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Question
Social support includes each of the following EXCEPTa. emotional support.
b. formal, professional support.
c. support from neighbors.
d. Support from family members.
Answer
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Related questions
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Write a scenario illustrating the use of an instructional prompt and explain why and how it is faded out.
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Discuss the difference in expected prevalence rates for intellectual disabilities (based on the hypothetical normal curve of intelligence) and the actual prevalence figures.
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Distinguish between intelligence and adaptive behavior, giving examples of tasks that are representative of each. Why is adaptive behavior included in the definition of mental retardation?
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Down syndrome is usually an inherited condition.
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Each of the following is true regarding assessment of quality of life EXCEPT
a) It presents challenges because it depends on individual perceptions.
b) It should consider society's view of quality of life as well as an individual's level of satisfaction.
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People with intellectual disabilities are likely to believe they have little control over what happens to them and that they are primarily controlled by other people and events. This belief is
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A person's awareness of what strategies are needed to perform a task, the ability to plan how to use the strategies, and the evaluation of how well the strategies are working is
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An infection of the covering of the brain that may be caused by a variety of bacterial and viral agents is
a) syphilis.
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c) meningitis.
d) spina bifida.
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Each of the following are possible PERINATAL causes of intellectual disabilities EXCEPT
a) rubella.
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Professionals have become more cautious in diagnosing intellectual disabilities for all of the following reasons EXCEPT
a) the stigma associated with the label.
b) the belief that intellectual disabilities are a socially constructed condition.
c) overrepresentation of children from ethnic minority groups.
d) increasing costs associated with special education.
Q:
When preparing for a parent-teacher conference, the teacher should do all of the following EXCEPT
a. consult with other professionals about the student's behavior.
b. establish the role of authority.
c. review the student's cumulative records.
d. provide written notice.
Q:
The key to a successful parent-teacher conference is
a. maintaining an air of conferences.
b. the teacher keeping in mind that she knows more about disabilities, in general, than do the parents.
c. letting the parents lead the discussion.
d. being prepared and planning.
Q:
Transitions between stages in the life of a child with disabilities are difficult because
a. the next stage brings on overwhelming challenges.
b. parents tend to think the next stage will lead to resolutions to many of their current problems.
c. Increasingly more professionals become involved, which leads to problems of communication.
d. Each new phase presents uncertainty to the family.
Q:
The degree to which an individual family member is free to act independently of other family members is
a. acceptance.
b. adaptability.
c. cohesion.
d. compassion.
Q:
Tina and Jim have three children, one of whom has a disability. Several professionals work for them, encouraging the family to make its own decisions and get professional and informal support. This approach to intervention is consistent with which model?
a. professional-centered
b. family-centered
c. center-based
d. ideologically-driven
Q:
Evidence suggests that Latino families are more likely than Anglo families to view having a child with a disability as a positive experience because of
a. resignation to the fact that bad things happen in life.
b. their religious views.
c. the importance of the family and the social supports it provides.
d. the importance of following advice from authority figures.
Q:
The high prevalence of feelings of guilt for parents who have a child with a disability is probably due to
a. the fact that the cause of so many disabilities is unknown.
b. parents'knowledge that they caused their child's disability.
c. strangers' stares and comments.
d. the lack of support for families of children with disabilities.
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According to one survey, what percentage of families reported that one or more family members adjusted their employment situation because of having a child with a disability in the family?
a. about 5%
b. less than 10%
c. about 20%
d. over 50%
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Describe the family systems approach to intervention.
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What does research suggest about the adjustment of siblings of people with disabilities? What factors help siblings adjust?
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Describe the symbiotic relationship between teachers and parents, providing two examples of the importance of families to teachers and two of the importance of teachers to families.
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Families with a high level of cohesion may limit their child's independence.
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There are numerous anecdotal accounts of parents who report that having a child with a disability has some positive results.
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Describe the research-validated instructional strategies, "concept mapping" and "use of response cards," and explain why they are particularly appropriate for students with cultural or linguistic differences.
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Explain why socialization is described as"one of two primary purposes [along with academic instruction] of education."In what ways do cultural and linguistic differences pose challenges for teachers?
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Describe the differences between"disability,""handicap,"and"inability."Use one example to illustrate each term.
Q:
Effective national parent organizations have existed in the United States since
a. 1800.
b. 1920.
c. 1950.
d. 1975.
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Deinstitutionalization refers to the movement away from
a. placement in large residential facilities.
b. government responsibility for providing services for people with disabilities.
c. placement in small, community facilities.
d. parental responsibility for the care of children with disabilities.
Q:
All of the following practices promote integration EXCEPT
a. normalization.
b. institutionalization.
c. full inclusion.
d. mainstreaming.
Q:
The single most important goal of special education is
a. placing all students in the general education classroom for the entire day.
b. finding and capitalizing on exceptional students abilities.
c. preparing highly qualified special education teachers.
d. identifying the types of disabilities.