Preparation Manual

Domain I—Understanding Students Who Are Deaf or Hard-of-Hearing

Competency 001—The teacher understands and applies knowledge of processes involved in hearing, types and degrees of hearing loss and the effects of hearing loss on the learning and development of students who are deaf or hard-of-hearing.

1. Which of the following best explains why it can be important to know if a child’s hearing loss is congenital?

1. To comfort parents who feel responsible for their child’s hearing loss
2. To understand whether the hearing loss is likely to get worse over time
3. To determine whether or not there are co-occurring conditions
4. To prepare appropriately for the child’s special education placement

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because it is helpful for parents and caregivers to understand the course a hearing loss might take over time and prepare for possible future developments. Option A is incorrect because, even if the hearing loss is congenital, this knowledge is not likely to comfort the child’s parents. It is more likely that others who have experienced the same situation can help the parents come to acceptance. Option C is incorrect because co-occurring conditions must be determined through appropriate testing by trained personnel. Option D is incorrect because regardless of the cause of a child’s hearing loss, planning the child’s education must begin as soon as the loss is determined.

---

2. Which of the following is most often associated with early cochlear implantation and concurrent early-intervention speech therapy?

1. Development of speech and language skills comparable to those held by typical hearing age-mates
2. Development of speech and language skills in advance of those held by typical hearing age-mates
3. Development of speech and language skills significantly less well advanced than those of typical hearing age-mates
4. Results are inconclusive, and no correlation between early cochlear implantation and speech therapy can be supported at this point in time

AnswerEnter to expand or collapse answer.Answer expanded

Option A is correct because early cochlear implantation, when successful and accompanied by intensive speech therapy, provides a quality of hearing that supports age-appropriate advances in speech and language. Options B, C and D are incorrect because numerous studies are available and accruing annually that show there is a strong correlation between early implantation, speech therapy and development of language skills.

---

3. Which of the following syndromes is associated with hearing loss and tends to result in facial and pigment abnormalities without the presence of developmental delays?

1. Down syndrome
2. Waardenburg syndrome
3. Wolf-Hirschhorn syndrome
4. CHARGE syndrome

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because Waardenburg syndrome is a genetic condition that can cause congenital hearing loss and changes in pigmentation of the skin, hair, and eyes but does not affect a child’s cognitive ability. Option A is incorrect because Down syndrome is associated with a wide range of developmental delays as well as hearing loss. Option C is incorrect because Wolf-Hirschhorn syndrome is associated with delayed growth and development and the presence of intellectual disabilities. Option D is incorrect because CHARGE syndrome is associated with a distinctive facial asymmetry and a wide range of cognitive function.

---

Competency 002—The teacher understands and applies knowledge of the development of language and cognition among children who are deaf or hard-of-hearing.

4. Which of the following is the most significant difference between American Sign Language (ASL) and spoken English language?

1. The primary articulators of ASL are mostly hidden, but they are obvious in spoken English.
2. The primary articulators of ASL are obvious, but they are mostly hidden in spoken English.
3. ASL does not have a system of grammar, but spoken English does.
4. ASL uses gestures, but spoken English does not.

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because the primary articulators of sign languages (facial expressions and the hands) are normally always visible. In contrast, the oral articulators (lips, tongue, teeth and jaw) are difficult to observe, and indeed, some words appear similarly on the lips. Option A is incorrect because the primary articulators of sign language (the hands and facial expressions) are always visible. Option C is incorrect because both languages have a system of grammar. Option D is incorrect because observation of English speakers reveals they often use gestures to indicate approval, disapproval, success or victory.

---

5. Early hearing intervention and early exposure to language learning for deaf and hard-of-hearing children is normally associated with

1. slow language progress in spite of increased language exposure.
2. significant increases in verbal IQ and achievement scores.
3. more efficient vocabulary learning and word use.
4. reading on grade level in the elementary grades.

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because there is research to support the fact that children who are deaf or hard-of-hearing and who receive early hearing intervention and early exposure to language learning can expand their vocabularies and learn words at the same rate as children who are not deaf. Option A is incorrect because early hearing interventions and early exposure to language learning do not usually equate to slow language progress for deaf or hard-of-hearing students. Option B is incorrect because early hearing intervention and early exposure to language learning will not equate to an increase in IQ scores in deaf or hard-of-hearing students. Such scores are not based on learned skills. Option D is incorrect because early hearing intervention and early exposure to language learning do not often equate to being able to read on grade level. They do equate to learning how to read, however.

---

6. The source of academic underachievement among deaf and hard-of-hearing students is most closely associated with hearing loss and

1. delayed access to appropriate and effective instruction in language acquisition.
2. the presence of other health impairments and learning disabilities.
3. the pressure on schools to hold students accountable for their own learning.
4. the current emphasis on bilingual-bicultural education for deaf and hard-of-hearing students.

AnswerEnter to expand or collapse answer.Answer expanded

Option A is correct because hearing loss and delayed introduction of a language system, as well as teachers with limited experience working with deaf and hard-of-hearing students, all contribute to under-achievement. Option B is incorrect because deaf and hard-of-hearing students with other health impairments or learning disabilities can and do meet academic standards, particularly if they have good language skills. Option C is incorrect because pressure on schools to make students accountable for their own learning is often unrealistic. Not all students can learn without expert teachers trained to deal with special needs. Option D is incorrect because bilingual-bicultural education is likely to help deaf and hard-of-hearing students accomplish their academic goals.

---

7. Which of the following teacher actions is most appropriate for deaf and hard-of-hearing students with learning disabilities?

1. Accommodating for both the sensory loss and the learning disability when planning activities
2. Accommodating for the sensory impairment only, which is likely the primary cause of the learning disability
3. Developing a curriculum that encourages students to construct their own knowledge independently through personal experiences
4. Developing an unconventional, flexible curriculum that is based on exploration and risk taking

AnswerEnter to expand or collapse answer.Answer expanded

Option A is correct because 25 percent of deaf and hard-of-hearing (DHH) students will present with a learning disability. Studies indicate that those students perform at a significantly lower level than DHH peers without a learning disability. Therefore, both the hearing loss and the learning disability must be addressed when teaching such students. Option B is incorrect because hearing loss (a sensory impairment) and a learning disability (a processing impairment) interact in unique ways, with each influencing learning; therefore, both must be addressed. Many DHH students do not have a learning disability. Option C is incorrect because it neglects to appreciate that the students described need intensive interventions and cannot be left to learn on their own as can certain of their peers who have no special needs. Option D is incorrect because it does not necessarily take into account the needs of students with both hearing loss and a learning disability. Teachers need to use research-based techniques to help DHH students with learning disabilities learn. Such a curriculum is not likely to be one that is unconventional.

---

8. Which of the following statements best aligns with the National Association of the Deaf’s stance on language development and education of deaf and hard of hearing children?

1. Deaf and hard of hearing children have difficulty learning language, which makes academics challenging.
2. Deaf and hard of hearing children have a language learning disability that causes them to struggle in school.
3. Deaf and hard of hearing children who have cochlear implants should be deprived of exposure to sign language input.
4. Deaf and hard of hearing children should have full and meaningful access to language from birth.

AnswerEnter to expand or collapse answer.Answer expanded

Option D is correct because it is the position of the National Association of the Deaf that an all-out effort needs to be made to ensure that all deaf and hard-of-hearing children have full and meaningful access to language from birth and that access includes exposure to American Sign Language (ASL) as well as spoken language. Option A is incorrect because with language instruction from birth, appropriate accommodations, and differentiated instruction, deaf and hard of hearing learners can perform at or above grade level when compared to their hearing peers. Option B is incorrect because deafness is not a learning disability. Option C is incorrect because this advice, often given by medical and audiology professionals, arises from a profound misunderstanding about languages, language development, and signed languages. The advice often leads to delayed language development and limited communication in the home and the school.

---

Competency 003—The teacher understands and applies knowledge of assessment and diagnosis in evaluating the strengths and needs of students who are deaf or hard-of-hearing.

9. A high school student, Max, developed bilateral hearing loss because of a head injury. He now wears hearing aids in both ears and his speech can be understood, although his articulation is deteriorating. His hearing loss is adversely affecting his academic performance. An ARD committee is most likely to find that Max qualifies for special education services under which of the following IDEA categories?

1. Deafness
2. Hearing Impairment
3. Traumatic brain injury
4. Speech or language impairment

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because according to IDEA, hearing impairment implies a permanent impairment that adversely affects a student’s educational performance but is not included under the definition of “deafness.” Option A is incorrect because the category of deafness implies a student is severely impaired in processing linguistic information even with hearing aids. Option C is incorrect because a traumatic brain injury implies total or partial functional disability or that psychosocial impairment is present. Option D is incorrect because a speech or language impairment implies a communication disorder or voice impairment is present.

---

Competency 004—The teacher understands and applies knowledge of the individual student and understands placement procedures and program options to recommend program decisions for students who are deaf or hard-of-hearing

10. Juan is a deaf student who uses American Sign Language (ASL) as his primary means of communication. He also has a slight visual impairment and severe cognitive delay. Which of the following educational placements is most likely to provide the greatest opportunity for his cognitive and language development?

1. A general education classroom with resource support from special education teachers
2. A life-skills classroom and full-time interpreter services
3. A self-contained deaf education classroom
4. A resource classroom with support from an itinerant teacher of the visually impaired

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because a self-contained deaf education option provides access to a functional curriculum, a deaf peer group and professional staff who use ASL and understand how deafness and additional disabilities impact learning. Option A is incorrect because a general education classroom with support from special education teachers would not provide access to a functional curriculum, a peer group that the student can directly communicate with or professional staff who can use the student’s mode of communication. Option B is incorrect because although a life-skills classroom with interpreter services provides a functional curriculum, it does not provide access to a peer group that the student can directly communicate with. This option includes an interpreter, but there are no opportunities for direct communication in the student’s language mode. The student’s cognitive delay would make it difficult to utilize an interpreter effectively; the interpreter would be more like a tutor or aide than someone who facilitates communication between student and teacher. Option D is incorrect because a resource classroom with support from an itinerant teacher does not provide access to a functional curriculum or to a peer group that the student can directly communicate with. If the visual impairment is slight, the student is likely to benefit more from a teacher of the deaf who knows ASL and understands how deafness and other disabilities impact learning.

---

11. According to the Texas Education Agency (TEA), which of the following most completely lists what must be included in all measurable Individualized Education Program (IEP) goals?

1. Time frame, conditions, measurable behavior, and mastery criteria
2. Communication mode and conditions necessary for success
3. Prerequisite skills, level of assistance, and expected outcome
4. Modifications to grade-level curriculum and accommodations

AnswerEnter to expand or collapse answer.Answer expanded

Option A is correct because according to the TEA, a measurable IEP goal should include the time frame, or amount of time it is likely to take for the goal to be met; the conditions under which the goal will be practiced; the behavior the student is expected to exhibit; and the criteria by which the student’s performance will be measured. Option B is incorrect because communication mode is not a mandated part of a measurable IEP goal. Option C is incorrect because a list of prerequisite skills is not mandated by the TEA. Option D is incorrect because modifications and accommodations are not mandated components of a measurable IEP goal.

---

Domain II—Promoting Student Learning and Development

Competency 005—The teacher understands and applies knowledge of principles and components of effective instructional delivery for students who are deaf or hard-of-hearing.

12. An accommodation that would allow deaf students to access information in various formats is most likely be a modification of a

1. schedule.
2. presentation.
3. response.
4. setting.

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because alternative presentations such as guided outlines, word lists, graphics and pictures give deaf students access to information in ways best suited to their learning styles and modes of communication. Option A is incorrect because a modified schedule is not a modification of access to information, but a modification of when an assessment is given. Option C is incorrect because modification of response refers to alternate ways of providing answers during instruction or assessment. Option D is incorrect because an accommodation to setting is associated with the place in which assessment or instruction occurs.

---

13. Which of the following best describes simultaneous communication?

1. Unintentionally switching the code used by deaf and hard-of-hearing students
2. Emphasizing oral English skills learned through increased literacy experiences
3. Using silent body language during group instruction of American Sign Language (ASL)
4. Using voicing along with any variation of a gestural communication system

AnswerEnter to expand or collapse answer.Answer expanded

Option D is correct because in simultaneous communication, voicing occurs along with gestural communication; this can include American Sign Language, Signed English, Manually Coded English, Cued Speech or Pidgin Signed English. Options A, B and C are incorrect because they fail to meet the definition of simultaneous communication.

---

14. Which of the following best explains why mediated instruction using technology may be less effective for a majority of deaf and hard-of-hearing adolescents?

1. Lack of availability of the technology in the classroom
2. Undiagnosed vision problems among the students
3. Poor classroom seating arrangements
4. Limited reading ability of the students

AnswerEnter to expand or collapse answer.Answer expanded

Option D is correct because in recent years mediated learning in mainstream environments is often text to print, rather than with an interpreter; this mode of use may be problematic for students who are deaf or hard-of-hearing and who probably have limited reading skills. Option A is incorrect because the user of the technology must be able to read well enough to benefit from its use. Option B is incorrect because vision loss in a deaf or hard-of-hearing student is not likely to be undiagnosed. The deaf and hard-of-hearing student depends extensively on visual cues to learn. Option C is incorrect because classroom seating arrangements can be easily changed to accommodate the needs of all students.

---

Competency 006—The teacher understands and applies knowledge of how to plan and manage the teaching and learning environment for students who are deaf or hard-of-hearing.

15. Which of the following is the most important consideration when preparing the classroom environment for a student who has recently had a cochlear implant?

1. Auditory therapy
2. Acoustical modifications
3. Scheduling speech therapy
4. Securing a note taker or teacher’s assistant

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because the student will be learning to recognize sounds in the classroom environment, such as voices, bells, fire alarms and chairs being moved. It is therefore important that the classroom floor is carpeted, the walls and ceiling have noise-absorbing tiles and windows have drapes to absorb sound. Options A, C and D are ways to help the student with an implant adjust to having an implant, but they are not as important as making sure annoying and loud noises are reduced in the learning environment. Option A is incorrect because auditory therapy is a related service, not a classroom modification. Option C is incorrect because speech therapy is a related service, not a classroom modification. Option D is incorrect because a note taker may be a helpful resource, but reducing noise in the classroom as much as possible is more important.

---

Competency 007—The teacher understands and applied knowledge of how to meet the overall communication needs of students who are deaf or hard-of-hearing.

16. Which of the following is most likely to be done by a teacher to facilitate a hard-of-hearing student’s participation in classroom discussions?

1. Asking the student to find support for positions in a reliable source as the discussions proceed
2. Encouraging the student to make rapid, verbal or signed responses to prepared prompts
3. Requiring the student to read and think about prepared notes prior to the group discussions
4. Avoiding the use of examples when explaining abstract concepts

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because students who are hard-of-hearing will need additional time to attend to spoken messages. This is best done by having them prepare for and familiarize themselves with what will be said. It would also be prudent to give the students questions that they might be expected to respond to during the discussions. Option A is incorrect because students who are reading during the discussions do not have the extra time they need to process written language. Option B is incorrect because it is not best practice to require rapid verbal responses from any students, especially not those who are hard-of-hearing. Option D is incorrect because examples are needed by all students, especially when the teacher is defining or explaining abstract concepts.

---

17. Which of the following is a research-based best practice found to be effective in developing the beginning reading skills of deaf and hard-of-hearing students?

1. Cued Speech and basal readers
2. Finger spelling and natural signed language
3. Captioned and signed videos
4. Direct instruction in phonological awareness

AnswerEnter to expand or collapse answer.Answer expanded

Option D is correct because research suggests that direct teaching is accepted as best practice for development of deaf or hard-of-hearing students’ phonological skills; studies indicate improvement in reading and spelling as well. Option A is incorrect because Cued Speech is a supplement to spoken English. It is used with basal readers once students have developed a certain degree of phonological awareness. Option B is incorrect because finger spelling and natural signed language address reading and comprehension, not phonological skills. Option C is incorrect because not all students can sign, or sign well enough, to connect the video captions with the signing. However, captioned and signed videos could be valuable tools when used to enhance students’ comprehension of stories once they have acquired some basic signing skills.

---

18. According to twenty-first-century research, which of the following are essential components of approaches that will promote deaf and hard-of-hearing (DHH) students’ achievement in English language arts and reading?

1. Screening and rescreening programs, use of Cued Speech and speech reading
2. Early evaluation of hearing, use of amplification and a language system
3. Objective hearing screening, instruction in manual sign and speech reading
4. Genetic evaluation referral, lip reading and finger spelling

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because most professionals agree that early detection of hearing loss and maximization of residual hearing is appropriate. Professionals also agree that language should be introduced early. Options A, C and D are incorrect because professionals generally agree that language should be introduced early — the controversy arises over whether the language system should be sign language or oral English. Most hearing parents opt for orality, whereas parents who are deaf generally choose sign. Specialists and deaf educators are trained to recognize that parental choice is to be respected at all times.

---

Competency 008—The teacher understands and applies knowledge of content-area instruction for students who are deaf or hard-of-hearing.

19. Jeremy, a seventh grader with severe-to-profound sensorineural hearing loss, is mainstreamed for social studies and mathematics and receives services from an itinerant teacher of deaf and hard-of-hearing students. Which of the following services is the deaf education consultant for the district most likely to recommend?

1. Jeremy should review social studies and math reading assignments with the itinerant teacher prior to classroom instruction.
2. Jeremy should use simulcom (carrying on several conversations at once via different media) for social studies, without interpreter services.
3. Jeremy should use simulcom for mathematics only, with interpreter services.
4. Jeremy should receive advance copies of the math and social studies teachers’ lesson notes and planned assessments.

AnswerEnter to expand or collapse answer.Answer expanded

Option A is correct because Jeremy would be aided by reading about and thinking of concepts prior to classroom instruction. He would be better able to participate in class discussions with hearing peers if he had some advance knowledge of what was planned and spent some time immersing himself in the material. Option B is incorrect because Jeremy is likely a beginning or poor reader whose reading ability may be at or below fourth grade. This level of skill precludes his being able to follow and respond to several conversations at once without becoming frustrated. Option C is incorrect because Jeremy is likely a beginning or poor reader and would not be able to communicate with several others using different media such as blogs, videos or instant messaging. Option D is incorrect because advance copies of the teachers’ lesson notes and planned assessments are not enough support for Jeremy. He needs one-on-one instruction with the itinerant teacher in order to keep up in class.

---

20. In a fourth-grade class, students keep reading-response journals in which they complete various tasks based on individual reading assignments. Anita, a student who has a moderate hearing loss, is reading a nonfiction article about marine life. For this reading assignment, the teacher asks her to create a title for each paragraph in the article.

Generating titles for each paragraph will be especially useful in prompting Anita to

1. detect content-specific vocabulary used in each paragraph.
2. determine each paragraph’s relevance to the article as a whole.
3. use critical-thinking skills to determine the main idea of each paragraph.
4. use prior knowledge to understand new information provided in each paragraph.

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because to give each paragraph a title requires Anita to ask herself what the paragraph is about and to summarize her thinking in a brief title. The task requires the use of analysis, judgment and inference, all of which are known as higher-order thinking skills. Option A is incorrect because it is about noting the presence of words that will enhance Anita’s vocabulary. It is not about creating a title for each paragraph in the article. Option B is incorrect because determining the relevance of each paragraph to the entire article is not the same as determining the ideas conveyed in each paragraph. Option D is incorrect because coming up with a title for each paragraph will not prompt Anita to use prior knowledge to comprehend new information in the paragraph.

---

21. After a deaf student has been properly and formally diagnosed with a learning disability in reading and writing, which of the following is the best practice for the teacher to follow?

1. Prepare all lessons based on the assumption that deaf students have a well-developed textual schema
2. Arrange the sequence of learning so that results are discussed and presented before formal instruction begins
3. Use positive reconditioning and understand that there is no single right way to teach students with learning disabilities
4. Allow the intrinsic rewards that the students have found to work for them to guide them to further success

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because when teaching students with a learning disability, a general pedagogical principle is to use whatever works for the student. In fact, approaches that work must be used or the student will not learn. There is not one right way to teach all deaf students. Teachers of students who are deaf and hard-of-hearing must be creative and innovative when planning how to deliver instruction in a positive and supportive environment. Option A is incorrect because the schema, which has to do with memory or attention, is often less well developed in deaf students. Option B is incorrect because many complex ideas need to be developed slowly, systematically and sequentially for students with learning disabilities. For a student with a learning disability, giving the end result first is likely to be confusing and even meaningless. Option D is incorrect because a student recently found to have a learning disability has not had time to develop strategies related to intrinsic motivation. Such strategies involve self-management, a sense of competence and a sense of progress.

---

Competency 009—The teacher understands and applies knowledge of how to promote the functional-living, social-interaction and self-advocacy skills of students who are deaf or hard-of-hearing.

22. Which of the following is the best description of an appropriate transition plan for deaf students who are poised to graduate from high school?

1. The school’s college/career center makes information on college-placement tests, vocational training sites, community service opportunities and other resources available to students who are graduating.
2. The teacher of the deaf, as a member of the Admission Review Dismissal (ARD) committee, presents general options for employment ranging from furniture maker to dishwasher and explains the math, reading and writing skills needed in each area.
3. The ARD committee determines the strengths and needs of each individual student and coordinates an array of educational and employment experiences and options within the school and the community.
4. Each student evaluates his favorite classes and decides which educational years were the most meaningful; the student then meets with the ARD to set a plan and objectives based on those classes and activities.

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because a transition plan is a process that promotes movement from school to post-school activities based on PL 101-476 (the Individuals with Disabilities Education Act). The plan must take into account academic standing as well as the student’s goals and expectations. Ongoing evaluation helps determine the needs of a student, and the coordination of resources in the community gives the student options and help in making decisions. Option A is incorrect because the ARD committee should be knowledgeable about the opportunities available to deaf students entering adulthood. The college/career center is focused on all students, not just those with hearing loss, but the ARD must consider the unique needs of each deaf and hard-of-hearing student. Option B is incorrect because, in a transition plan, the purpose is for the teacher to be knowledgeable about all opportunities available for each deaf student entering adulthood. The plan should not be generic or general, but very specific to each student. Assuming or generalizing a transition plan to fit a group is not appropriate. Option D is incorrect because a student’s input is crucial in a transition plan, but a plan should not be based solely on such factors.

---

23. Which of the following best demonstrates a teacher’s understanding of American Sign Language (ASL) etiquette when an ASL interpreter is providing instructional support for deaf students during a classroom discussion?

1. Inviting student responses and waiting several seconds before choosing a student whose hand is raised
2. Slowing one’s natural speech pattern when asking important questions
3. Maintaining eye contact with the interpreter throughout the discussion
4. Addressing follow-up questions to the interpreter rather than to a student

AnswerEnter to expand or collapse answer.Answer expanded

Option A is correct because it is important for the teacher to take into consideration the extra time it takes for the deaf students to receive the information from the interpreter. Providing sufficient wait time ensures the deaf students have an equal opportunity to participate in the discussion. Option B is incorrect because slowing one’s natural speech is not necessary for interpreters. Option C is incorrect because it is important for the teacher to maintain eye contact with the speaker, not the interpreter. Option D is incorrect because the teacher should speak directly to the deaf student, not the interpreter.

---

Domain III—Promoting Student Achievement in English Language Arts and Reading

Competency 010—The teacher understands and applies knowledge of strategies and approaches for promoting students’ English language development.

24. Which of the following correctly describes the relationship between oral language development and the degree of hearing loss?

1. The greater the hearing loss, the more significant is the impact on oral language learning.
2. The greater the hearing loss, the less significant is the impact on oral language learning.
3. The relationship is unpredictable because of the wide differences among children.
4. The relationship is insignificant because of advances in early cochlear implantation.

AnswerEnter to expand or collapse answer.Answer expanded

Option A is correct because spoken language is dependent upon hearing; the greater the hearing loss, the more significant the impact on spoken language learning. Option B is incorrect because spoken language is dependent upon hearing; the greater the hearing loss, the more significant the impact on spoken language learning. Option C is incorrect because there are prognostic indicators that take multiple factors into account and so may be used to predict potential outcomes. Option D is incorrect because it is not true that all individuals who are deaf will choose cochlear implantation. In addition, some persons are hard to fit satisfactorily with the device.

---

25. Which of the following is the most effective process a teacher of the deaf can employ to support the expansion of the vocabulary knowledge students need for reading comprehension?

1. Focusing on increasing incidental learning during naturally occurring social interactions in the classroom
2. Focusing on the study of root words and their derivatives and reinforcing that knowledge in other areas of the general education curriculum
3. Tracking the number of new vocabulary words deaf and hard-of-hearing students are using in their writing after scaffolded instruction in the general education classroom
4. Responding consistently to questions initiated by the deaf students using short repetitive words and phrases

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because using base or root words, prefixes and suffixes to make new words helps students to increase vocabulary knowledge. Option A is incorrect because, although incidental language is indeed a challenge for a deaf student, social chatting is not as structured as explicit instruction in meeting the goal of vocabulary development. Option C is incorrect because tracking the use of new words does not build vocabulary; it provides evidence teaching has or has not been successful. Option D is incorrect because if a teacher of deaf students consistently responds with the same words and phrases, there will be little-to-no new vocabulary development essential to improving reading comprehension.

---

26. Which of the following instructional tools is most often associated with increasing phonemic awareness and decoding skills in deaf and hard-of-hearing students?

1. Basal readers
2. Signed Exact English
3. Visual hand cues
4. Captioned videos

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because surveys of teachers and other studies indicate that visual hand cues, or visualized phonics, are useful in increasing phonemic awareness and decoding skills and building the vocabulary of deaf and hard-of-hearing students. Option A is incorrect because basal readers are used once the student has acquired a beginning facility with identifying sight words and sounds as they appear in print. Option B is incorrect because Signed Exact English represents literal English and is used to supplement signed language. It presupposes a high degree of phonemic awareness. Option D is incorrect because captioned videos assume the student has some fluency in reading word or signs.

---

Competency 011—The teacher understands and applies knowledge of literacy development for students who are deaf or hard-of-hearing.

27. Julie is a 17-year-old eleventh-grade student with a severe hearing loss. The itinerant teacher of the deaf meets with her three times a week for 45 minutes each meeting, providing direct, specialized instruction in her specific areas of need. The general education class is learning to use a time line to log the events of a certain period of modern history. Which of the following is the best way for the itinerant teacher to ensure that Julie understands the language demands of working with a time line?

1. Rereading with Julie the text book section dealing with the period of history the class is studying
2. Making sure that Julie understands how to interpret phrases and clauses such as “before,” “after,” “preceded,” and “subsequent”
3. Having Julie finger spell the definitions associated with new vocabulary posted on the word wall in the history classroom
4. Having Julie summarize supplementary articles dealing with the period the class is studying

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because, without understanding time-related concepts and the vocabulary needed to understand time lines, Julie will not succeed in learning the material and doing well on tasks related to time lines. Option A is incorrect because rereading the text is not the best use of the itinerant teacher’s limited time with Julie. Option C is incorrect because, although reviewing vocabulary is an effective method to reinforce concepts, finger spelling definitions are not likely to help Julie understand the time line related to the period being studied. Option D is incorrect because Julie needs to focus on the work the rest of the class is doing; she does not need supplementary assignments.

---

28. A research study examined the effect of captioning on reading comprehension for deaf and hard-of-hearing adults. The results showed that skilled readers demonstrated better comprehension than less-skilled readers when caption rate (the speed in words per minute) and amount of text were manipulated. The study authors concluded that more skilled readers received greater benefits from the caption and text manipulation than less skilled readers. Based on the study results, which of the following is most likely to be an appropriate application of the study with deaf and hard-of-hearing students?

1. Studying caption-rate manipulation and text reduction among deaf readers in public high schools
2. Using caption-rate manipulation and text reduction during assessment of deaf students to improve text comprehension
3. Recommending to district officials that captioning not be used as a teaching strategy with deaf students
4. Discussing the captioning study results with fellow teachers

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because manipulating caption rate and reducing text during an assessment is an actual application of an interesting research study in a classroom. Option A is incorrect because studying the manipulation of caption rate and text reduction in public schools is not an application but a possible subsequent research study. Option C is incorrect because the district should not consider eliminating captioning as a teaching strategy. Option D is incorrect because a discussion among teachers is not a classroom application of caption-rate manipulation and text reduction.

---

29. Which of the following strategies best promotes development of the language and writing skills of deaf and hard of hearing (DHH) students whose first language is American Sign Language (ASL)?

1. Emphasizing listening and ASL communicative skills and preempting the development of written English skills
2. Focusing on building students’ ASL and written English proficiency simultaneously
3. Teaching the stages of the writing process while emphasizing the need for a quality end product
4. Helping students master grammatical and mechanical complexity before they attempt collaborative writing assignments

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because the literature on developing the language and writing skills of DHH students indicates that when ASL and written English proficiency skills are built simultaneously, students demonstrate significant gains in both signed expressive language and written English. Option A is incorrect because DHH students need to learn English to be fully functional in today’s society. Option C is incorrect because DHH students learn to write best when there is not an overemphasis on the quality of the end product. Option D is incorrect because an intense focus on grammar is discouraging and counterproductive for all writers.

---

Competency 012—The teacher understands and applies knowledge of systematic reading instruction for students who are deaf or hard-of-hearing.

30. A middle school student who is deaf is reading a story in a magazine and signing it in American Sign Language (ASL) for the teacher. The student asks the teacher for the sign for a word in the story. The teacher signs the word, points at the printed word, finger spells the word and then signs the word again. What is the name of this technique that is used to connect ASL to the printed word?

1. Lexicalization
2. Chaining
3. Initialization
4. Abbreviation

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because chaining is a technique whereby an English word is finger spelled, pointed to in print (or signed) and finger spelled again. Alternately chaining might involve these steps: sign for word, finger spelling, sign for word. Option A is incorrect because lexicalization is the process wherein a finger-spelled word becomes a sign. Option C is incorrect because initialization is the process of adding an initial to a base sign. Option D is incorrect because abbreviation is the shortening of a word (for example, apartment to apt.).

---

Domain IV—Understanding the Professional Environment

Competency 013—The teacher understands and applies knowledge of the philosophical, historical and legal foundations of education for students who are deaf or hard-of-hearing.

31. Which of the following laws has significantly contributed to a meaningful decrease in the prevalence of administrators and teachers informally labeling deaf students as students who have behavioral or learning problems?

1. Every Student Succeeds Act (ESSA), 2015
2. The Elementary and Secondary Education Act (ESEA), 1965
3. Rehabilitation Act of 1973, Section 504
4. Individuals with Disabilities Education Act (IDEA), 1990

AnswerEnter to expand or collapse answer.Answer expanded

Option D is correct because the Individuals with Disabilities Education Act (IDEA) defines learning disabilities and requires that appropriate testing be conducted before classifying a student as having a disability. Option A is incorrect because ESSA as designed to ensure that all students are fully prepared for success in college and careers. Option B is incorrect because ESEA was designed to fund primary and secondary education, while emphasizing that all students should have equal and fair access to a good education. Option C is incorrect because this law was important for the education of deaf children; however, it applies to the validity and reliability of testing.

---

32. Which of the following is likely to be the most significant challenge that beginning deaf education teachers face?

1. Preservice training that does not prepare teachers for professional job demands
2. Longer working hours, on average, than general education teachers have
3. Pressure to follow a school’s culture rather than best teaching practices
4. Limited continuing-education experiences provided by the school

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because the Easterbrook research study from 2009 supports the phenomenon of enculturation and the tendency for teachers to follow the rule, “When in Rome, do as the Romans do.” The study followed 23 teachers from three different schools. The teachers were more likely to align themselves with a school’s culture than to follow what they knew to be best practices. Option A is incorrect because there is no evidence pointing to poor pre-service training; however, with mainstreaming, there are fewer positions available for deaf educators. Options B and D are incorrect because there is no evidence to show that teachers of deaf students work longer hours than teachers in regular education or have fewer continuing-education experiences.

---

33. Which of the following best states the intent of the Texas Deaf Children’s Bill of Rights?

1. Students who are deaf or hard-of-hearing may choose to use spoken and written English, including speech reading or lip reading, together with amplification instruments, such as hearing aids, cochlear implants or assistive listening systems, to communicate with the hearing population.
2. The legislature recognizes that students who are deaf or hard-of-hearing should have the opportunity to develop proficiency in English, including oral or manual-visual methods of communication, and American Sign Language (ASL) if it is approved as such by an Admission Review Dismissal (ARD) committee.
3. A student who is deaf or hard-of-hearing must have an education in which teachers, psychologists, speech therapists, progress assessors, administrators and others involved in education use American Sign Language (ASL) and understand the unique nature of deafness and the hard-of-hearing condition.
4. A student who is deaf or hard-of-hearing must have an education in the company of at least three peers using the same language mode and with whom the student can communicate directly, if practicable and not in conflict with any ARD committee recommendations.

AnswerEnter to expand or collapse answer.Answer expanded

Option A is correct because this is an excerpt taken directly from the Texas Deaf Children’s Bill of Rights, a state law that recognizes the unique communication and language needs of deaf and hard-of-hearing children. Option B is incorrect because according to the law, an ARD committee does not need to approve the student’s right to the opportunities described. Option C is incorrect because the statement “use American Sign Language” does not appear in the law. Option D is incorrect because the law states “a sufficient number of peers” not “at least three.”

---

34. Which of the following provides incentives to schools and districts to develop partnerships between home and school that will help ensure that all students are on track to be career- and college-ready?

1. The Family Engagement in Education Act
2. The Common Core State Standards
3. The PTA’s Healthy Lifestyles program
4. New Pell Grant eligibility rules

AnswerEnter to expand or collapse answer.Answer expanded

Option A is correct because support of family engagement is a key component of the law passed in 2010 that provides support to engage parents as partners in raising student achievement. Option B is incorrect because the Common Core State Standards define what students should be learning; they are not incentives to encourage schools to work with parents to meet the standards. They will not be adopted by Texas. Option C is incorrect because Healthy Lifestyles is a program of the national Parent-Teacher Association (PTA) that focuses on nutrition and physical activity. Option D is incorrect because Pell Grants help students pay for their college education.

---

35. Which of the following individuals is a professional who provides ongoing instruction in the curriculum for students who are deaf or hard of hearing, consults with and guides other education professionals, and carries a caseload that generally requires traveling from school to school within a district?

1. An educational audiologist
2. An early intervention specialist
3. An itinerant teacher
4. A sign language interpreter

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because the many and varied roles of an itinerant teacher are described in the question. Option A is incorrect because an educational audiologist does not typically provide students with ongoing instruction in the curriculum. Option B is incorrect because an early intervention specialist typically provides services for children between birth and age 3. Option D is incorrect because a sign language interpreter is likely to be assigned to a specific school to work with deaf students who need the services of an interpreter to access the curriculum.

---

Competency 014—The teacher understands and applies knowledge of how to establish partnerships with students who are deaf or hard-of-hearing and their families to enhance students’ learning and achievement.

36. Which of the following is the most effective means of establishing a collaborative partnership with the families and caregivers of students who are deaf or hard of hearing (DHH) ?

1. Sending home a weekly folder to share information about new concepts and associated vocabulary that students have recently learned
2. Creating a blog in which information about the week’s lessons and videos of stories read in ASL can be posted
3. Assisting families in learning their child’s primary mode of communication to enrich the child’s socioemotional development
4. Leading a weekly meeting with families and sharing plans for upcoming lessons and ideas about ways that parents can co-teach

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because hearing parents are often uninformed about effective strategies for communicating visually with their deaf or hard of hearing children. This can have a profound impact not only on the language acquisition and cognitive-academic achievement of the children, but also on their socioemotional development. Option A is incorrect because sending home a weekly folder is a one-way communication unless it elicits feedback and input from the parents. Option B is incorrect because posting a blog for parents who may or may not understand ASL is not an effective way to work together. Option D is incorrect because a weekly meeting is likely to be too demanding and time-consuming for parents and teachers.

---

Competency 015—The teacher understands and applies knowledge of how to establish partnerships with other school staff, professional organizations and the community to enhance learning opportunities for students who are deaf or hard-of-hearing.

37. Johnny is a tenth-grade student who is deaf. He is using American Sign Language (ASL) at lunch to tell his friends and teachers about a game he attended. He makes several linguistic and sign errors. Which of the following best describes how a teacher of the deaf can use this opportunity to build Johnny’s language skills?

1. A teacher can repeat Johnny’s story to the lunch group, using correct signs, and then ask follow-up questions to elicit correct sign language from Johnny.
2. A teacher can pay close attention to Johnny’s signing and before lunch is over show him the correct signs with an explanation of his errors.
3. A teacher can observe the language choices that Johnny makes, ask a question or two using correct signs and casually follow up with Johnny after lunch.
4. A teacher can arrange to meet later with Johnny, point out his errors and have him retell his story.

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because the teacher pays attention to the story Johnny is telling and shows respect for, and interest in, Johnny’s account by asking a few questions. The teacher thus models the correct use of signs in an informal way. By following up later, the teacher shows continued interest in Johnny’s account of the game and continues to model correct sign language. Option A is incorrect because it is rude to repeat Johnny’s story for the group just because he made sign errors. A student might be discouraged from sharing his experiences if listeners are so critical. Option B is incorrect because lunch period is not the time for a formal lesson. It is a time to relax and enjoy being with one’s friends and teachers. Option D is incorrect because such a corrective approach might dampen Johnny’s wanting to tell his friends and teachers about his experiences.

---

38. Which of the following scenarios best illustrates the resolution of a challenge associated with team teaching?

1. A deaf education teacher and a general education kindergarten teacher were paired to team teach. Aaron, a deaf student, was upset that he could not talk to the hearing students. The deaf education teacher decided to offer informal sign language classes after school.
2. A deaf education teacher and a general education teacher were asked to team teach several science lessons to third-grade and fifth-grade students at the same time. The teachers felt that the younger students would get lost and confused. One of the teachers decided that they should separate the students into two groups, turn the desks so the groups were sitting back-to-back and proceed to teach the students separately.
3. A deaf education teacher and a general education first-grade teacher were paired to team teach on a daily basis. The deaf and hard-of-hearing students regularly left the class for speech therapy and other services. Curriculum coverage became a concern. The general education teacher decided to tutor the students for fifteen minutes extra every day. She did this during their lunch break.
4. A deaf education teacher and a general education teacher were paired to teach an inclusion class of second-grade students. During quiet individual work time, the deaf and hard-of-hearing students moved around more than the hearing students because they were used to smaller class sizes. Each teacher held the students responsible for their behavior with acknowledgements for appropriate behavior and consequences for inappropriate behavior.

AnswerEnter to expand or collapse answer.Answer expanded

Option D is correct because giving the deaf and hard-of-hearing students a certain amount of freedom to move around the room would help them transition to the new environment. In the situation described, the students who were accustomed to sitting still and working quietly would model and influence the behavior of the smaller group of deaf and hard-of-hearing students. Option A is incorrect because an after-school class for kindergarten students is not practicable. A better solution in this situation would be a total communication plan. Option B is incorrect because the purpose was to team teach, and splitting the group into two separate groups, each with its own teacher, avoids team teaching. Option C is incorrect because tutoring is not an option at the first-grade level. Curriculum coverage needs to be addressed in other ways. One possibility is for the deaf education teacher to provide additional small-group instruction in the classroom while other students are working on individual activities.

---

Multiple-Competencies Passage

Use the information below to answer the questions that follow.

Competency 007—The teacher understands and applied knowledge of how to meet the overall communication needs of students who are deaf or hard-of-hearing.

39. The strategy described in the scenario is most likely to be used by a teacher who adheres to which of the following language-teaching approaches?

1. Total communication
2. Auditory-verbal
3. Cued speech
4. Bilingual-bicultural

AnswerEnter to expand or collapse answer.Answer expanded

Option D is correct because the bilingual-bicultural approach is the only option that uses ASL as described and as a bridge to teaching English. Option A is incorrect because total communication does not use ASL as described. Instead, it uses both signs and speech and is often referred to as simultaneous communication. It generally means talking and signing at the same time. Option B is incorrect because the auditory-verbal approach does not use ASL; it focuses on listening skills and verbal communication. Option C is incorrect because the Cued Speech approach does not use ASL; it uses a system of hand cues to make English sounds visible.

---

Competency 012—The teacher understands and applies knowledge of systematic reading instruction for students who are deaf or hard-of-hearing.

40. What is the name commonly given to the reading strategy used by Ms. Green in the scenario?

1. Guided practice
2. Think-pair-share
3. Chaining
4. Literature circle

AnswerEnter to expand or collapse answer.Answer expanded

Option A is correct because in the guided reading approach, first the teacher signs the whole story to the students (American Sign Language [ASL] storytelling). Second, the teacher takes one page of text and provides a translation of the meaning of the page (story reading). The teacher does not sign word for word but signs the meaning of whole phrases and sentences. In the guided reading portion, the teacher thinks of a particular reading skill to teach (for example, finding the main idea or multiple-meaning words) and then discusses how students can use this skill to understand the words and the whole story. Option B is incorrect because think-pair-share is a strategy where the teacher poses a question about the lesson. Students pair up and discuss their ideas with one another. Then the pairs share their thinking with the class. Option C is incorrect because chaining is a technique where an English word is finger spelled, pointed to in print (or signed) and finger spelled again (finger spelling, sign for word, finger spelling) — or, alternately, sign for word, finger spelling, sign for word. Option D is incorrect because a literature circle is a strategy where students read a piece of literature and then meet to discuss it.

---