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Section 4: Sample Multiple-Choice Questions
WEST–E Deaf Education (072)

The sample test questions in this study guide are designed to give you an introduction to the nature of the questions included in the Washington Educator Skills Tests—Endorsements (WEST–E). They represent the various types of questions you may expect to see on an actual test in this test field; however, they are not designed to predict your performance on the test as a whole.

Work through the sample questions carefully before referring to the answers. The correct response and test objective being assessed are provided for each question. When you are finished with the sample questions, you may wish to review the test objectives and descriptive statements provided in the test framework for this test field.

In addition to reading and answering the sample questions, you should also utilize the following preparation materials available in this study guide:

Read Section 2: WEST–E Test-Taking Strategies to understand how test questions are designed to measure specific test objectives and to learn important test-taking strategies for the day of the test.
Review Section 3: Test Summary and Framework to familiarize yourself with the structure and content of the test. This section contains general testing information as well as the percentage of the total test score derived from each content domain described in the test framework.

Practice Questions

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Individuals Who Are Deaf or Hard of Hearing

Objective 0001: Demonstrate knowledge of human growth and development.

1. Compared with students with postlingual hearing losses, students with prelingual hearing losses tend to experience more difficulty:

achieving academically.
developing intelligible speech and language.
managing their own behavior.
developing reciprocal relationships.

Enter to expand or collapse answer.Answer expanded: Correct Response: B.

2. A five-year-old child will be attending an inclusion kindergarten class in the fall. The child has a profound bilateral hearing loss, and the child’s primary form of communication is American Sign Language (ASL). Before the school year begins, the child’s parents meet with his teacher of the deaf/hard of hearing (TOD). During the meeting, the child's parents ask about his ability to learn to read and write. Which of the following would be the most appropriate response for the TOD to give in this situation?

"Your child will likely develop reading and writing skills in a manner similar to a child who is learning a second language."
"Your child may not experience any difficulty with reading or writing if we incorporate intensive instructional strategies at school and at home."
"Your child may not demonstrate difficulty in reading or writing until high school, when the curriculum is more demanding."
"Your child will develop reading and writing skills at a level similar to a child who has significant cognitive delays."

Enter to expand or collapse answer.Answer expanded: Correct Response: A.

3. A first-grade student with bilateral moderate hearing loss, who utilizes hearing aids to access listening and spoken language, speaks with an overly loud voice in the classroom setting. The first-grade teacher tells the teacher of the deaf/hard of hearing (TOD) that the student's voice disrupts the other students' learning. In which of the following ways could the TOD most effectively address the student's expressive language development with the first-grade teacher?

Ask the first-grade teacher to provide the student with reminders when speaking too loudly and modeling indoor speaking volume.
Recommend the first-grade teacher call an Individualized Education Program (IEP) team meeting to discuss if the general education classroom is the proper setting for this student.
Discuss how hearing loss can make it difficult for individuals to hear their own voices and provide the first-grade teacher with strategies to assist the student with voice regulation.
Assist the first-grade teacher in creating a seating chart that places the student with hearing loss at the front of the class.

Enter to expand or collapse answer.Answer expanded: Correct Response: C.

Objective 0002: Understand individual learning differences.

4. A second-grade student with a prelingual hearing loss would be likely to have the greatest difficulty with which of the following academic tasks?

memorizing basic addition and subtraction facts
distinguishing between landforms and bodies of water on a map
understanding figurative language in a story
imitating a teacher's actions to conduct a simple science experiment

Enter to expand or collapse answer.Answer expanded: Correct Response: C.

5. In terms of socioemotional development, congenitally Deaf children in a hearing society are generally more at risk than hearing children for developing:

excessive risk taking.
feelings of isolation.
oppositional behaviors.
emotional unresponsiveness.

Enter to expand or collapse answer.Answer expanded: Correct Response: B.

6. A teacher of the deaf/hard of hearing (TOD) would like to maintain high expectations for a student who is deaf-blind during cognitively appropriate tasks. To most effectively work toward this goal, the TOD should:

research strategies to use with the student and implement them in the classroom.
ask the student's parents/guardians what their objectives are for their child and use those objectives in the classroom as well.
request an Individualized Education Program (IEP) meeting to ensure that the student is placed in the least restrictive environment.
collaborate frequently with the student's teacher of the visually impaired to ensure the student's needs are met.

Enter to expand or collapse answer.Answer expanded: Correct Response: D.

7. An initial Individualized Family Service Plan (IFSP) meeting is being held for a child who has a mild hearing loss, utilizes bilateral hearing aids, and is medically diagnosed with CHARGE syndrome. During the meeting, the child's parents/guardians ask what modality of communication would be most appropriate for their child. To effectively respond to the question, the teacher of the deaf/hard of hearing (TOD) should:

inform the parents/guardians that because their child is utilizing bilateral hearing aids, they will need to develop listening and spoken language.
discuss the child's assessment results and explain the spectrum of communication modalities to the parents/guardians so they can make an informed decision.
explain to parents/guardians that most children with CHARGE syndrome have difficulty with motor skills, so the focus with their child should be on speaking and listening skills.
recommend that the parents/guardians consider similar American Sign Language (ASL) goals that are used with another child with CHARGE syndrome.

Enter to expand or collapse answer.Answer expanded: Correct Response: B.

Objective 0003: Demonstrate knowledge of language development and communication in individuals who are deaf or hard of hearing.

8. The greatest advantage of using nonalphabetic representational systems (e.g., pictographs, ideographs) to promote language development in students who are deaf or hard of hearing is that such systems:

make use of images that facilitate recall.
promote overlearning through repetition.
highlight sound-symbol relationships.
employ manipulatives to reinforce learning.

Enter to expand or collapse answer.Answer expanded: Correct Response: A.

9. A teacher of the deaf/hard of hearing (TOD) in a Listening and Spoken Language (LSL) preschool classroom wants to provide access to all the children in the class while teaching proper hand washing skills. The class consists of children with dual languages, special needs, language delays, and two children who serve as language models. Which of the following strategies would be most appropriate for this purpose?

modeling hand washing for the children to observe and then discussing the steps
singing a song about hand washing while each child washes their hands
showing the children a video about hand washing and the importance of hygiene
reading a book about hand washing and defining unfamiliar vocabulary with the children

Enter to expand or collapse answer.Answer expanded: Correct Response: B.

10. At an Individualized Family Service Plan (IFSP) meeting, the parents/guardians of a baby who is newly diagnosed as deaf state they want to wait to receive services until the baby is older. The parents/guardians want to decline services from a teacher of the deaf/hard of hearing (TOD) until the child is three years old. In order to communicate the urgency of providing services to a baby who is deaf, the early intervention (EI) providers should respond to the parents/guardians in which of the following ways?

"Infants learn language at accelerated rates, and your child will most likely be communicating at age-appropriate levels in one year if provided with EI."
"The human brain is programmed to learn language at a young age and the first three-and-a-half years are crucial to language development."
"Most hearing parents/guardians grieve their child's hearing loss and it is important to seek therapy in order to accept who your child is."
"We can provide you with resource pamphlets about specialized programs for the deaf, which your child can attend when school-aged and ready to learn language."

Enter to expand or collapse answer.Answer expanded: Correct Response: B.

Assessment and Program Development

Objective 0004: Demonstrate knowledge of assessments for students who are deaf or hard of hearing.

11. A first-grade student with a moderate bilateral hearing loss attends an inclusion classroom that uses Total Communication. Several times during the school year, the teacher of the deaf/hard of hearing (TOD) assesses the student spoken English using a checklist. The student's TOD uses the information as a guide for determining strengths and needs in the area of syntax. An excerpt of the most recent checklist showing the student's use of syntax in spoken English is shown below.

Spoken English Syntax	Has Mastered	Uses Frequently	Emerging	Does Not Use
Simple Sentences			X
Complex Sentences				X
Negation	X
Pronouns				X
Verb Tense			X
Yes/No Questions		X
Wh- Questions				X

Based on this checklist, the student's TOD should focus instruction related to spoken English syntax on which of the following areas next?

asking yes/no questions
using correct verb tense
asking wh- questions
using simple sentences

Enter to expand or collapse answer.Answer expanded: Correct Response: D.

12. A teacher of the deaf/hard of hearing (TOD) is preparing to conduct a three-year reevaluation of a student with a severe bilateral hearing loss. Which of the following steps should the TOD take first to minimize potential linguistic bias in the reevaluation?

Identify the student's current level of language-based academic performance.
Eliminate the language-based portions of the assessment instruments.
Identify the supplemental communication supports used by the student, such as assistive technologies.
Eliminate the timed subtests from the standardized assessment instruments.

Enter to expand or collapse answer.Answer expanded: Correct Response: C.

13. A Deaf high school student who communicates using American Sign Language (ASL) is preparing to take a college entrance exam. The student's teacher of the deaf/hard of hearing (TOD) discusses test accommodations for the student with the student and the student's parents/guardians. The student and the student's parents/guardians do not understand why accommodations might be necessary. Which of the following statements should the TOD offer the student and the parents/guardians to support their understanding of the role of accommodations?

"Test items are often difficult, and the student could collaborate with a sign language interpreter and likely receive a better score."
"The student should use every available accommodation to increase their score."
"The student must use accommodations that are offered because it is the law."
"The use of a sign language interpreter and scribe would allow the student to access the information and write responses in the student's first language."

Enter to expand or collapse answer.Answer expanded: Correct Response: D.

14. A teacher of the deaf/hard of hearing (TOD) is preparing middle school placement options for a student. The student was recently identified as having a progressive hearing loss and uses spoken English as the primary communication modality but wants to learn American Sign Language (ASL). The most appropriate placement option for the student would include:

placement at a middle school in the student's district that offers ASL as a World Language.
placement at a middle school in the student's district that offers special education services and ASL as a World Language.
placement at a middle school in the student's district that provides deaf and hard of hearing services in both spoken English and ASL.
placement at a school for the Deaf in a classroom that uses ASL as a first language.

Enter to expand or collapse answer.Answer expanded: Correct Response: C.

15. The Individualized Education Program (IEP) team is considering the least restrictive environment for a student. The members of the IEP team that make the decision about least restrictive environment placement include:

the student's parents/guardians, based on overall knowledge of their child.
the special education coordinator and staff, based upon programs that have teachers of the deaf/hard of hearing (TODs).
the student's parents/guardians and professionals knowledgeable about the student, based on results of assessment data.
the student's teachers, based on data collected from observation assessments.

Enter to expand or collapse answer.Answer expanded: Correct Response: C.

Objective 0005: Apply knowledge of procedures for developing and implementing Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs).

16. Which of the following procedures should a multidisciplinary team follow when determining whether a student who is hard of hearing is eligible for special education services?

establishing the presence of a learning disability based on standardized age/grade equivalent scores
arranging for professionals with no prior knowledge of the student to conduct the assessments
incorporating observational and anecdotal information from the student's parents/guardians and classroom teacher
establishing the presence of a developmental delay at least three years below the student's age

Enter to expand or collapse answer.Answer expanded: Correct Response: C.

17. An Individualized Education Program (IEP) team has just completed a three-year reevaluation for a tenth-grade student with a severe bilateral hearing loss. The team is meeting to review the assessment results and to prepare the student’s IEP for the upcoming school year. Which of the following components must be included in the student's new IEP?

a transition plan to support postsecondary needs and aspirations
a schedule of parent-teacher conferences
a list of specific high school teachers to provide instruction and support
a list of recommended classroom assessment tools

Enter to expand or collapse answer.Answer expanded: Correct Response: A.

Objective 0006: Demonstrate knowledge of strategies of curriculum development and instructional planning for students who are deaf or hard of hearing.

18. An eleventh-grade student with a profound bilateral hearing loss recently applied and interviewed for a summer job within a human service organization. The student has been notified that she received the job and will begin working in June. This will be the student's first job, and the and her parents have asked the teacher of the deaf/hard of hearing (TOD) for assistance in promoting her successful integration into the work environment. Which of the following strategies would likely be most effective for the TOD to use in this situation?

encouraging the student's parents to ensure that she is at work on time
researching with the student the organization's overall mission
arranging a flexible work schedule for the student
meeting with student's supervisor(s) to discuss her communication needs

Enter to expand or collapse answer.Answer expanded: Correct Response: D.

19. Parents/guardians of an infant who is deaf have begun early intervention (EI) services. The parents/guardians have decided that they would like their child to learn American Sign Language (ASL). However, the parents/guardians communicate solely in English. The parents/guardians have decided that the entire family should learn ASL together. The teacher of the deaf/hard of hearing (TOD) should suggest that:

the parents/guardians consider amplification and speaking options since the home language is English.
the parents/guardians sign up for an ASL course online or at the local community college to learn the language.
the parents/guardians review ASL resources that are specific to infant sign language provided by the TOD.
the parents/guardians should meet and work with a Deaf mentor who could help them learn to communicate in ASL.

Enter to expand or collapse answer.Answer expanded: Correct Response: D.

20. A high school junior who is profoundly deaf and uses American Sign Language (ASL) to communicate recently received a cochlear implant to provide access to environmental sounds. The student would like to explore options for college and has asked the teacher of the deaf/hard of hearing (TOD) for reputable resources to explore. Which of the following actions would be most appropriate for the TOD to take to address the student's request?

suggesting the student explore options on the Web sites for the Laurent Clerc National Deaf Education Center and the Alexander Graham Bell Association of the Deaf and Hard of Hearing
discussing with the student that they can study at any college or university with adequate accommodations in place
redirecting the student to various vocational options available and providing resources for learning a trade
providing the student with information about all Deaf colleges in the United States to research and choose the best fit

Enter to expand or collapse answer.Answer expanded: Correct Response: B.

Promoting Development and Learning

Objective 0007: Demonstrate knowledge of strategies for designing and managing learning environments to support the development, learning, and social interactions of students who are deaf or hard of hearing.

21. An elementary school is planning classroom renovations to be completed over the summer. The school's teacher of the deaf/hard of hearing (TOD) is asked to provide recommendations for improving the overall listening environment of inclusion classrooms for students with hearing losses. Which of the following suggestions by the TOD would be most effective?

Install rollers on the bottom of tables, bookcases, and other furniture to reduce noise whenever they need to be moved.
Place tall dividers throughout the rooms so that students can work in smaller, quieter spaces.
Be sure the rooms are carpeted and have acoustic wall tiles to buffer noise in the classroom.
Hang whiteboards on several of the walls, rather than just the front wall, so that instruction can be provided to small groups in various areas of the classrooms.

Enter to expand or collapse answer.Answer expanded: Correct Response: C.

22. A teacher of the deaf/hard of hearing (TOD) works in a middle school resource room for students with severe-to-profound hearing losses. The students spend part of their day in various general education classes. The TOD believes that the self-esteem of the majority of the students is low. For example, many have expressed concern that they will never catch up with their peers in their general education classes, and during a recent class discussion, several students said that they doubted they will attend college or be successful due to their hearing losses. Which of the following actions would likely be most effective for the TOD to use to increase students' self-esteem?

providing students with a list of names and accomplishments of famous individuals who are deaf or hard of hearing
assigning students a project to research individuals who have played significant, positive roles in the education of individuals who are deaf or hard of hearing
showing students a video that features an individual who is deaf overcoming barriers to achieve a personal goal
pairing each student with a successful adult mentor who is deaf or hard of hearing to work on individual projects

Enter to expand or collapse answer.Answer expanded: Correct Response: D.

23. A high school science teacher is concerned that a student in the class who has bilateral hearing aids is having difficulty hearing during small group activities. The teacher has asked to collaborate with a teacher of the deaf/hard of hearing (TOD) to learn how to support the student in accessing information while working in small groups. Which of the following recommendations would be most effective for the TOD to make in this situation?

"The student's teacher should wear a personal FM transmitter to transmit important information directly to the student's FM receivers."
"The small group should include no more than two other students and they should face the student and talk very slowly."
"A scribe should be used to record all the information discussed for the student to read after class."
"The student's aids need FM receivers and the FM transmitter should be in the middle of the small group in conference mode."

Enter to expand or collapse answer.Answer expanded: Correct Response: D.

Objective 0008: Demonstrate knowledge of strategies for delivering instruction to students who are deaf or hard of hearing.

24. A teacher of the deaf/hard of hearing (TOD) works in a preschool classroom for four-year-old students with severe-to-profound hearing loss. One morning during circle time, one of the children shows the class a bag of seashells that she and her parents collected on a trip to the beach. The bag contains shells of many different shapes, sizes, and colors, and the class is very interested in examining them. Which of the following would be the most effective way for TOD to follow up on the students' interest in the shells?

encouraging children to bring in collections of other kinds of interesting objects to share with their classmates
using the shells as the basis of content-area activities with children such as vocabulary building in language arts and sorting in math
setting up a display table and creating frequently changing decorative arrangements of the shells for the children to look at
asking the children to estimate how many shells are in the bag and then counting the shells to determine whose estimate came closest

Enter to expand or collapse answer.Answer expanded: Correct Response: B.

25. A ninth-grade student with a severe hearing loss has been having trouble understanding the information in his history text. He tells his teacher of the deaf/hard of hearing (TOD) that he can understand the text when he reads it, but that all the dates and events and people become a blur in his mind. Which of the following would be the TOD's most helpful suggestion?

Ask a classmate to be your study buddy and arrange regular sessions to quiz each other on the contents of assigned chapters.
Set up a separate spiral notebook for each year in the era being studied and use each notebook to list that year's key people and events.
Ask the history teacher to suggest additional resources and reference materials you can use to supplement what you read in the textbook.
Create a timeline on which to indicate significant events, including key speeches or actions by the historical figures involved.

Enter to expand or collapse answer.Answer expanded: Correct Response: D.

26. A kindergarten teacher is concerned that a student in the class who is deaf, communicates using American Sign Language (ASL), and has a full-time interpreter is not comprehending stories read in large group settings. The teacher reads the story to the large group several times during the week but would like to try a new strategy to ensure the student has access to the text. The teacher has asked to consult with the student's teacher of the deaf/hard of hearing (TOD). Which of the following instructional strategies should the TOD suggest to promote the student's comprehension of the read-aloud book?

incorporating dramatic techniques such as using props, facial expressions, and exaggerated movements to help the student visually comprehend the text
asking the interpreter to review details with the student to ensure the student comprehends the story
recommending that the student bring the book home to read with parents/guardians to support comprehension of the story
requesting that the interpreter present the book to the student one-on-one in ASL while the large group reads the book in English

Enter to expand or collapse answer.Answer expanded: Correct Response: A.

27. During a whole class science lesson, a teacher of the deaf/hard of hearing (TOD) at a school for the Deaf stops several times and asks students to "pair and share." In order to enhance the students' learning, the teacher is using:

a show-and-tell activity.
a cross-curricular activity.
an active learning activity.
an individualized instruction activity.

Enter to expand or collapse answer.Answer expanded: Correct Response: C.

Objective 0009: Demonstrate knowledge of strategies for meeting the overall communication needs of students who are deaf or hard of hearing.

28. A second grader who was diagnosed with a profound bilateral hearing loss when he was one year old communicates using speech and speechreading as well as American Sign Language (ASL). The student has recently returned to school after receiving a cochlear implant. The student’s teacher of the deaf/hard of hearing (TOD) is working to increase his auditory skill development. Which of the following skills should the TOD address first with the student?

distinguishing between words that differ by one sound (e.g., cat/hat, pig/big, show/slow, took/cook)
identifying the voices of specific teachers and classmates
distinguishing between vowel sounds in words
identifying common environmental sounds (e.g., telephone ringing, police/fire sirens, dog barking)

Enter to expand or collapse answer.Answer expanded: Correct Response: D.

29. A Deaf student who uses American Sign Language (ASL) to communicate is having difficulty comprehending English textbooks in core subjects. Which of the following actions should the teacher of the deaf/hard (TOD) implement to assist the student with comprehension?

teaching the student more English vocabulary words
teaching the student how to find videos in ASL related to the topic on the Internet
teaching the student to use flashcards to memorize the information
teaching the student to use flowcharts to map important ideas

Enter to expand or collapse answer.Answer expanded: Correct Response: D.

30. Which of the following techniques is an effective strategy to help Deaf students that use American Sign Language (ASL) as their primary communication mode to make connections between ASL signs and English words?

explaining to the students what the English word means using ASL, signing the word, fingerspelling the word, and then displaying the word in written English
using flashcards with the students that provide a visual of what the written English word looks like on one side and a picture describing it on the other
providing time in class each day for the students to practice writing the English word and the meaning until the student has successfully memorized it
using an interpreter to support the students' understanding of the meaning of the word presented to them in English and what the word looks like in ASL

Enter to expand or collapse answer.Answer expanded: Correct Response: A.

Foundations and Professional Practice

Objective 0010: Understand the philosophical, historical, and legal foundations in the education of individuals who are deaf or hard of hearing.

31. The parents/guardians of a student with a hearing loss disagree with the placement recommended by the student's Individualized Education Program (IEP) team. Under these circumstances, the parents/guardians have the legal right to:

request that an impartial due process hearing be held to review the decision.
call for the current IEP team to be replaced with a newly constituted team.
enroll their child in an alternative program of their choice at the school district's expense.
challenge the credentials of any professional serving on their child's IEP team.

Enter to expand or collapse answer.Answer expanded: Correct Response: A.

32. A one-year-old child of hearing parents/guardians has recently received bilateral cochlear implants. The parents/guardians would like the child to develop listening and spoken language. The parents/guardians cannot decide whether they should enroll their infant in early intervention (EI) now or wait until the student begins preschool. A teacher of the deaf/hard of hearing (TOD) should suggest to the parents/guardians that the greatest advantage of enrolling their child in a program as an infant is that:

infants who receive EI services have an excellent opportunity to acquire age-appropriate literacy skills alongside their hearing peers.
the EI service provider can help parents learn to troubleshoot the infant's assistive technology for hearing.
if the infant receives EI services now they might not need to be in a special program when they begin preschool.
EI services are free from the state and therefore the parents/guardians should take advantage of these services.

Enter to expand or collapse answer.Answer expanded: Correct Response: A.

33. A family is starting early intervention (EI) services with their newborn infant who did not pass the newborn hearing screening. The teacher of the deaf/hard of hearing (TOD) has provided the family with information about modalities of communication used in Deaf education at the family's request to plan language options for their child. The family has let the TOD know they would like to focus on Total Communication. Which of the following components best describes this program?

creating a system of manual communication that strives to be an exact representation of English vocabulary and grammar
making all the phonemes of speech visible by using handshapes in positions near the mouth, in combination with the lipshapes and articulation movements of speech
utilizing formal signs, natural gestures, fingerspelling, body language, listening, lipreading, speech, hearing aids, and cochlear implants
providing access to sound through hearing aids, cochlear implants, and listening and spoken language therapy

Enter to expand or collapse answer.Answer expanded: Correct Response: C.

Objective 0011: Apply knowledge of strategies for communicating and collaborating with others to help students who are deaf or hard of hearing achieve desired learning outcomes.

34. A teacher of the deaf/hard of hearing (TOD) uses a Listening and Spoken Language (LSL) approach in her second-grade classroom. One day the parents/guardians of a student with a severe bilateral hearing loss, ask the TODs what they can do to promote the student’s language development at home. The TOD's best response would be to suggest that the student’s parents/guardians make a habit of:

taking the student into a variety of situations where he will encounter incidental language (e.g., shopping, eating at restaurants).
including the student in the family's everyday conversations and discussions.
encouraging the student to watch language-rich television programs (e.g., children's educational television, nature programs).
providing the student with brief vocabulary-building sessions at the same time every day.

Enter to expand or collapse answer.Answer expanded: Correct Response: B.

35. An eighteen-year-old student who is deaf has been working after school at a local company. After graduation, she will work at the company full time and move to her own apartment. The student seeks advice from the teacher of the deaf/hard of hearing (TOD) on how to obtain, on a limited budget, various assistive devices for her apartment (e.g., flashing doorbells and smoke detectors). Which of the following would be the TOD's best initial suggestion?

Explore what resources may be available to you through public service agencies.
Raise this issue with your employer to determine whether the company could offer any assistance.
Ask prospective landlords about your rights in regard to what an apartment owner must provide.
Create a prioritized list of devices and begin buying them gradually as you become able to afford them.

Enter to expand or collapse answer.Answer expanded: Correct Response: A.

36. An Individualized Education Program (IEP) team is developing a transition plan for a middle-school student who is deaf to prepare for life after high school. When creating this plan, it is essential that the team:

includes the student's input and ensures that the plan is student focused.
focuses on the student's successful transition into the community after high school.
incorporates information regarding the student's communication mode preferences.
develops post-secondary goals that support the student's acceptance into college.

Enter to expand or collapse answer.Answer expanded: Correct Response: A.

37. A kindergarten teacher is concerned about a student in the class demonstrating aggressive behavior, not making eye contact when spoken to, not responding to his name, and, most recently, not reacting when a fire alarm sounded. The teacher has made a referral to the special education department and a teacher of the deaf/hard of hearing (TOD) was assigned to the case. Which of the following actions should the TOD complete first?

requesting the kindergarten teacher inform the student's parents/guardians of the referral
obtaining parental/guardian consent for initial assessments
administering assessments within ten days of initial referral
providing the student's parents/guardians with prior written notice of an Individualized Education Program (IEP) meeting

Enter to expand or collapse answer.Answer expanded: Correct Response: B.

Objective 0012: Demonstrate knowledge of the professional and ethical responsibilities of teachers of students who are deaf or hard of hearing.

38. A high school student has a moderate hearing loss for which she wears hearing aids. At the end of the first grading period, the student speaks with her teacher of the deaf/hard of hearing (TOD) about the low grade she received in biology. The class consists primarily of lab work and discussion, and the student says that this instructional format makes it hard for her to hear important information and keep up with the class. She adds that she has not said anything to her science teacher about the problem. The TOD's best initial response in this situation would be to:

send a note to the biology teacher explaining the problem and asking that instruction be adapted to better meet the student's needs.
plan an in-service workshop for faculty on the needs of students with hearing loss and ask the principal to make attendance mandatory.
assist the student in planning how to explain the situation to the biology teacher and offer to provide further support if the problem is not resolved.
arrange for a discussion of the issue at a meeting that includes the student, her parents/guardians, the biology teacher, a school administrator, and the TOD.

Enter to expand or collapse answer.Answer expanded: Correct Response: C.

39. A student with a profound hearing loss will be joining a fourth-grade general education class halfway through the school year. The student's teacher of the deaf/hard of hearing (TOD), has been asked to make a presentation to school staff about students with hearing loss. In the presentation, it would be especially important for the TOD to address which of the following topics?

strategies for fostering the student's full participation across school activities and settings
information about various types and degrees of hearing loss and their implications for learning
the educational goals specified in the student's Individualized Education Program (IEP)
recent innovations in adaptive and assistive technologies for students who are deaf or hard of hearing

Enter to expand or collapse answer.Answer expanded: Correct Response: A.

40. A teacher of the deaf/hard of hearing (TOD) is preparing to begin A.G. Bell Academy Listening and Spoken Language Specialist (LSLS) Certification. Which of the following actions should the TOD take first?

writing a description of professional experience to submit to A.G. Bell Academy
securing an LSLS mentor who meets A.G. Bell Academy criteria
applying to A.G. Bell Academy to begin the LSLS certification process
beginning to observe other TODs with LSLS certification who have attended A.G. Bell Academy

Enter to expand or collapse answer.Answer expanded: Correct Response: B.

Section 4: Sample Multiple-Choice QuestionsWEST–E Deaf Education (072)