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Question
Why should postschool outcomes drive educational programming for secondary students with disabilities?Answer
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Related questions
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In the Lidcombe Program, children who stutter
A) are praised for fluent speech
B) are praised for maintaining eye contact
C) are taught to speak to a rhythmic beat
D) are taught to prolong troublesome sounds
Q:
Which of the following students would be identified as having difficulty with generalization of learning?
A) Billy can tie his sneakers but not his dress shoes.
B) Keelee can add three-digit numbers but she can"t subtract them.
C) Jacob has learned how to read music but he refuses to help his brother learn it.
D) Melvin has learned to write his name in cursive at school, so he wants to write it at home and at church.
Q:
All of the following are true regarding therapy for phonological errors except
A) sounds are taught in isolation
B) the child is taught to recognize error patterns
C) the therapist and child give and receive directions
D) it is compatible with therapy for articulation errors
Q:
Why are functional and age-appropriate curriculum so critical for students with severe and multiple disabilities?
Q:
IEP goals for students with traumatic brain injury may need to be reviewed and modified
A) as often as every 30 days
B) at least every six months
C) when students reach a plateau
D) as seldom as every three years
Q:
Which question is critical for teachers in determining which skills to include in a functional curriculum?
A) Will it be needed when the student is 21?
B) Will learning this knowledge/skill be frustrating?
C) Will this skill make the student more acceptable to peers without disabilities?
D) Will learning the skill result in negative consequences?
Q:
Tests for communication disorders that have been translated into other languages for English language learners
A) are readily available for a variety of English language learners
B) usually are more reliable than assessments administered in English
C) may actually be a disservice because of improper translations
D) may actually hinder a child's motivation to demonstrate new communication abilities
Q:
What are some of the problems that members of transdisciplinary teams for students with physical disabilities and multiple health needs must guard against?
Q:
A new test for genetic abnormalities that can be done as early as 5 weeks into the pregnancy is done by
A) performing an ultrasound
B) examining maternal serum
C) removing chorionic tissue
D) detecting fetal DNA and RNA in the mother's bloodstream
Q:
A loss of the ability to process and use language is known as
A) aphasia
B) apraxia
C) dysarthria
D) dyslexia
Q:
Which of the following statements about challenging behaviors and students with intellectual disabilities is true?
A) The challenging behaviors displayed are usually caused by mental illness.
B) Students with mild intellectual disabilities rarely display challenging behaviors.
C) Students with severe intellectual disabilities generally exhibit fewer challenging behaviors.
D) Students with severe intellectual disabilities generally display more challenging behaviors.
Q:
How do blindness and low vision affect learning, motor development, and social interaction?
Q:
What are the instructional implications of the three general classifications of visual impairments that educators use?
Q:
Nicole tells her older brother that Mom need some "pleach" from the store before she can wash his socks. Nicole's speech error is known as a/an
A) addition
B) distortion
C) omission
D) substitution
Q:
How do oral/aural, total communication, and bilingual-bicultural approaches to teaching students who are deaf and hard of hearing differ in their philosophies and methods?
Q:
According to IDEA, special educators are responsible for implementing transition goals and services.
Q:
What were the findings of Irving Independent School District v. Tatro (1984) and Cedar Rapids Community School District v. Garret F. (1999), and what were the implications for schools?
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What is augmentative and alternative communication (AAC), and who can it help?
Q:
Technology can generally be pulled off the shelf to assist students with physical disabilities.
Q:
What are the basic goals and common elements of effective interventions for speech-sound errors? for language disorders?
Q:
A person's adaptive behavior is usually assessed by
A) interviewing the person
B) administering a written test
C) watching a person perform specific tasks
D) interviewing someone who knows the person well
Q:
Define and give an example of self-advocacy.
Q:
Explain how postsecondary education benefits employment for individuals with disabilities.
Q:
What is an individualized transition plan and when does is it implemented?
Q:
Define group homes.
Q:
An intellectual disability is usually defined by an IQ that falls at or below
A) 70
B) 80
C) 90
D) 100
Q:
Why are research and development of tools for early screening and diagnosis of autism spectrum disorders so critical?
Q:
What is IDEA's definition of transition services?
Q:
How have etiologic theories and the search for causes of autism changed from the first reports of the disability to today?
Q:
What is the role of transition teams?.