deaf or hard of hearing.
9. A teacher of students who are deaf or hard of hearing often asks students open-ended questions. The most important benefit of asking these types of questions is that they allow the teacher to:
- convey the correct answer to a question.
- share expertise on a given topic.
- check for student understanding.
- ensure inclusion of multiple students' perspectives.
- Answer. Enter to expand or collapse. Answer expanded
Objective 0007
Understand methods for promoting the language and communication skills of students who are deaf or hard of hearing.
10. When reading an illustrated story about cats, which of the following prompts would be presented to students who are deaf or hard of hearing earliest when considering the progression of language development?
- "What does a cat say?"
- "Count the cats in the picture."
- "What color fur does the cat have?"
- "Point to the picture of the cat."
- Answer. Enter to expand or collapse. Answer expanded
Objective 0007
Understand methods for promoting the language and communication skills of students who are deaf or hard of hearing.
11. A high school teacher of students who are deaf or hard of hearing is planning a unit on Deaf culture. The teacher plans to invite professional d/Deaf adult volunteers from the local community to talk to students about academics, careers, and the future. These discussions are likely to promote students' understanding of Deaf culture primarily by supporting their abilities to:
- determine goals for their transition Individualized Education Programs (I E Pees).
- interact with individuals with whom they can identify.
- develop an interest in a specific career path.
- communicate in a natural context.
- Answer. Enter to expand or collapse. Answer expanded
Objective 0008
Understand methods for creating learning experiences and environments that encourage positive social interaction, active engagement in learning, and self-motivation for students who are deaf or hard of hearing.
12. Which of the following situations best illustrates the concept of learned helplessness by a student who is deaf or hard of hearing?
- The speech-language pathologist reminds the student that it is time to go to speech class.
- The student assumes that their interpreter will inform their classroom teacher about their closed-captioning needs.
- The student asks the teacher to provide clarification of directions for an assignment.
- The student works toward specific Individualized Education Program (I E P) goals for self-advocacy and self-determination.
- Answer. Enter to expand or collapse. Answer expanded
Objective 0008
Understand methods for creating learning experiences and environments that encourage positive social interaction, active engagement in learning, and self-motivation for students who are deaf or hard of hearing.
13. A teacher of students who are deaf or hard of hearing and a general education teacher who co-teach in an elementary school classroom communicate an attitude of high expectations for all students. In which of the following ways would these expectations most likely affect the students who are deaf or hard of hearing in their class?
- increasing students' reliance on peers when completing academic tasks
- enhancing students' academic performance and classroom behavior
- improving students' organizational and study skills
- expanding students' expressive and receptive communication in spoken language
- Answer. Enter to expand or collapse. Answer expanded
Objective 0008
Understand methods for creating learning experiences and environments that encourage positive social interaction, active engagement in learning, and self-motivation for students who are deaf or hard of hearing.
14. Which of the following features of an inclusive classroom environment would best support the development of inclusion of students who are deaf or hard of hearing?
- carpeting and acoustic tile to mute extraneous sounds
- a teacher who moves intermittently through the classroom to maintain students' interest
- bright lighting that originates from the center of the classroom ceiling to increase visibility
- placing desks in pairs to promote partner work among students
- Answer. Enter to expand or collapse. Answer expanded
Objective 0009
Understand principles and methods for preparing, selecting, using, and adapting specialized materials, equipment, and assistive technology for students who are deaf or hard of hearing.
15. Students in a first-grade class are utilizing a computer-based reading program that involves a listening component. In which of the following ways could a teacher most effectively make the program accessible to a student with a cochlear implant?
- pairing the student with a hearing peer
- connecting the student's device directly to the computer
- providing the student with noise-canceling headphones
- repeating the auditory information to the student
- Answer. Enter to expand or collapse. Answer expanded
Objective 0009
Understand principles and methods for preparing, selecting, using, and adapting specialized materials, equipment, and assistive technology for students who are deaf or hard of hearing.
16. A high school teacher observes that a student who is deaf or hard of hearing frequently has difficulty keeping up and following along during class lectures. Based on the teacher's observations, the student would likely benefit most from which of the following supports?
- simulation software
- captioning for recorded content
- notetaking on a laptop
- videoconferencing
- Answer. Enter to expand or collapse. Answer expanded
Objective 0010
Understand principles and methods of individualizing instruction for students who are deaf or hard of hearing.
17. A fifth-grade general education teacher is planning to read aloud a text to the class as part of a literacy lesson. In which of the following ways could a teacher of students who are deaf or hard of hearing most effectively collaborate with the general education teacher to ensure the successful participation of a student who is deaf or hard of hearing in the classroom?
- arranging for the student to go to the resource room during the read aloud
- providing the general education teacher with alternate texts that the student can read independently
- discussing ways for the general education teacher to provide the student with visual access to the text
- reviewing the student's Individualized Education Program (I E P) goals with the general education teacher and changing the lesson to accommodate the student
- Answer. Enter to expand or collapse. Answer expanded
Objective 0011
Understand how to promote and develop communicative and collaborative partnerships to support students who are deaf or hard of hearing.
18. The parents/guardians of a preschooler who is deaf or hard of hearing have expressed concern about their child's transition to kindergarten. They are uncertain which communication modalities would be best for their child. Which of the following suggestions by the teacher of students who are deaf or hard of hearing would be most effective in supporting the parents/guardians to make an informed decision?
- reading scholarly literature about children who are deaf or hard of hearing
- visiting their child's preschool to observe
- reviewing their child's most recent assessment results
- participating in a support group for parents/guardians of children who are deaf or hard of hearing
- Answer. Enter to expand or collapse. Answer expanded
Objective 0011
Understand how to promote and develop communicative and collaborative partnerships to support students who are deaf or hard of hearing.
19. A teacher of students who are deaf or hard of hearing is collaborating with a second-grade general education teacher who has one deaf student in the general education classroom who uses sign language to create an effective learning environment that contributes to the student's self-concept. Which of the following types of activities would be most effective for this purpose?
- celebrating Deaf awareness week
- assigning a project instead of a test at the end of a unit
- incorporating basic signs into daily classroom activities
- providing weekly journal prompts
- Answer. Enter to expand or collapse. Answer expanded
Objective 0012
Understand the professional roles and responsibilities of teachers of students who are deaf or hard of hearing.
20. A ninth-grade student who is deaf or hard of hearing has lost both hearing aids. In which of the following ways can the teacher of students who are deaf or hard of hearing best support the student in the general education classroom until the devices are replaced?
- providing instruction to the student in the resource room setting
- ensuring that accommodations are in place in the general education classroom
- working with the student's family to fill out insurance paperwork to replace the hearing aids
- providing the student with alternative classwork to be completed independently
- Answer. Enter to expand or collapse. Answer expanded