5. In addition to observation interviews and intelligence tests, what other data should be collected for the identification of students with learning disabilities?
(A)Interest Inventory
(B)Achievement Test
(C)Developmental testing
(D)Adaptive Behavior Scale

1. Which of the following statements about gifted students is correct? (A)Gifted/talented students perform very well in all subjects and can do everything well. (B) Giftedness/talent is a stable trait, and the physical and mental traits of every gifted student are very similar. (C) In identifying gifted/talented students, besides considering cognitive factors, it is also necessary to assess affective traits. (D)All the gifted/talented students’ IQ are over 130

2. According to the "Measures for the Identification of Special Education Students and Young Children(特殊教育學生及幼兒鑑定辦法)", the identification of gifted/talented students should use standardized assessment tools, multiple and multi-stage assessments. What type of the gifted students can be identified through subject (field) achievement tests? (A)Gifted in Academic Aptitude and Talented in Creativity (B)Gifted in Intelligence and Talented in Leadership (C)Gifted in Intelligence and Gifted in Academic Aptitude (D)Gifted in Academic Aptitude and Gifted/Talented in Other Areas.

3. Regarding the identification of gifted/talented students, which of the following statements is correct? (A)The identification of gifted/talented is professional, and all types of gifted/talented students must be recommended by experts, scholars or teachers. (B) Students who win first place in the National Chess Championship meet the criteria for identifying artistic talent in giftedness. (C) Ctudents who win first place in the school’s invention competition meet the criteria for identifying giftedness in creativity. (D)Peer observation and recommendation can serve as a criterion for identifying giftedness in leadership abilities.

4. The current separate-track identification and placement system may overlook the physical and mental disabilities or learning advantages of students with dual exceptional need, potentially resulting in what kinds of effects? (A)separate-track effect (B)masking effect (C)recessive effect (D)double effect

6. A student in class usually imitated his teacher's speech, but he did not use conversational language, did not make eye contacts when interacting with others, and only liked to sit in a fixed corner to work on puzzles after classes. Which disability category does this student most likely fall into? (A)Autism (B)Speech or Language Disorder (C)Developmental Delay (D)Learning Disability

7. In recent years, more and more students in junior high schools are suffering from emotional and behavioral disorders. Which of the following statements about emotional and behavioral disorders are correct? (A)Students will only have academic, social, interpersonal, life and other adjustment difficulties in school. (B) Gifted students will not have difficulties in academic adjustment, so they do not have the dual special education needs of "gifted students with emotional and behavioral disorders". (C) ADHD, which may cause students to underperform academically, is a type of emotional behavioral disorder. (D)Students with emotional and behavioral disorders need counseling rather than special education services

8. When students with disabilities or gifted students who have been identified and placed by the Special Education Student Assessment and Placement Committee (IEPC, 鑑輔會) experience changes in their disabilities, variations in their strengths and weaknesses, maladjustment, or other special needs, what actions could teachers, parents, or the students themselves request from the school or competent authority? (A)Re-evaluation (B)Re-placement (C)Re-distribution (D)Transferring

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