13. According to our current special education laws, which of the following correctly describes the relationship between students with special needs at different educational stages and the types of individualized plans?
(A)Children with developmental delays in kindergarten—Individual Guidance Plan
(B) Elementary and junior high school students with disabilities—Individualized Family Service Plan
(C)High School Gifted Students—Individualized Education Program
(D)College-level students with disabilities—Individualized Support Program

9. According to the provisions of the “The Special Education Act” (特殊教育法), students with special education needs could adjust their enrollment age and duration of schooling. Which of the following is correct? (A)Gifted students in junior high school who have been assessed and approved by the IEPC (鑑輔會) may have their study period shortened. (B)Junior high school is compulsory education. Students with disabilities who are 12 years old must enter junior high schoo. (C) Gifted fourth-grade students with an IQ above 180 can directly use the results of the Wechsler Intelligence Scale to apply for early admission to junior high school. (D)Students with disabilities faced learning difficulties and challenges can only participate in the “learning assistance plan” and cannot extend their years of study.

10. How is gifted education implemented at the national education stage(國民教育階段)? (A)Implemented through resource rooms (B)Implemented through self-contained classes (C)Implemented through resource rooms, itinerant programs or special education programs (D)Implemented through self-contained classes, resource rooms, itinerant programs or special education programs

11. Through the teaching of "Design Thinking," teachers guide gifted students to observe social issues and seek innovative solutions. This aims to enhance students' communication and collaboration abilities, encouraging active participation in team-based creativity, and organizing and promoting a mutually beneficial creative environment. How does the course designed by the teacher correspond to the curriculum objectives in the area of special needs? (A)Leadership (B)Creativity (C)Social skills (D)Learning strategies

12. When the homeroom teacher implements an Individualized Educational Program, he or she will consult with the resource classroom teacher and discuss the student's situation with him on a regular basis. From a functional perspective, what is this service model? (A)IGP consulting services (B)Collaborative service model (C)Indirect service model (D)Direct service model

14. Regarding the description of special education programs in schools below senior high schools, which of the following is correct? (A)All junior high schools are required to set up special education programs (B)The special education program serves disabilities and gifted/talented students (C)It is set up for regular class students who have special education service needs but are not placed in a special education class at the school. (D)According to “The Student Counseling Act(學生輔導法),” establishments are set up to serve students with unidentified special education needs.

15. According to Article 46 of the “Special Education Act(特殊教育法),” for gifted students with disabilities, or live on outer islands, remote areas, or needs based on economic, cultural, or ethnic status, which of the following statements is correct? (A)Schools and teachers should reformulate all assessment procedures and tools (B)Schools should actively identify the types of students’ outstanding talents and disabilities. (C) The competent authorities and schools should strengthen the assessment and counseling for students with special needs (D)Teachers’ curriculum design prioritizes teaching students to address and overcome their weaknesses rather than strengthening their strengths.

16. Regarding the development and implementation of Individual Guidance Plan, which of the following statements is correct? (A)Set the schedule: For new and transfer students, the plan should be established within one month of placement or enrollment； for existing students, it should be established before the start of the school year and reviewed at least once each semester. (B) Curriculum adjustment: Flexibly adjust course content, learning process, learning environment, number of learning sessions, etc. based on student needs. However, to ensure fairness, learning assessments shall not be adjusted. (C) Administrative procedures: The curriculum for gifted students is considered a course adjustment for specific students and does not need to be approved by the school's Curriculum Development Committee. (D)Implementation: Individual counseling plans must be executed with parental consent, and if there are any objections, a meeting for revising the individual counseling plan can be convened.

17. According to the regulations of the Special Education Act(特殊教育法), what aspects of gifted students should be considered when developing an Individualized Gifted Education Plan (IGP)?a. family financial statusb. aptitudec. learning stylesd. final exam scorese. special needsf. strengths(A)a, b, c, d(B)b, d, e, f(C)b, c, e, f(D)c, d,e, f

18. The Ministry of Education's "Special Education Act(特殊教育法)" published in the year 112 (2023) specifically mentions that "students with special needs should participate in the development of IEPs and IGPs, participate in SECC (特 諮會), IEPC (鑑輔會), SEPC (特推會), and provide opinions." Which is the main idea of the law? (A)Encourage student to advocate (B)Respect students’ right to express their opinions (C)Establish a special education research department (D)Emphasize needs over classification

19. A student obtained an IQ score of 135 on the WISC and was subsequently recommended by a teacher and passed the general intelligence gifted identification. What type of assessment does the WISC belong to? (A)Norm-referenced Test (B)Criterion-referenced Test (C)Standards- based assessment (D)Curriculum-based Assessment