Praxis Special Education: Development and Characteristics of Learners

1.During outdoor play, four-year-old Luis pedals a tricycle along the path, then struggles to button a coat and still uses a fisted crayon grasp. Which conclusion fits?

2.Three-year-old Hana says, "I runned to the slide," while telling a clear idea in a short sentence. What does that verb form show?

3.A kindergartner sorts buttons by color and still says a spread-out row of five has more than a tight row of five. What is he relying on?

4.A second grader retells a story with a beginning, a problem, and an ending, but misses a joke that depends on one word having two meanings. What does that contrast show?

5.A sixth grader solves a fraction problem when fraction bars are on the desk, then stalls when asked to imagine the pieces with no bars. Which statement fits?

6.An eighth grader spends the morning checking whether friends noticed a new haircut and barely reacts when a teacher praises a lab report in private. What does that priority fit?

7.A tenth grader argues that one hallway-pass rule is unfair because a late bus and a skipped class are not the same situation. What thinking is she using?

8.At drop-off, four-year-old Elena cries and will not hug a new aide, then settles into play. At pickup she runs to her father and talks about the day. Which description fits?

9.A toddler points at a dog, looks back at his mother and smiles, then points again. What is that exchange?

10.In October, a first grader sounds out cat and sun, reads was as saw, and knows only a small set of words by sight. What does that pattern fit?

11.A nine-year-old remembers a grocery list when she groups dairy, snacks, and fruit, and loses it when the words are random and she cannot say them again. What does the contrast show?

12.Two seventh graders share a birthday month. One has grown several inches and has a deeper voice. The other still looks like last year. What is the sound conclusion?

13.A three-year-old sits beside classmates, each with a pile of blocks, and builds his own tower without joining a shared plan. Which play description fits?

14.A high school junior finishes a research project when checkpoints are written on a calendar, and she skips sources and drafts when the whole plan stays in her head. What does that contrast show?

15.A kindergartner watches juice poured from a short cup into a taller cup and insists the taller cup has more juice. What is driving that answer?

16.An eleven-year-old can say how a friend feels in a dispute, yet still pushes her own choice when that feeling conflicts with what she wants. What does that show?

17.A high school student with a mild intellectual disability reads about as well as a typical fourth grader and can run a job routine once it is practiced. What should a teacher expect next?

18.A middle school student with a moderate intellectual disability matches coins to a pictured price after many trials in the school store, then needs the steps taught again at a community store. What does that show?

19.A student with a severe intellectual disability uses a few gestures and photos to make requests and needs help with dressing. Which learning focus fits?

20.A student with a profound intellectual disability has very limited voluntary movement and responds more to a familiar voice and a calm touch than to a spoken lecture. How can learning be approached?

21.One student with an intellectual disability rides the bus with a picture checklist. Another needs full help to eat. Both carry the same disability name. What does that pair show?

22.A fourth grader with an intellectual disability can recite the count to 20 and cannot tell which of two snack piles has more. What does that split show?

23.A team describes an intellectual disability from a single reasoning score and never looks at dressing, friendship, or handling money. What is missing from that picture?

24.A preschooler is behind in problem solving and play, and the team uses a developmental-delay description. A colleague says this already decides an intellectual disability for life. What is the better view?

25.A student with an intellectual disability washes hands correctly at school and skips those steps at home until the family practices the same sequence there. What should the teacher conclude?

26.A teenager with a mild intellectual disability follows a job chart made of photos and misses steps when the same job is given only as a dense paragraph. What does the contrast imply?

27.A science idea taught once as a definition does not stick for a student with an intellectual disability. After several concrete examples and more practice, he uses it. What fits?

28.A student with a moderate intellectual disability does not read chapter books and is learning the signs exit, stop, and restroom. What is a sound view of that goal?

29.A fifth grader reasons about as well as classmates when problems are spoken, tells rich stories aloud, and reads far below them. What is the most fitting description?

30.A student explains a history argument clearly in discussion and spells the same word three different ways in one paragraph. What does that split suggest?

31.A student with a math learning disability recalls facts when given time and a chart, then loses her place in a word problem with several steps. Where is the breakdown?

32.A second grader cannot pull the word slip into its separate sounds, and reading new words is slow and effortful. Which connection should the teacher make?

33.In October of first grade, a student sometimes writes b for d. The rest of his reading is on track with the class. What is the careful conclusion?

34.A high school student with a reading disability explains a grade-level science investigation after it is read aloud and discussed, then fails a quiz that uses only a dense textbook page. What is the barrier?

35.On a long written page, a student with a learning disability finishes fewer items than classmates, and the items he finishes are accurate. What does that pattern suggest?

36.A student with a specific learning disability in reading designs a fair science test, builds the setup, and explains the result in the lab conversation. What should teachers avoid assuming?

37.A student writes so slowly, and with so much hand fatigue, that essays stall. The same student produces an organized essay once keyboarding is allowed. Where is the bottleneck?

38.Before a quiz, a student memorizes the steps of a division procedure. A week later he cannot explain why the steps work or use them in a new story problem. What happened?

39.A student names individual letters correctly and names a row of mixed letters much more slowly than classmates. Reading connected text is effortful. What can the slow row reveal?

40.A student makes sophisticated comments in novel discussions. Independent reading of the same novel is slow, error-filled, and exhausting, and the gap was easy to miss in earlier grades. What likely happened?

41.A student with autism recites a full bus schedule and does not answer a classmate who asks how the weekend went. What is the characteristic contrast?

42.A student with autism understands the math and cannot work once the cafeteria is loud, then finishes the same math in a quiet room. What does the room change show?

43.A student lines markers up by color before writing and becomes distressed when a substitute changes that order with no warning. What is the learning implication?

44.One student with autism speaks in full sentences. Another uses a speech-generating device and a few signs. A new aide says only the nonspeaking student can be autistic. What is the correction?

45.A teacher says, "Hold your horses," and a student with autism looks around for horses. What does the student need in order to use that direction?

46.A student with autism finishes a fraction sheet accurately while alone and does not enter group talk unless given a role and a card that shows whose turn it is. What does that split mean?

47.A preschooler rarely points to share something interesting and spends most of play lining cars up by size. How do these characteristics affect learning from people?

48.A student with autism remembers every fact in a favored science unit and does not ask for help when the next unit's directions are unclear. What is the right expectation?

49.During a model, a student with autism watches the teacher's hands and answers correctly without looking at the teacher's eyes. What should staff conclude?

50.Asked for the date, a student repeats the question and then gives the correct date a moment later. What is a fair reading of the repetition?

51.A student with autism tells a classmate the drawing is ugly because the lines are uneven, then is surprised when the classmate cries. What needs to be taught?

52.A student finishes math and will not start reading unless a visual schedule shows reading next. With the schedule in view, he starts. What does that pattern show?

53.A student with ADHD writes one sentence of an essay, notices a pencil on the floor, and never returns to the essay. Which description fits?

54.A student with ADHD calls out an answer before the question ends, then writes that same correct idea when everyone must jot before speaking. What does the jot reveal?

55.Several times a week, a student stares for a few seconds, misses the direction just given, and continues without knowing time was lost. The nurse has described absence seizures. What is the classroom implication?

56.A student with diabetes becomes shaky and cannot follow the lesson. After the health plan is followed and the shakiness passes, she rejoins the discussion accurately. What changed for learning?

57.A student with ADHD plays a favored video game for a long stretch and cannot stay with a worksheet for more than a minute. A classmate says the game disproves any attention disability. What is the correction?

58.A student with Tourette syndrome clears his throat and blinks repeatedly. The tics increase after a public correction and ease when staff stop commenting. What is the sound reading?

59.A student with asthma sleeps poorly after a hard breathing night and dozes during the morning lesson. He knows the material when it is taught again that afternoon. What explains the morning?

60.A student with ADHD discusses a novel with insight and loses the assignment sheet every week, so the essay is never turned in. Where is the breakdown?

61.A student returns during treatment for cancer and needs more time on questions that were easy before the illness. Fatigue shows up by midday. What is a fair conclusion?

62.A student with sickle cell disease misses several days during pain episodes and returns unsure of lessons taught while he was out. What is the learning implication?

63.A student who takes prescribed medicine for ADHD is settled during morning writing and much more impulsive after lunch. Staff do not change the dose. What should planning consider?

64.A student with a chronic health condition understands the unit and misses two group projects because of hospital days. What is the main learning issue here?

65.For several months a student has been sad, withdrawn, and unable to finish classwork. The pattern began long before a recent weekend trip. What feature matters most?

66.All year, a student argues, refuses directions, and is sent out so often that little classwork is finished. The pattern appears in several classes. What makes this more than ordinary conflict?

67.Every morning for months, a student complains of a stomachache, avoids starting a test, and calms once the test window has passed. Medical checks found no physical cause. What fits?

68.On some days a student's speech is hard to follow, and the student is frightened by things others do not see. Lectures on those days are not absorbed. On settled days, short concrete tasks go better. What should instruction follow?

69.Two players shove each other once after a disputed call at recess and resolve it with the coach before the next game. There is no wider pattern. What is the careful conclusion?

70.Each week a student wants to join a group, misreads a neutral look as an insult, shouts, and then is ashamed. Classwork stops during the cycle. What is the learning need inside that cycle?

71.A student never calls out or leaves his seat. For months he has looked unhappy, stopped turning in work, and said nothing is worth doing. Why might staff miss the educational impact?

72.In a calm small group, a student completes the assignment. In a loud, chaotic class, anxiety rises and he cannot start. The items are the same. What does the contrast show?

73.Over a semester, a high school student sleeps through class, says nothing matters, and his grades fall. Friends say this is new since autumn. What is the educational reading?

74.After years of being sent out of class, a student will not attempt a task that is actually within his skills. He says he fails before he starts. What has developed on top of the emotional difficulty?

75.A student is tearful at school and at home for several months. One teacher wonders whether the problem is only a clash with her. What does the two-setting pattern suggest?

76.During a calm month, a student writes strong essays. During a crisis month, he cannot produce them, even though the prompts are similar. What distinction matters?

77.A third grader says wabbit for rabbit, classmates understand him, and his reading is on grade level. What is the accurate focus?

78.A student uses short, tangled sentences and cannot explain a pictured story. Hearing tests are typical. What is the characteristic limit?

79.A student follows "Get your book" and misses "Get your book, open to page 12, and write the date" unless the steps are shown. What load is too high?

80.A student who stutters knows the answer and stops speaking when called on with no warning. His written answer is complete. What does the written work clarify?

81.A student talks for several minutes about trains and does not notice the listener turning away and closing a book. Which language area is strained?

82.A student's voice is hoarse all day. He avoids reading aloud and shows solid comprehension when he answers on paper. What is the implication?

83.A student speaks every sound clearly and still cannot follow the direction, "Before you sit, put the book away." What does clear speech fail to guarantee?

84.A student is learning English. Her home language is rich and age-typical. In English she omits some endings in ways that match the home language. What is the careful conclusion?

85.A student with a language impairment does not learn a science word from one class mention. He learns it when the object is shown, the action is done, and the word is used in a short sentence. What works?

86.Asked for the tool that cuts paper, a student pauses and says, "the thing you cut with," then uses the scissors correctly. What does the pause show?

87.In a noisy group, a student who is hard of hearing misses the ends of the teacher's words and starts the wrong assignment. What likely happened?

88.A student who is deaf discusses grade-level literature fully in American Sign Language and is lost when class is only spoken English with no interpreter. What is the barrier?

89.A student with a cochlear implant follows speech in a quiet room and misses soft voices once hallway noise rises. What is the accurate expectation?

90.A student with hearing loss knows words that were taught directly and misses common words classmates picked up from chatter they overheard. What explains the vocabulary gap?

91.A deaf child whose family has signed with her since infancy tells age-typical stories in sign. A colleague says deafness itself caused a language delay. What is the better account?

92.A student hears well some weeks and poorly during weeks of middle-ear fluid. He seems inattentive only in the poor-hearing weeks. What is the fitting explanation?

93.A student with low vision reads enlarged print slowly at her desk and cannot see the board from the back of the room. What access pattern fits?

94.A student who has been blind since birth describes rain by its sound and by how it feels, and he is unsure what the phrase about storm clouds rolling in means. What must instruction supply?

95.A student who reads braille joins a literature discussion with the same insights as peers once the novel is in braille. What does that result show?

96.A student with a visual impairment travels the classroom safely until a desk is moved into the aisle. He bumps into it on the way to the sink. What is the orientation issue?

97.A student with very limited vision gazes toward a bright window and gets no information from print, even when the font is enlarged. What is the access conclusion?

98.A student with cortical visual impairment notices one bright object when it moves on a plain background and misses that object in a cluttered still picture. What presentation fits?

99.A student with cerebral palsy has unclear speech. Given a response method he can manage, he shows he understands grade-level jokes. What is the sound conclusion?

100.A student with muscular dystrophy tires quickly while writing and, on a higher-energy day, explains the history lesson fully by speaking. What limits the written work?

101.A fifth grader with spina bifida misses school for medical care and also loses track of multi-step math problems. Which conclusion is sound?

102.Before a car crash, a student read independently. Since the brain injury, he forgets the page he just read and is more irritable. What characteristics fit this change?

103.A student read grade-level text before a brain injury. The reading problem started after the injury, not in the early grades. A colleague calls it a long-standing learning disability. What distinguishes the history?

104.Months after a traumatic brain injury, attention on short tasks has improved, while memory for new lessons is still weak. What is the right reading of that recovery?

105.A student has a significant intellectual disability and a physical disability. A program aimed at only one of those needs cannot cover communication, positioning, and daily care together. What does the combination mean?

106.A student has limited hearing and limited vision. She does not learn by watching class from across the room or by listening to a lecture, and she communicates best through touch with a person beside her. What follows for learning?

107.A four-year-old is behind in talking and in dressing. The team describes a developmental delay and plans to watch whether the gaps narrow with teaching. What is an accurate view of that description?

108.A kindergartner with a developmental delay in motor skills explains a picture story clearly and cannot yet manage buttons or a stable pencil grasp. What does the split show?