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Special Education
Q:
Explain what the acronym CHARGE represents. Explain also the prevalence of this syndrome.
Q:
Which of the following is the major reason why students with special needs may have difficulty completing their homework assignments?
a. There is too little time for students to complete all assignments.
b. Assignments are too difficult to begin with.
c. Assignments are not of interest to the student.
d. Parents do not encourage students to complete difficult assignments.
Q:
Discuss the importance of a classroom teacher's understanding of proper positioning and seating issues for students with physical impairments.
Q:
Which of the following is a true statement concerning practice activities?
a. Practice activities do not need to be monitored frequently.
b. Practice activities should include new content and mastered content.
c. All students should have the exact same practice activities.
d. Students should be able to complete practice activities independently.
Q:
Given a student with significant health or physical impairments, discuss modifications or adaptations that may need to be made to ensure the student is getting his or her needs met to be successful in school. Include at least one modification/adaptation from five of the following areas of concern: environmental arrangement, communication, instructional and curricular modifications, modifications and assistive technology for content areas, class participation, assignments and classroom tests, and sensory and perceptual modifications.
Q:
Name five principal communication systems used by persons with deaf-blindness.
Q:
Which of the following is a suggested guideline for using the INCLUDE strategy?
a. establish a standard wait time
b. ask only students who volunteer
c. ensure the questions match the instructional level
d. ask questions beyond the student's level
Q:
Discuss the stressors that can occur in families who have children with significant health or physical disabilities and the supports that can be used to help decrease the stress.
Q:
An elementary student involved in parental tutoring should participate in sessions no longer than ____.
a. 10 minutes
b. 15 minutes
c. 20 minutes
d. 30 minutes
Q:
____ allows more student opportunities for practice and recitation.
a. Unison responding
b. Group volunteering
c. Massed practice
d. Grouped practice
Q:
What is self-advocacy? Why is it important for students to develop this skill? How can teachers help students develop this skill?
Q:
Recommended wait time should be ____.
a. the time you select for each question
b. as long as it takes for students to respond
c. 4"6 seconds
d. up to 3 seconds
Q:
Provide a definition of medical technology and give an example.
Q:
____ help the teacher find out whether students have the basic understanding necessary for higher-level thought.
a. Evaluative questions
b. Divergent questions
c. Lower-level questions
d. Higher-level questions
Q:
What does the term limb deficiency refer to?
Q:
Wait time ____.
a. is the amount of time you give students to think about the answer before responding
b. is the amount of time you allow between giving examples and negative examples
c. has to do with modifying the pace of your instructional presentation
d. has to do with providing timely feedback to your students
Q:
Provide two examples of assistive technologies that may be used by a fourth-grade student with quadriplegia who has no cognitive deficits.
Q:
A method that combines the definition, positive examples and negative examples approach with graphic organizers is ____.
a. a concept diagram
b. a visual synonym
c. a pre-skills plotter
d. key idea graphing
Q:
What are two neuromotor impairments?
Q:
Which of the following recommendations would you make to a new teacher about giving oral directions?
a. Be sure to give a long series of directions together so that students can see their interrelationship.
b. Be sure to use concrete terms in the directions.
c. Avoid giving demonstrations along with directions.
d. Avoid using cue phrases like "please listen" before giving directions.
Q:
Definitions ____.
a. should be limited so as not to confuse the students
b. should help students discriminate the new word from other words
c. are not necessary when teaching concepts
d. should only contain words students already know
Q:
When a textbook is not written clearly, students with special needs ____.
a. can still make critical connections on their own
b. are able to recognize they do not understand material and express their questions
c. can look to the end of the chapter for a main idea summary
d. do not ask questions and do not employ strategies to clarify the information
Q:
____ give students a visual format to organize their thoughts while looking for main ideas.
a. Anticipation guides
b. Study guides
c. Graphic organizers
d. Visual guides
Q:
Explain how a written assignment might be adapted for an individual with a physical disability who requires a great amount of time and expends great amounts of effort in order to produce written response.
Q:
Which of the following statements is false regarding graphic organizers?
a. Teachers can use graphic organizers at all phases of instruction, from beginning to review.
b. Graphic organizers are sometimes called concept maps.
c. Graphic organizers should be as simple as possible.
d. Most students with special needs are confused by graphic organizers.
Q:
What is a strategy that can be used to avoid communication breakdowns?
Q:
____ words such as "similar/different and problem/solution" help students organize important information in textbooks.
a. Cue
b. Study
c. Vocabulary
d. Mnemonic
Q:
Name three strategies a special education teacher may use to facilitate successful inclusion practices with a general education teacher.
Q:
A general term for outlines, abstracts or questions that emphasize important information in the textbook is ____.
a. student guide
b. preskills organizer
c. anticipation guide
d. advance organizer
Q:
Briefly describe "input modifications." Give examples of how these modifications help individuals with physical or health disabilities.
Q:
Which of the following instructional practices makes the content of a book or lecture more understandable by putting the content within a more general framework?
a. preskills
b. anticipation guides
c. advance organizers
d. concept guides
Q:
A student in Mr. Baker's 10th-grade class is recently returning to school following a traumatic brain injury. The student is showing significant memory deficits. Recommend at least three strategies for Mr. Baker to use with the student to compensate for the memory problems.
Q:
The statement, "the purpose of today's lesson is to be able to select and sequence instructional examples' is an example of ____.
a. an anticipation guide
b. an advance organizer
c. a study guide
d. a concept map
Q:
____ consist of a series of statements, some of which may not be true, related to the material the student is about to read.
a. Anticipation guides
b. Planning think sheets
c. Graphic organizers
d. Concept maps
Q:
Vocational education is important for some adolescents with physical or health disabilities.
A) True
B) False
Q:
____ encourage students to make predictions about what they are about to read.
a. Graphic organizers
b. Concept maps
c. Anticipation guides
d. Planning think sheets
Q:
Name at least three examples of health problems that would be covered under the federal definition of "other health impairments."
Q:
____ help writers focus on background information needed for writing as well as on the audience and purpose of the paper.
a. Graphic organizers
b. Concept maps
c. Anticipation guides
d. Planning think sheets
Q:
The amount of background knowledge students have about a content-area lesson ____.
a. is an important consideration for students with reading disabilities only
b. has little influence on whether or not students can read subject matter with understanding
c. is often far less important than the quality of the textbook for students' understanding of the material
d. is often just as important as the instructional presentation for students' understanding of the material
Q:
Children born with HIV have developmental delays, motor problems, nervous system damage, and additional infections.
A) True
B) False
Q:
PReP ____.
a. is a general term for outlines and abstracts that emphasize important information in the text.
b. primarily focuses on the tool skills for reading, writing and math
c. is a teaching strategy for determining how much knowledge students already have about a topic
d. is a study skills strategy which focuses on previewing the reading material before actually studying it
Q:
Norm-referenced assessments are of significant value when assessing pupils with deaf-blindness.
A) True
B) False
Q:
For pupils who are profoundly deaf and totally blind, their experience with and knowledge of the world is very narrow, often extending only as far as their fingertips can reach.
A) True
B) False
Q:
Many individuals with spina bifida and hydrocephalus are at risk for deficits in executive function, which affects their learning.
A) True
B) False
Q:
Jolene and her classmates learned about the nine planets of the solar system in October. But when her class was discussing space travel in December, Jolene could not remember any of the planets' names or locations. Jolene has a problem with ____.
a. attention
b. retention
c. the rate of instruction
d. study of time
Q:
Ms. DuBois stated orally the steps that students needed to do to complete the day's math problems. Ms. DuBois then assigned the students ten problems to complete independently at their seats. Soon, Ms. DuBois discovered that many students, with and without special needs, were unable to do the problems. What is the major problem with how Ms. DuBois taught this skill?
a. Stating the steps orally at the beginning probably bored her students.
b. Not enough review of previous skills was provided.
c. There is no problem and Ms. DuBois needs to wait until the students discover how to do the problems on their own.
d. Not enough direct instruction on how to solve the problems was provided.
Q:
You can help students make discriminations between current and previous problem types by ____.
a. introducing many different problem types at the same time
b. slowing down the rate of introduction of new skills
c. increasing the number of practice items each day
d. adding examples of skills previously taught as soon as students can perform them without error
Q:
Traumatic brain injury refers to permanent injury to the brain only from acquired causes.
A) True
B) False
Q:
Smita's teacher has noticed that Smita repeatedly has difficulty completing a particular section of her spelling book. In this particular segment, students are asked to spell words that look and sound similar. Which of the following accommodations would most likely assist Smita's spelling performance?
a. providing more direct instruction on review words for Smita
b. adjusting the rate of introduction of new words for Smita
c. altering the sequencing of some of the words for Smita
d. relating the questions to material Smita has just read
Q:
When an individual has tonic-clinic seizures, he or she will suddenly lose consciousness, stop moving, and stare straight ahead.
A) True
B) False
Q:
When introducing new skills to students with special needs ____.
a. avoid using examples and non-examples
b. introduce the skills quickly to help retention
c. introduce the skills in large steps
d. introduce the skills in small steps
Q:
Cerebral palsy and spina bifida are examples of health disabilities.
A) True
B) False
Q:
____are basic skills necessary for performing more complex skills.
a. Prior skills
b. Preskills
c. Post skills
d. Primary skills
Q:
Students with spina bifida are at risk for hydrocephalus.
A) True
B) False
Q:
Clarrisa transferred into her current high school two months ago. Because Clarrisa's math grades were good, she was placed in an advanced algebra course. But now, Clarrisa is struggling and is starting to pay less attention in her math class, even though her classmates are doing well in the class. What recommendation would you make to Clarrisa's teacher?
a. Talk to Clarrisa's other teachers and recommend her for an IEP evaluation.
b. When lecturing the class, break down the new algebra information into smaller parts and introduce each part at a slightly faster rate.
c. Assess Clarrisa's algebra preskills and provide extra practice and instruction on the preskills she may lack.
d. Distribute a partially completed algebra concept map to Clarrisa and help her complete it in class.
Q:
Discuss three steps for teaching terms and concepts using definitions that employ positive and negative examples.
Q:
Not every school-age child with a physical or health impairment requires special education services.
A) True
B) False
Q:
Six guidelines have been provided in your textbook for "asking questions." Select three of these guidelines and provide an explanation including examples of each guideline you have selected.
Q:
Duchenne muscular dystrophy is a debilitating disease that strikes early but usually improves by the late teens or early 20s.
A) True
B) False
Q:
Mr. Evans is creating a study guide for a Social Studies chapter related to the role of Congress in United States Government. Mr. Evans has four students with special needs in his class. Discuss four specific ways he can differentiate his Social Studies instruction by using the study guide strategy.
Q:
Augmentative communication is meant to replace speech.
A) True
B) False
Q:
Mrs. Richey has been teaching third grade reading in a large group setting since September to all of her students. Mrs. Richey is noticing three students are falling behind and she has decided to implement Tier 2 of the RtI process. Explain when, where and for how long Tier 2 instruction would take place. Include in your response specific examples.
Q:
According to the text, there are a total of four IDEA categories under which an individual may receive a special education for physical disabilities, health disabilities, and related low-incidence disabilities.
A) True
B) False
Q:
Pupils with deaf-blindness were reported as making up only .02% of all individuals receiving special education.
A) True
B) False
Q:
In students with traumatic brain injury, motor skills generally improve first and higher-order cognitive skills improve last.
A) True
B) False
Q:
Compare the role of a teacher v. the role of the parent of a special needs student in the homework process.
Q:
The majority of students identified with deaf-blindness are completely unable to see and hear.
A) True
B) False
Q:
Before giving your students a homework assignment, you should ask yourself a series of questions to insure students will be more successful. Discuss three of the six suggestions listed in your textbook.
Q:
Asking questions is a powerful teaching strategy when used correctly. Explain the guidelines for using questions in classroom instruction.
Q:
Infants born prematurely and with very low birth weight are at risk for having a disability.
A) True
B) False
Q:
Using a topic of your choice, explain how you would use the three steps of the "PReP" strategy to assess how much background information the students already have about the topic.
Q:
A person with cerebral palsy can develop additional disabilities as a result of receiving inadequate services.
A) True
B) False
Q:
What steps would you follow to develop a graphic organizer for a content area of your choice? Provide an example of the graphic organizer and explain how you would use it in your class.
Q:
Families from different cultures generally cope with and view disabilities similarly.
A) True
B) False
Q:
Discuss four aspects of basic skills instruction effective for differentiating instruction.
Q:
Children with severe physical disabilities cannot have normal or gifted intelligence.
A) True
B) False
Q:
Provide one example of differentiation activities you may find utilized in a Learning Center.
Q:
Parents of children with degenerative diseases and parents of children with chronic diseases experience similar levels of stress.
A) True
B) False
Q:
Provide two examples of how the "wait time" benefits a special needs student.
Q:
Mrs. Denver has been assigned to teach a fourth-grade math class for the current school year. When Mrs. Denver reviews her class list, she has notices she will have two students identified as gifted, Marsha and James, in her class of twenty two fourth graders. Discuss how Mrs. Denver could use curriculum compacting and enrichment to address the needs of Marsha and James. Include in you discussion the student information she will need to make her instructional decisions.