Q&A Hero

Q: Only higher-level thinking questions are important when assessing student learning.

Q: Providing students who are gifted and talented with specific subject curriculum that takes them from their current level of learning and moves them forward is ____. a. curriculum compacting b. differentiation c. acceleration d. enrichment

Q: Providing students who are gifted and talented with the information, materials, and assignments that allow them to elaborate on the concepts taught as part of the regular curriculum is ____. a. curriculum compacting b. differentiation c. acceleration d. enrichment

Q: Braille symbols consist of _______ possible dots arranged in two columns. A) Four B) Six C) Eight D) Ten

Q: When tangible reinforcers are used they should be tried first and have no direct correlation with the behavior.

Q: Accommodations made for students with orthopedic impairments are dependent upon the nature and severity of the impairments.

Q: Students who are gifted and talented tend to ____. a. have an insatiable curiosity b. avoid completing tasks in order to move on to the next task c. have only a few intense interests d. have difficulty solving problems since they can see more than one perspective

Q: ______________________ created the first school for children with vision loss. A) DenisDiderot B) Valentin Hay C) Nicholas Saunderson D) Helen Keller

Q: Reinforcement can increase unwanted as well as wanted behaviors.

Q: Gardner's multiple intelligences include all of the following except ____. a. verbal/linguistic b. gifted/talented c. visual/spatial d. interpersonal/intrapersonal

Q: All of the following are examples of adaptive software listed in the text except A) Screen enlargement software B) Screen readers C) Speech recognition D) Braille input devices

Q: Students in this group are at risk for being under-identified as gifted. a. very young girls b. adolescent girls c. adolescent boys d. students from higher socioeconomic levels

Q: In shared problem solving, what steps would be taken to "identify the problem"?

Q: A Snellen chart is used to make the determination that someone is _____________. A) Colorblind B) Legally blind C) Has a field loss D) Able to use Braille

Q: Which of the following is the most frequently prescribed medication for students with ADHD? a. Dexedrine b. Ritalin c. Catapress patches d. Norpramin

Q: Which of the following is not part of "orientation and mobility"? A) Where you are B) Where you are going C) Where you have been D) How to get there

Q: Higher-level questions are most appropriate for teaching basic skills to students who are at risk.

Q: The prevalence of giftedness varies from state to state because of all except ____. a. funding levels b. federal laws c. definitional variations d. identification procedures

Q: All of the following are examples of age-appropriate cognitive skills that need to be integrated for and taught to young children with visual impairments except A) Musical skills development B) Fine motor skills development C) Gross motor skills development D) Receptive language development

Q: The visual acuity test most often used is called A) Snellen chart B) Stalin chart C) Visual IQ test D) Visual efficiency exam

Q: The most common intervention for students with ADHD is ____. a. setting up a token economy b. helping students learn to monitor their own behavior through self-talk c. parent education d. medication prescribed by physicians

Q: Explain what is meant by "discover a shared need."

Q: What is the difference between Grade 1 and Grade 2 Braille? A) Grade 1 Braille uses a letter-to-letter correspondence B) Grade 2 Braille uses a letter-to-letter correspondence C) Grade 1 Braille uses shorthand D) Grade 2 is used when a child has residual vision, as it contains pictures

Q: Orthopedic impairments include any damage to the brain caused by an external force.

Q: Which of the following teacher responses would work best with students with ADHD? a. "Tony, waving your pencil is dangerous." b. "Tony, put your pencil down on your desk and raise your hand." c. "Tony, please try harder to sit still. Moving around bothers your classmates and you could poke someone's eye out with that pencil." d. "Tony, you are sitting very nicely today. Now just stop waving your pencil around and raise you hand like you did yesterday."

Q: The most common way that teachers inform their students of what they want them to do is through written directions.

Q: All of the following are cited in the text as potential hazards to eye health except A) Misuse of toys B) Falls involving furniture C) Hazardous household materials D) Watching too much television

Q: Which of the following behavior interventions is not recommended for dealing with students with ADHD? a. seat the student with ADHD near the back of the room b. reduce the surrounding visual distractions c. provide calm, clear and direct reprimands if necessary d. teach students with ADHD strategies for monitoring their own behavior through self-talk

Q: About 28% of students ages 12 to 18 report having been bullied at some point at school.

Q: Visual efficiency refers to which of the following? A) How to prevent additional sight loss B) Training of the use of residual vision C) Budgeting resources, appropriately, for the visually impaired D) None of the above

Q: Bernie talks excessively and frequently interrupts students. He seems to fidget constantly. His teacher has a very difficult time keeping Bernie in his seat and he has a difficult time waiting for his turn when playing games. It is most likely that Bernie has ____. a. neurotransmitter deficiency disorder b. fetal alcohol syndrome c. ADHD-predominantly inattentive type d. ADHD-predominantly hyperactive-impulsive type

Q: If a paraprofessional hovers over a student with a disability, he/she may hinder the development of social relationships between the student and peers.

Q: Marie often appears forgetful and tends to lose things. She has difficulty sustaining attention event in play activities. Maria also has difficulty organizing tasks, often making careless mistakes in her schoolwork. It is most likely that Maria has ____. a. neurotransmitter deficiency disorder b. fetal alcohol syndrome c. ADHD-predominantly inattentive type d. ADHD-predominantly hyperactive-impulsive type

Q: American Sign Language is basically Standard English grammar and structures converted to a set of signs.

Q: In which year was the first residential school for the blind opened in the United States? A) 1784 B) 1831 C) 1829 D) 1832

Q: A disorder characterized by chronic and serious inattentiveness, hyperactivity, and/or impulsivity is ____. a. attention deficit hyperactivity disorder b. photophobic disorder c. neurotransmitter deficiency disorder d. fetal alcohol syndrome

Q: Functional behavior assessment is a problem solving process.

Q: Which of the following is a true statement concerning Section 504 of the Vocational Rehabilitation Act of 1973? a. The definition of disability is considerably broader in IDEA than in Section 504. b. The responsibility for making accommodations for students qualifying as disabled through Section 504 belongs to general education personnel, not special education personnel. c. Moderate funding is provided to school districts to carry out the requirements of Section 504. d. For students to receive financial assistance through 504, their parents must submit proof of financial hardship and request in writing an assessment hearing.

Q: The closer the pronoun is to its referent, the easier it is to translate.

Q: What is the disorder in which one or more surfaces of the cornea are shaped like a football?A) CataractsB) AlbinismC) AstigmatismD) Nearsightedness

Q: The middle layer of the eyeball containing veins and arteries best describes which part of the eye? A) Conjunctiva B) Cochlea C) Cornea D) Choroid

Q: Explain "attribution re-training" and provide four strategies you would employ to enhance student image.

Q: Teachers need to explicitly inform paraprofessionals when the matter they are discussing is not a collaborative matter.

Q: Most students with hearing loss are deaf.

Q: Mrs. Greg has implemented the INCLUDE strategy in her classroom for all students. Explain five strategies she might use daily to differentiate instruction for a student with a learning and behavioral disability.

Q: All of the following describe types of vision impairments recognized by IDEA except A) Snellen chart reduction B) Reduction in visual acuity C) Field loss D) Restriction to the visual field

Q: Which is not a critical function of parent support groups? A) Serve as a resource for educators B) Outreach to other parents C) Serve as a resource for legislators D) Developing individualized education plans

Q: Asking students a series of positive and negative questions is not recommended for special needs students.

Q: Marcus is an extremely bright eight grader with an emotional disorder. Over the years, Marcus has learned appropriate social skills, demonstrating that he can apply these skills in social interactions. Nonetheless, without much structure, Marcus consistently fails to apply these skills in many of his day-to-day interactions with his peers. Identify three reasons why Marcus may continue to exhibit social skill problems. Include in your response suggested strategies the teacher can use to encourage the use of his acquired social skills.

Q: Orientation and mobility training is required to A) Teach independent travel B) Increase one's knowledge of visual impairments C) Acquire academic skills D) Use computer technology

Q: Purposefully ignoring minor misbehavior can be an effective behavior management strategy.

Q: Because of the nature of the teacher-paraprofessional relationship, teachers need not worry that the tasks they assign paraprofessionals might waste the time or hinder the performance of the paraprofessional.

Q: Who conducts the functional vision evaluation? A) A vision specialist B) A physician C) An orientation and mobility specialist D) An educational team

Q: Describe five of the eight key areas of math skills where students with learning and behavior disabilities may have difficulty.

Q: Students with visual impairments may need additional time to complete in-class or homework assignments.

Q: Describe three controversial therapies in learning and behavioral disabilities. Discuss why it is important for you as an educator to be well informed of various therapies.

Q: The IEP team is responsible for determining A) A student's access to community services B) Accommodations for statewide assessments C) A student's level of visual acuity D) A student's visual field

Q: Which type of Braille is used in many elevators? A) Nemeth code B) Grade 1 C) Grade 2 D) Grade 3

Q: Describe the two major types of problems with written expression students with learning and behavior disabilities may have according to your textbook.

Q: Cross-age tutoring can be effective when an older student with a disability tutors a younger student with disabilities.

Q: Teachers should help students create visually complex graphic organizers to help the students remember isolated details.

Q: Which of the following is most critical to the quality of literacy experiences for students with visual impairments? A) Access to technology B) Access to special classes C) Access to general education peers D) Access to the most recent books

Q: Very few professionals, paraprofessionals, and parents believe that students who are deaf-blind can be successful in inclusive environments even with extensive support.

Q: Jeremy is a middle school student who has a communication disorder in which he displays significant problems with receptive language. Describe four receptive language problems you have observed and provide a corresponding accommodation you would make for each language problem.

Q: At what age should a child be enrolled in classes for children with visual impairments? A) 2 years B) 3 years C) 5 years D) 6 years

Q: Rashid's student file indicates that he has dyslexia. Describe the five key elements of a researched-based reading program that would benefit Rashid.

Q: Identify the three federal disability categories into which individuals with high-incidence disabilities fall. Include in your discussion three defining characteristics of each.

Q: Prior to age 3, services for children with visual impairments are provided according to the A) IEP B) Low-vision plan C) IFSP D) IDEA

Q: Benjamin is a new student in your first grade classroom who stutters. He is very shy, rarely interacting with his peers either inside or outside of class. Identify accommodations you can make to increase Benjamin's interaction with others and participation in class. Be sure to include in your response an explanation of how the accommodations you have identified will benefit Benjamin.

Q: Typically, if parents aren"t actively involved in decision making about their child's educational needs, it is because the parents are apathetic.

Q: Graphic organizers are helpful because students can organize their thoughts while looking for main ideas.

Q: Additional skills required by students with visual impairments are incorporated in the A) Advanced core curriculum B) Functional curriculum C) Expanded core curriculum D) Adapted skills paradigm

Q: If students work together with peer tutors, it is likely to have a positive impact on social development.

Q: Jeremy's mother has contacted you to discuss the "diet therapy" being considered to control Jeremy's ADHD. His mother has asked if you are aware of diet therapy and if you could give her one example of a diet therapy currently being researched. Provide one example of a diet therapy you could explain to Jeremy's mother.

Q: Which would likely not be a test accommodation for a student with a visual impairment? A) Braille B) Oral reading of the text to the student C) Large print D) Paraphrasing of testing materials

Q: Students who cannot use language to communicate may use various forms of augmentative communication.

Q: Describe "learned helplessness."

Q: Where are most students with visual impairment likely to be served? A) Among typically developing peers B) Among peers with visual impairments C) In specialized school for students with visual impairments D) In smaller settings among students with various disabilities

Q: Family-centered practices are built upon the premise that students are best served when the perspective of the family is represented and respected by school personnel.

Q: Which is not a part of a low-vision plan? A) Annual fiscal budget for assistive technology B) Prescription for low-vision devices C) Technology devices D) Referrals to community agencies