I85PREP
⌘ K
FTCE Deaf or Hard of Hearing K–12: specialist foundations study materials
FTCE Deaf or Hard of Hearing K–12: specialist foundations study resources

FTCE Deaf or Hard of Hearing K–12: specialist foundations practice questions

One question at a time. Build your FTCE Deaf or Hard of Hearing K–12: specialist foundations understanding.

First 50 of 190 questions. Each one lists the choices, the correct answer, and an explanation. The checker at the top of this page saves progress in this browser when it is available.

Continue in the practice tool above to load more questions, 50 at a time.

Question 1Foundations

Which federal law first guaranteed a free appropriate public education (FAPE) to all children with disabilities, including those who are deaf or hard of hearing?

  1. The Americans with Disabilities Act
  2. Section 504 of the Rehabilitation Act
  3. The Education for All Handicapped Children Act (PL 94-142) Correct answer.
  4. No Child Left Behind

Explanation

PL 94-142, the Education for All Handicapped Children Act of 1975, first mandated FAPE and was later reauthorized as IDEA. It established the right to special education and related services in the least restrictive environment.

Question 2Foundations

The 1880 Milan Conference is historically significant in deaf education because it resulted in a resolution that primarily promoted which approach?

  1. Bilingual-bicultural education using ASL and English
  2. Oralism over the use of sign language in schools Correct answer.
  3. Total Communication in all residential schools
  4. Cued speech as the standard instructional method

Explanation

The 1880 International Congress on Education of the Deaf in Milan passed resolutions favoring oral methods and discouraging signed languages in instruction. Its effects suppressed sign language in many schools for decades.

Question 3Foundations

Under IDEA, the Individuals with Disabilities Education Act, what does the term 'least restrictive environment' (LRE) require?

  1. Placing all deaf students in residential schools for the deaf
  2. Removing students from general education whenever they have an IEP
  3. Providing instruction only in self-contained special education classrooms
  4. Educating students with disabilities with nondisabled peers to the maximum extent appropriate Correct answer.

Explanation

LRE requires that, to the maximum extent appropriate, students with disabilities be educated alongside nondisabled peers. Removal to separate settings occurs only when the nature of the disability prevents satisfactory education in general education with supplementary aids and services.

Question 4Foundations

A teacher of the deaf must understand that under IDEA, the IEP team must specifically consider a deaf student's:

  1. Need to be placed only in an oral program
  2. Language and communication needs, including opportunities for direct communication in the child's language and mode Correct answer.
  3. Eligibility for a 504 plan instead of an IEP
  4. Requirement to learn spoken English before any signed language

Explanation

IDEA's special factors provision requires the IEP team to consider the language and communication needs of a deaf or hard of hearing student, including opportunities for direct communication with peers and professionals in the student's language and communication mode.

Question 5Foundations

Thomas Hopkins Gallaudet and Laurent Clerc are historically important because they:

  1. Invented the cochlear implant
  2. Founded the first permanent school for the deaf in the United States in 1817 Correct answer.
  3. Wrote the Education for All Handicapped Children Act
  4. Developed the first standardized achievement test

Explanation

Thomas Hopkins Gallaudet and Laurent Clerc co-founded the American School for the Deaf in Hartford, Connecticut, in 1817, the first permanent school for deaf students in the U.S., shaping American deaf education and ASL.

Question 6Foundations

Section 504 of the Rehabilitation Act and the ADA both protect deaf students by:

  1. Prohibiting discrimination and requiring accessibility and reasonable accommodations Correct answer.
  2. Requiring specially designed instruction under an IEP
  3. Funding state special education programs
  4. Setting national achievement standards

Explanation

Section 504 and the ADA are civil-rights statutes that prohibit disability discrimination and require accessibility and reasonable accommodations, such as effective communication, regardless of whether a student qualifies for special education under IDEA.

Question 7Foundations

Which statement reflects the cultural-linguistic model of deafness, in contrast to the medical-pathological model?

  1. Deafness is a disability that must be medically corrected for the person to succeed
  2. Sign language should be discouraged in favor of speech
  3. Cochlear implants are required for cultural membership
  4. Deaf people form a linguistic minority whose primary need is full language access, not a cure Correct answer.

Explanation

The cultural-linguistic model views Deaf people as a linguistic and cultural minority whose central need is access to a fully accessible language and community, rather than as patients requiring a medical cure.

Question 8Foundations

The 1817 founding of the American School for the Deaf contributed to the development of American Sign Language because it:

  1. Required all students to use spoken English
  2. Banned signing on campus
  3. Brought together French Sign Language and local signing systems used by students Correct answer.
  4. Imported British Sign Language as the standard

Explanation

At the American School for the Deaf, Laurent Clerc's French Sign Language blended with regional and home sign systems students brought, contributing to the emergence of American Sign Language as a distinct language.

Question 9Foundations

A teacher of the deaf must follow professional and ethical standards, including:

  1. Sharing student records publicly to encourage transparency
  2. Maintaining student confidentiality and collaborating respectfully with families and colleagues Correct answer.
  3. Making decisions without parental consent
  4. Disregarding the student's cultural background

Explanation

Ethical practice requires protecting student confidentiality (consistent with FERPA and IDEA), respectful collaboration with families and colleagues, informed consent, and culturally responsive practice.

Question 10Communication modes

Which of the following best describes the philosophy of a bilingual-bicultural (Bi-Bi) program for deaf students?

  1. Spoken English is used exclusively with amplification
  2. American Sign Language is the language of instruction, with English taught as a second language Correct answer.
  3. Signs are used in English word order while speaking simultaneously
  4. Students rely solely on speechreading and residual hearing

Explanation

Bilingual-bicultural programs use ASL as the primary language of instruction and natural communication, while English (often print) is taught as a second language. The approach also affirms Deaf culture and identity.

Question 11Communication modes

Which communication approach uses signs in English word order combined with speech to make spoken English visible?

  1. American Sign Language
  2. Signing Exact English (SEE) as a manually coded English system Correct answer.
  3. Cued speech
  4. Fingerspelling alone

Explanation

Signing Exact English (SEE) is a manually coded English system that represents English vocabulary, morphemes, and word order with signs, intended to make English visually accessible. It is not a natural language like ASL.

Question 12Communication modes

Cued speech is best described as a system that:

  1. Replaces spoken English entirely with ASL grammar
  2. Provides amplified sound through a personal listening device
  3. Uses handshapes and placements near the mouth to make spoken phonemes visually distinct Correct answer.
  4. Teaches reading exclusively through fingerspelling

Explanation

Cued speech pairs eight handshapes in four locations near the mouth with the natural mouth movements of speech, allowing the viewer to distinguish phonemes that look alike on the lips, supporting access to spoken language phonology.

Question 13Communication modes

The Total Communication philosophy is characterized by:

  1. Requiring exclusive use of ASL with no spoken language
  2. Prohibiting the use of any signs in the classroom
  3. Mandating cochlear implantation before instruction
  4. Using whatever combination of modes meets the individual child's communication needs Correct answer.

Explanation

Total Communication is a philosophy that endorses using any and all means of communication, speech, signs, gestures, amplification, and print, that effectively meet the individual child's needs, rather than restricting to a single mode.

Question 14Communication modes

A deaf student communicates using ASL. To 'comprehend signing' in real time, the teacher of the deaf must be able to:

  1. Receptively process ASL vocabulary, grammar, and nonmanual markers as the student signs Correct answer.
  2. Read English captions on a screen
  3. Lip-read the student's spoken words
  4. Interpret only fingerspelled words

Explanation

Comprehending signing requires receptive ASL skill, recognizing signs, classifiers, spatial grammar, and nonmanual markers (facial and head movements that carry grammatical meaning) as the student produces them in real time.

Question 15Communication modes

An auditory-verbal therapy (AVT) approach emphasizes:

  1. Teaching ASL as the primary language
  2. Using only print and gestures
  3. Developing spoken language through listening, often without relying on visual cues Correct answer.
  4. Avoiding all use of hearing technology

Explanation

Auditory-verbal therapy focuses on developing spoken language through maximizing the use of hearing technology and listening, with the goal that the child learns to listen and speak, often de-emphasizing visual cues such as speechreading.

Question 16Communication modes

A teacher is deciding how to support a kindergartener who is hard of hearing and uses spoken English with hearing aids. Which factor should most influence the communication supports chosen?

  1. A district policy that all deaf students must use ASL
  2. The teacher's personal preference for one method
  3. The individual child's language, listening abilities, and family priorities Correct answer.
  4. The communication mode used by the previous student

Explanation

Communication decisions must be individualized, based on the specific child's language and listening abilities, communication needs, and family input, rather than applying a one-size-fits-all method.

Question 17Communication modes

Fingerspelling is most appropriately used in ASL instruction to:

  1. Represent proper nouns, technical terms, and words that do not have an established sign Correct answer.
  2. Replace all signs in conversation
  3. Teach speechreading skills
  4. Measure a student's hearing thresholds

Explanation

Fingerspelling uses the manual alphabet to spell words letter by letter and is used in ASL for proper nouns, technical vocabulary, brand names, and words lacking an established sign, complementing rather than replacing signing.

Question 18Communication modes

A teacher observes that a deaf student understands stories better when the teacher uses ASL storytelling features such as role shifting and classifiers. This indicates that:

  1. ASL should be simplified to single signs only
  2. The student should switch to spoken English
  3. Using the rich grammatical features of ASL enhances comprehension and engagement Correct answer.
  4. Visual storytelling reduces comprehension

Explanation

ASL features such as role shifting, classifiers, and use of space convey narrative meaning vividly. Leveraging these grammatical tools enhances a deaf student's comprehension and engagement with stories.

Question 19Communication modes

Which scenario best illustrates a deaf student who would benefit from a bilingual (ASL/English) instructional approach?

  1. A hard of hearing student who uses spoken English well with hearing aids
  2. A student with typical hearing learning a foreign language
  3. A deaf student of Deaf parents who is fluent in ASL and learning English literacy Correct answer.
  4. A student who has only a mild conductive loss from a temporary infection

Explanation

A deaf child fluent in ASL benefits from a bilingual approach that uses ASL as the language of instruction while developing English literacy as a second language, building on existing first-language strength.

Question 20Audiology and hearing

The outer ear, middle ear, and inner ear are the three main divisions of the auditory system. Which structure is located in the inner ear and is responsible for transducing sound vibrations into neural signals?

  1. Tympanic membrane
  2. Pinna
  3. Cochlea Correct answer.
  4. Ossicles

Explanation

The cochlea, a fluid-filled spiral structure in the inner ear, contains hair cells that convert mechanical sound vibrations into electrical neural impulses carried by the auditory nerve to the brain.

Question 21Audiology and hearing

A student has a hearing loss caused by damage to the cochlea's hair cells. This type of permanent hearing loss is classified as:

  1. Conductive hearing loss
  2. Sensorineural hearing loss Correct answer.
  3. Mixed hearing loss
  4. Central auditory processing disorder

Explanation

Sensorineural hearing loss results from damage to the cochlea (hair cells) or the auditory nerve and is typically permanent. It often affects clarity of sound, not just loudness.

Question 22Audiology and hearing

On an audiogram, hearing thresholds are plotted in decibels (dB HL) against frequency in hertz (Hz). A student whose thresholds fall between 41 and 55 dB HL is generally described as having which degree of hearing loss?

  1. Mild
  2. Severe
  3. Moderate Correct answer.
  4. Profound

Explanation

Using common classification ranges, thresholds of about 41-55 dB HL indicate a moderate hearing loss. At this level a student typically misses much of conversational speech without amplification.

Question 23Audiology and hearing

A cochlear implant differs from a hearing aid primarily because it:

  1. Only amplifies environmental sound for the ear canal
  2. Is worn entirely outside the body with no surgery
  3. Restores completely normal hearing in all users
  4. Bypasses damaged hair cells and directly stimulates the auditory nerve Correct answer.

Explanation

A cochlear implant uses a surgically placed electrode array to bypass damaged cochlear hair cells and directly stimulate the auditory nerve. A hearing aid, in contrast, amplifies acoustic sound for a functioning cochlea.

Question 24Audiology and hearing

An FM (frequency modulation) or DM (digital modulation) system is most useful in a classroom because it:

  1. Eliminates the need for the student to wear hearing aids or implants
  2. Translates speech into printed captions on a screen
  3. Improves the signal-to-noise ratio by sending the teacher's voice directly to the student's receiver Correct answer.
  4. Provides a visual alarm for fire drills

Explanation

FM/DM systems use a teacher-worn microphone that transmits directly to the student's receiver, reducing the effects of distance, background noise, and reverberation by improving the signal-to-noise ratio.

Question 25Audiology and hearing

The auditory ossicles, the smallest bones in the body, are located in the middle ear. Their function is to:

  1. Generate neural impulses for the brain
  2. Maintain balance and equilibrium
  3. Mechanically amplify and transmit vibrations from the eardrum to the inner ear Correct answer.
  4. Produce earwax to protect the canal

Explanation

The three ossicles, the malleus, incus, and stapes, form a chain that mechanically amplifies and conducts vibrations from the tympanic membrane to the oval window of the cochlea in the inner ear.

Question 26Audiology and hearing

A child has recurrent otitis media (middle ear infections) that cause fluctuating hearing loss. This is an example of which type of loss, and why is it educationally significant?

  1. Sensorineural loss that is always permanent
  2. Central processing disorder requiring surgery
  3. Profound loss requiring a cochlear implant
  4. Conductive loss, which can fluctuate and disrupt early language and listening if untreated Correct answer.

Explanation

Otitis media causes conductive hearing loss that often fluctuates with fluid levels. Even temporary, fluctuating loss during early childhood can disrupt consistent access to speech and impede language and listening development.

Question 27Audiology and hearing

When reading an audiogram, the symbols for the right ear are conventionally marked with which symbol for air conduction?

  1. An X
  2. A square
  3. A circle (O) Correct answer.
  4. A triangle

Explanation

By convention, air-conduction thresholds for the right ear are plotted with a red circle (O), and the left ear with a blue X. Recognizing these symbols helps teachers interpret a student's audiogram.

Question 28Audiology and hearing

A student has a high-frequency sensorineural hearing loss. The teacher should understand that the student will most likely have difficulty hearing:

  1. Low-pitched vowel sounds only
  2. All sounds equally regardless of pitch
  3. High-frequency consonants such as /s/, /f/, /th/, and /sh/ Correct answer.
  4. Only very loud sounds

Explanation

High-frequency loss reduces access to high-pitched consonants like /s/, /f/, /th/, and /sh/, which carry important information for speech intelligibility and word endings, even when vowels remain audible.

Question 29Audiology and hearing

The concept of the 'speech banana' on an audiogram refers to:

  1. A specific test for balance disorders
  2. The shape of the cochlea
  3. A type of hearing aid mold
  4. The region where most speech sounds fall by frequency and intensity Correct answer.

Explanation

The 'speech banana' is the banana-shaped area on an audiogram representing the frequencies and intensities at which the sounds of conversational speech typically occur, used to show what speech a student can or cannot access.

Question 30Audiology and hearing

Bone-conduction testing during an audiological evaluation helps the audiologist determine whether a hearing loss is:

  1. Caused by a specific genetic syndrome
  2. Conductive, sensorineural, or mixed by comparing bone and air conduction results Correct answer.
  3. Going to be permanent forever
  4. Related to the student's reading level

Explanation

Comparing bone-conduction thresholds (bypassing the outer and middle ear) with air-conduction thresholds reveals where the problem lies, helping classify the loss as conductive, sensorineural, or mixed.

Question 31Audiology and hearing

Unilateral hearing loss (hearing loss in only one ear) can still affect a student's classroom performance because it:

  1. Makes it harder to localize sound and understand speech in noisy environments Correct answer.
  2. Always means the student is completely deaf
  3. Has no educational impact at all
  4. Improves the student's hearing in quiet rooms

Explanation

Unilateral hearing loss impairs sound localization and makes understanding speech in noise more difficult, so these students often need preferential seating, FM systems, and monitoring despite having one typical ear.

Question 32Audiology and hearing

A teacher of the deaf collaborates with an educational audiologist. The audiologist's role in the school setting primarily includes:

  1. Writing the student's English curriculum
  2. Monitoring hearing technology, conducting functional listening evaluations, and advising on classroom acoustics Correct answer.
  3. Serving as the ASL interpreter for all classes
  4. Determining the student's grades

Explanation

The educational audiologist manages and monitors hearing technology, conducts functional listening assessments, advises on classroom acoustics and accommodations, and supports the team in optimizing the student's access to sound.

Question 33ASL and Deaf culture

A primary linguistic feature that distinguishes American Sign Language (ASL) from English is that ASL:

  1. Uses space, movement, and nonmanual markers grammatically rather than following English word order Correct answer.
  2. Is simply English represented on the hands
  3. Has no grammar or syntax of its own
  4. Can only express concrete vocabulary, not abstract ideas

Explanation

ASL is a complete, natural language with its own grammar that uses the signing space, movement, classifiers, and nonmanual markers (such as facial expression and head movement) for grammatical meaning, independent of English word order.

Question 34ASL and Deaf culture

In ASL, classifiers are handshapes that:

  1. Represent categories of objects and show their location, movement, size, or shape Correct answer.
  2. Spell out English words letter by letter
  3. Indicate only the time of an event
  4. Function the same as English articles such as 'the' and 'a'

Explanation

ASL classifiers are conventional handshapes that stand in for nouns of a particular class and convey information about location, movement, size, shape, or how an object is handled, a key grammatical feature of the language.

Question 35ASL and Deaf culture

Which statement most accurately reflects the concept of Deaf culture (with a capital D)?

  1. It refers only to people who have a profound hearing loss measured in decibels
  2. It is a cultural and linguistic community that views deafness as a difference rather than a deficit Correct answer.
  3. It requires all members to use cochlear implants
  4. It is defined solely by the inability to hear sound

Explanation

Capital-D Deaf culture refers to a cultural-linguistic group, typically ASL users, who share values, history, social norms, and identity, and who view being Deaf as a positive cultural difference rather than a medical deficit.

Question 36ASL and Deaf culture

A hearing teacher of the deaf wants to demonstrate cultural sensitivity. Which practice best respects Deaf culture in the classroom?

  1. Getting a Deaf student's visual attention appropriately, such as a gentle tap or waving, before speaking or signing Correct answer.
  2. Speaking louder and exaggerating lip movements to all Deaf students
  3. Discouraging students from using ASL with one another
  4. Insisting Deaf students always make their voices heard verbally

Explanation

Within Deaf culture, gaining visual attention through a gentle shoulder tap, waving, or flashing lights is a respectful, expected way to begin communication. It honors the visual nature of the community's communication norms.

Question 37ASL and Deaf culture

A teacher wants to involve the family of a deaf child in a culturally responsive way. The best practice is to:

  1. Insist the family adopt the teacher's preferred communication method
  2. Respect the family's language, culture, and choices while providing accessible information and resources Correct answer.
  3. Limit communication to written notes in English only
  4. Make all decisions without family input

Explanation

Family-centered, culturally responsive practice respects the family's language, culture, and informed choices, while ensuring information is accessible (e.g., through interpreters or translated materials) so families can participate meaningfully.

Question 38ASL and Deaf culture

A student who is deaf also has an additional disability such as a visual impairment. The teacher should recognize that this student:

  1. Cannot benefit from any educational programming
  2. Should be served exactly like a student with only hearing loss
  3. Has unique combined needs requiring collaboration among specialists and individualized planning Correct answer.
  4. Must be placed in a residential setting automatically

Explanation

A student who is deaf with additional disabilities (for example, deaf-blindness) has unique, combined needs. Effective programming requires interdisciplinary collaboration and highly individualized planning, including tactile or other adapted communication when needed.

Question 39ASL and Deaf culture

The psychosocial development of a deaf student can be supported when the school:

  1. Isolates the student from other deaf students
  2. Discourages any discussion of deaf identity
  3. Focuses only on academic skills and ignores social needs
  4. Provides access to Deaf role models, peers, and a sense of belonging and identity Correct answer.

Explanation

Access to Deaf adults as role models, deaf peers, and opportunities to develop a positive identity supports the psychosocial and emotional well-being of deaf students, fostering belonging and healthy self-concept.

Question 40Language and literacy

Research on language development indicates that the most important factor for a deaf child's later academic and literacy success is:

  1. Early and full access to a complete first language, whether signed or spoken Correct answer.
  2. Mastery of speech production before age three
  3. Avoidance of any visual language until reading begins
  4. Delaying language input until a hearing device is fitted

Explanation

Early, full access to a complete first language, signed or spoken, during the critical period builds the linguistic foundation needed for cognition, social development, and literacy. Language deprivation has lasting negative effects.

Question 41Language and literacy

A deaf student who is a fluent ASL user is learning to read and write English. This situation is best understood through the framework of:

  1. Remedial speech therapy as the primary intervention
  2. Second-language and bilingual learning, transferring concepts from ASL to English print Correct answer.
  3. A learning disability requiring a separate diagnosis
  4. Phonics-only instruction with no use of ASL

Explanation

For a fluent ASL user, learning English print is a bilingual, second-language process. Effective instruction bridges concepts and meaning from ASL to English, leveraging the student's strong first-language foundation.

Question 42Language and literacy

A teacher wants to assess a young deaf child's expressive ASL development. The most appropriate approach is to:

  1. Administer a standardized English vocabulary test in print
  2. Use a language sample analyzed for ASL grammatical features by a fluent signer Correct answer.
  3. Measure the child's speech intelligibility only
  4. Compare the child only to hearing English-speaking norms

Explanation

Expressive ASL is best assessed through an ASL language sample analyzed for grammatical and lexical features by someone fluent in ASL, capturing the child's actual signed-language competence rather than English-based measures.

Question 43Language and literacy

When teaching English vocabulary to deaf students, the strategy of teaching words in semantic categories and within meaningful context is recommended because it:

  1. Helps students form connections among related concepts and supports retention Correct answer.
  2. Encourages memorizing isolated word lists out of context
  3. Replaces the need for any visual or experiential support
  4. Limits exposure to only the most concrete nouns

Explanation

Teaching vocabulary in semantic networks and meaningful contexts helps deaf students build conceptual connections, deepen word knowledge, and retain vocabulary better than rote isolated lists.

Question 44Language and literacy

A deaf student new to ASL is in the early stages of language development. The teacher should provide:

  1. Limited exposure to ASL to avoid confusion
  2. Only written English to start
  3. Spoken English with no visual support
  4. Rich, consistent, comprehensible ASL input from fluent models throughout the day Correct answer.

Explanation

Early language development requires abundant, comprehensible, consistent input from fluent language models. Providing rich ASL exposure throughout the day supports the student's first-language growth.

Question 45Language and literacy

Which statement about the relationship between ASL proficiency and English literacy is best supported by research?

  1. ASL proficiency prevents children from ever learning to read English
  2. ASL and English literacy are completely unrelated
  3. Only spoken language can support reading development
  4. Strong ASL skills can positively support the development of English literacy Correct answer.

Explanation

Research indicates a positive relationship in which strong ASL skills provide a linguistic and cognitive foundation that can support English literacy development, consistent with cross-linguistic transfer in bilingual learners.

Question 46Language and literacy

A teacher is helping a deaf student develop metalinguistic awareness to compare ASL and English. This practice helps the student:

  1. Forget ASL in favor of English
  2. Avoid thinking about language at all
  3. Understand how the two languages differ in structure, supporting more accurate English use Correct answer.
  4. Memorize vocabulary without understanding

Explanation

Building metalinguistic awareness lets students consciously compare ASL and English structures, helping them recognize and correct differences, which supports more accurate English production and reading comprehension.

Question 47Language and literacy

An early childhood teacher of the deaf uses shared/interactive reading with a deaf preschooler. A key technique is to:

  1. Read aloud quickly without showing pictures
  2. Require the child to read independently from the start
  3. Skip discussion to finish faster
  4. Sign and discuss the story expressively, connecting print, pictures, and the child's language Correct answer.

Explanation

Interactive shared reading for deaf children involves expressive signed retelling, discussing pictures and print, and connecting the story to the child's language and experiences, building early literacy and comprehension.

Question 48Assessment

Which assessment practice is most appropriate when evaluating a deaf student for special education eligibility?

  1. Using nonverbal cognitive measures and assessments administered in the student's primary communication mode Correct answer.
  2. Relying only on group-administered verbal IQ tests in spoken English
  3. Excluding any consideration of the student's language background
  4. Using a single standardized test to make all decisions

Explanation

Valid assessment of deaf students requires nonverbal cognitive measures and administration in the student's primary communication mode by qualified personnel, plus multiple sources of data, to avoid penalizing the student for English-language differences.

Question 49Assessment

A newborn hearing screening uses otoacoustic emissions (OAE) and auditory brainstem response (ABR). The main purpose of universal newborn hearing screening is to:

  1. Diagnose the exact cause of any hearing loss
  2. Identify hearing loss early so intervention can begin within the first months of life Correct answer.
  3. Determine which communication mode a family must choose
  4. Replace later audiological evaluations entirely

Explanation

Universal newborn hearing screening (often following a 1-3-6 timeline: screen by 1 month, diagnose by 3, intervene by 6) aims to detect hearing loss early so families can access intervention during the critical language period.

Question 50Assessment

When a standardized achievement test is administered to a deaf student, the teacher of the deaf should ensure that:

  1. Standard administration is changed without documenting any accommodations
  2. The student receives a passing score regardless of performance
  3. No accommodations are ever allowed on any standardized test
  4. Appropriate accommodations are used and results are interpreted with the student's hearing status in mind Correct answer.

Explanation

Deaf students should receive documented, appropriate accommodations, such as interpreters for directions or extended time, and scores must be interpreted in light of hearing status and language background to remain valid and fair.