NBCT Exceptional Needs Specialist – Early Childhood through Young Adulthood Practice Test

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The end-of-year informal assessment of a preschooler with multiple disabilities recognizes numbers 1-10; the child answers incorrectly by naming a different number. Which accommodation should the teacher use?

Presenting a card to the child and asking, 'Is this number___?'

Presenting three number cards at a time and asking the child to point to a specific number

Continuing with math questions such as rote count and count with correspondence to activate prior knowledge

Asking the child, 'What number is this?' when walking in the school and pointing to the number

Using an authentic, context-based approach to assessment helps reveal what the child truly knows in everyday life. Asking the child, “What number is this?” as you walk through the school and point to a number places the task in a real setting the child already encounters. This kind of accommodation reduces the demands of a formal, card-based test and allows the child to demonstrate number recognition with natural prompts and environmental cues. It also aligns with how the child communicates and learns best in daily activities, providing a clearer picture of functional understanding rather than performance on a structured worksheet.

The other approaches are more artificial or focused on rote procedures that may not reflect the child’s true capabilities in real life. For example, using a card and asking to identify or compare numbers can rely on rapid visual discrimination or test-taking skills rather than genuine number recognition in context. Continuing rote counting doesn’t address the specific difficulty of recognizing numbers in situ, and may miss how the child uses numbers in everyday routines.