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CEOE Mild-Moderate Disabilities (29) Practice Tests & Test Prep by Exam Edge - Review


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CEOE Mild-Moderate Disabilities - Reviews


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See why our users from 154 countries love us for their exam prep! Including 145 reviews for the CEOE Mild-Moderate Disabilities exam.

Exam Edge is an industry leader in online test prep. We work with institutional partners to offer a wide array of practice tests that will help you prepare for your big exam. No matter how niche your field of interest might be, we're here to help you prepare for test day.

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CEOE Mild-Moderate Disabilities - Test Reviews Sample Questions

Who needs to be interviewed in the formal assessment process to determine disability?

Correct Answer:
child, teachers, and caregivers.


in the formal assessment process to determine disability, it is crucial to gather comprehensive information from various sources to make an accurate evaluation. the key individuals who typically need to be interviewed include the child, teachers, and caregivers. each of these groups provides unique perspectives and valuable insights that contribute to a holistic understanding of the child's abilities and needs.

the rationale for interviewing these individuals can be understood within the framework of the four pillars of assessment, which are central to a thorough and effective evaluation process. these pillars include norm-referenced tests, clinical interviews, observations, and informal data gathering. clinical interviews, in particular, play a critical role by offering a qualitative depth to the quantitative data derived from tests.

1. **child**: interviewing the child allows assessors to gain direct insight into the child's experiences, feelings, and perceptions. this interaction also helps in evaluating cognitive and communication skills and provides an opportunity to observe social interactions and behavioral patterns.

2. **teachers**: teachers are instrumental in providing information about the child's academic performance, classroom behavior, and social interactions with peers. since teachers observe the child in a structured environment regularly, they can provide comparative insights over time, noting any changes in the child's behavior or performance.

3. **caregivers**: parents or other caregivers offer a critical perspective on the child’s development history, family dynamics, and behaviors in different settings outside of the school environment. they can provide essential background information such as medical history, developmental milestones, and familial factors that might influence the child's condition.

while these three groups are essential, they are not the only sources of information. depending on the context, other relevant individuals might include specialists such as psychologists, speech and language therapists, and occupational therapists, who can provide specialized insights into various aspects of the child's abilities and challenges.

in conclusion, a comprehensive disability assessment process involves multiple interviews with the child, teachers, and caregivers to ensure a well-rounded evaluation. this multi-source approach helps in creating an accurate and complete profile of the child, which is crucial for determining appropriate interventions and supports.

Which law mandated that teachers must be "highly qualified" in the subjects they teach?

Correct Answer:
no child left behind act
the correct answer to the question of which law mandated that teachers must be "highly qualified" in the subjects they teach is the no child left behind act (nclb). this act was significant in setting high standards and establishing measurable goals to improve individual outcomes in education.

the no child left behind act of 2001, often abbreviated as nclb, was a reauthorization of the elementary and secondary education act of 1965. the fundamental aim of nclb was to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind. it introduced several changes aimed at increasing the educational attainment of students by holding schools and educators to a higher standard of accountability.

one of the key provisions of the nclb was the requirement for teachers to be "highly qualified" in the core academic subjects they teach. according to the act, a "highly qualified" teacher is defined as one who has obtained full state certification, holds a license to teach, and has demonstrated competence in subject knowledge and teaching. specifically, this meant that teachers needed to have a bachelor’s degree, full state certification or licensure, and prove that they could teach the subjects they were assigned through tests or other means.

this requirement stemmed from the belief that a well-qualified teacher is crucial for improving student achievement. the rationale was that teachers with a deep understanding of the subject matter they teach and competent teaching skills are better equipped to foster learning and understanding among their students.

however, the reauthorization of nclb in 2015, known as the every student succeeds act (essa), brought changes to these requirements. the essa eliminated the specific "highly qualified" teacher requirement and shifted more decision-making power regarding teacher qualifications back to the states. under essa, states are still required to ensure that teachers meet applicable state certification and licensure requirements, but the strict definition of "highly qualified" under nclb was removed, allowing for greater flexibility in determining what qualifies as competent teaching.

in conclusion, while the no child left behind act initially set the "highly qualified" standard, its successor, the every student succeeds act, has adapted these requirements to potentially better suit the varying needs of states and their educational departments.