FTCE Deaf or Hard of Hearing K–12: specialist foundations case studies
FTCE Deaf or Hard of Hearing K–12: specialist foundations · Put your knowledge to work in context.
This independent study page provides practice for FTCE Deaf or Hard of Hearing K–12: specialist foundations. Its editorial learning areas include Instructional strategies; IEP and IDEA; Audiology and hearing; Assessment; Foundations; Communication modes; ASL and Deaf culture; Language and literacy. The questions develop subject knowledge and application through worked reasoning, distinctions between competing answers, and practical scenarios. Study the relevant guide before attempting a mixed set, then explain the evidence or calculation that supports each answer. Topics on this exam: Instructional strategies, IEP and IDEA, Audiology and hearing, Assessment, Foundations, Communication modes, ASL and Deaf culture, and Language and literacy. The FTCE Deaf or Hard of Hearing K–12: specialist foundations case studies are 4 cases and about 816 words.
1The disappearing science discussion
A middle-school class is comparing evaporation from two containers. One student uses ASL and an interpreter. The teacher explains a new diagram while pointing to a scale, students copy a table, and several classmates answer at once. The interpreter is positioned behind the student, away from the display.
208 words, about 1 min2The isolated interpreter placement
An IEP team is reviewing a student who attends general education classes with an interpreter. Classroom grades are satisfactory, but the student reports little direct conversation with peers, difficulty joining extracurricular activities and frequent missed announcements. The current plan describes the interpreter's hours but contains little information about the student's language proficiency, social participation or communication outside lectures. A team member argues that a general education room must be the least restrictive environment simply because most classmates are nondisabled.
205 words, about 1 min3The working receiver and missed classmates
A hard-of-hearing student uses an individually fitted hearing aid and a classroom remote-microphone receiver. A permitted daily equipment check is satisfactory. During teacher-led explanations in a quiet room, the student follows most content. During group work near a noisy ventilation unit, the student repeatedly misses classmates' comments and sometimes appears disengaged.
205 words, about 1 min4Strong reasoning and weak English results
A learner who uses ASL has recently transferred into a new school. A classroom science demonstration suggests strong reasoning: the learner predicts an outcome, explains a comparison and revises an explanation after observing new evidence. On an English-heavy written test covering the same concepts, the score is low. The available records do not describe early language access or the supports used in previous assessments.
198 words, under 1 min