Q&A Hero

Q: List two examples found in your textbook of "academic survival skills."

Q: PALS is not effective for students with behavioral disabilities.

Q: Why should Braille be addressed in the IEP? A) To make sure that parents consent to its use B) To ensure that schools will have to pay for print materials C) To ensure ongoing consideration as a reading medium D) To demonstrate to teachers how Braille can be used

Q: One of the behavior characteristics in vision function problems is A) Frequent eye pain B) Delay in the development of speech C) Increased interaction with peers D) Decrease in spontaneous verbal comments

Q: Mrs. Gibbons teaches fourth grade math to a student who recently moved from Mexico to her school district in South Carolina. Provide one example of how Mrs. Gibbons could engage the new student more effectively in her lessons by addressing the cultural differences.

Q: When selecting instructional materials for individuals with moderate to severe intellectual disabilities, teachers should only select materials that match the individual's mental age.

Q: For individuals with visual impairments, vocational training should begin A) During the transition from school to employment settings B) During the transition to high school C) At age 16 D) In preschool

Q: Study guides are efficient substitutes for direct instruction.

Q: Explain what is meant by "students with behavioral disabilities are passive learners."

Q: Eight common problems for math are listed in your textbook. Select and explain one problem a student with learning and behavioral disabilities may experience in math.

Q: It is impossible for teachers to understand a family's perspective of life with a child with special needs solely from the teacher's classroom experiences with the child.

Q: "AT" tools are discussed in your textbook. Give one example of an "AT" tool including how this tool would be used in the classroom.

Q: Socially appropriate behaviors must be taught to persons with visual impairments because they A) May not be able to observe those behaviors in others B) Often have cognitive disabilities C) Are frustrated with their visual impairment D) May not be aware of differences between themselves and their peers

Q: Students teach each other in peer-mediation.

Q: Students with moderate or severe intellectual disabilities often are slow to learn skills, but once those skills are learned, they are not easily forgotten.

Q: In the eye, color is defined in the A) Rod cells B) Cone cells C) Macula D) Vitreous body

Q: List three uses for "screen-reader" programs.

Q: The amount of background material can greatly influence if the student can read subject matter.

Q: Which is not considered a typical characteristic of individuals with visual impairments? A) Unusual head or eye movements B) Poor grades C) Cognitive disability D) Frequent headaches

Q: You have assigned an oral presentation for your social studies class. You are concerned about Sharon, a student with expressive language communication problems. Explain one way you could accommodate Sharon for this assignment.

Q: Explain "dyslexia." Include in your response one example.

Q: Teachers who maintain power and control with strict discipline are more successful than others at managing problem behaviors.

Q: Early residential schools for the blind in the United States were proposed by A) Louis Braille B) Samuel Gridley Howe C) Carl Perkins D) Diderot

Q: Your principal has asked you to make a presentation at the next faculty meeting encouraging your colleagues to teach listening skills. Explain the key points you would emphasize in your presentation.

Q: Consultation is most effective when based on principles of collaboration.

Q: What percentage of students with disabilities do students with visual impairments account for? A) 10% B) 5% C) 2% D) 0.4%

Q: Braille was first developed as a means to A) Record Morse code communications B) Write social communications to peers C) Teach academics to school children with vision loss D) Catalog books in early institutions for the blind

Q: Someone for whom sunlight may cause discomfort may have A) Optic atrophy B) Retinopathy of prematurity (ROP) C) Myopia D) Ocular albinism

Q: Many students with autism spectrum disorder typically have no difficulty with oral communications.

Q: Your textbook provides eleven examples of expressive language problems. Provide four examples listed in the textbook.

Q: Slowing down the rate of introduction of skills is recommended to reduce the amount of curriculum to be learned.

Q: Tertiary prevention refers to the most intense positive behavior interventions for 5% of students with chronic behavior problems.

Q: What percent of all students who have disabilities make up the high-incidence disabilities category as defined by U. S. Department of Education?

Q: The sclera refers to the A) Inner layer of the eye B) Colorless mass that fills the eyeball C) White part of the eye D) Transparent disc behind the pupil

Q: Consultation and collaboration have the same purpose.

Q: Marian experiences difficulty with fluency. Explain the characteristics of this communication disorder you would observe.

Q: Suzanne has told you the textbook is too difficult to read. You have observed poor reading accuracy and a tendency for Suzanne to be distracted. Provide one example of differentiation that would benefit Suzanne.

Q: The most critical accommodations for students with autism spectrum disorder typically involve creating a structured, predictable learning environment.

Q: It is estimated that _____% of school-age children in the United States experience a vision loss significant enough to require specialized support. A) 1.5 B) 1.8 C) 2.4 D) 3.2

Q: Explain the term "high-incidence disabilities."

Q: The range of instructional examples should match the range of the problem types used when assessing student learning.

Q: Light enters the eye first through the A) Retina B) Iris C) Cornea D) Macula

Q: Learning to hold a cereal box within one's field of vision to read the price would an example of using A) Residual vision B) Field vision C) Reduction strategies D) Magnification

Q: Positive behavioral interventions and supports are researched-based, systematic approaches, designed to enhance the learning environment.

Q: Which is considered a difference between individuals labeled as being functionally blind and blind? A) The use of light perception B) The need for orientation and mobility training C) The use of low vision to gain information from the environment D) The use of Braille

Q: Douglas continues to struggle in reading as seen in his progress-monitoring graph. The RtI team has decided to move Douglas from Tier 1 to Tier 2 for reading. Explain two possible changes that would occur in his reading program.

Q: In consulting, it is assumed that the consultant's experience will give the teacher insight into solving the problem.

Q: A student's field loss is related to the A) Ability to perceive details B) Ability to see materials presented closely C) Amount of vision in quadrant regions D) Ability to discriminate color

Q: List two defining characteristics of the Federal disability category "emotional disturbance."

Q: The way instructional examples are sequenced can affect how easily students learn.

Q: Which visual acuity is considered to be legally blind? A) 20/200 or less in the better eye with correction B) 20/200 or more in the worse eye with correction C) 20/200 or less in the better eye without correction D) 20/100 or less in either eye with correction

Q: What communication disorder is present when a student is having problems with an inability to understand what people mean when they speak?

Q: Odors in the classroom can trigger stress for a student with autism spectrum disorder.

Q: What are the defining characteristics of "speech articulation" communication disorders?

Q: One way to create opportunities for students to use their social skills is to allow students to work in small groups with a share learning goal.

Q: A teacher is far more likely to refer a student for discipline problems when the student is from the same culture as the teacher.

Q: An appropriate learning medium for students with visual impairments is determined by A) The availability of resources B) The expertise of educational professionals C) The student's type or degree of impairment D) State legislative mandates

Q: Attribution retraining can help students overcome learned helplessness by encouraging them to be more persistent in the face of difficulty.

Q: Task goals are much more important to a team's effective functioning than maintenance goals.

Q: Max, a student in your inclusive history class, has a visual impairment. Discuss some of the dos and don"ts you must consider when teaching the class.

Q: A characteristic of students with autism spectrum disorder is a narrow range of interests.

Q: Research shows students with learning and behavior problems acquire and improve social skills merely by their physical presence in the general education class.

Q: Explain the purpose of the expanded core curriculum.

Q: Assessing relevant pre-skills is the responsibility of the special educators.

Q: Explain the need for orientation and mobility (O&M) skills instruction.

Q: When using self-reinforcement, students ____. a. self-evaluate and then judge whether they have earned a reward b. earn points for their behavior c. are allowed to choose their next activity d. simply engage in a pattern of determining to what extent they remain on the task

Q: Because of repeated lack of success, students with learning and behavior disabilities would accept negative attention rather than no attention from peers.

Q: Team roles can be both formal and informal

Q: Explain some of the vocational development issues an individual with visual impairments might encounter.

Q: One accommodation for students with learning and behavior disabilities is to bypass the student's need by allowing them to employ compensatory learning strategies.

Q: Many adults with visual impairments have difficulties with accessing reliable transportation. Name fourways in which their lives may be affected by difficulties with accessing transportation.

Q: Social cues are signals given by individuals to communicate messages.

Q: Which of the following questions regarding an environmental inventory should be asked when modifying methods/materials for students with moderate to severe disabilities? a. Will the modification increase independence of the student? b. Is the student intelligent enough to perform this task? c. Is this modification too basic? d. Is the modification the responsibility of the teacher?

Q: Explain the possible results of the following issues: untreated damage to cornea, disease of the aqueous humor, malformed iris, and retina disorders.

Q: Poor self-image can lead to learned helplessness.

Q: In order to use cognitive behavior management with special needs students, teachers must ____. a. periodically reward the student for successfully self-managing b. discuss the strategy with the student and present a rationale for its use c. involve all school personnel in implementing the management of the plan d. expect the student to develop a rational for using this management plan

Q: Individuals who demonstrate problems with social adjustments in school settings are frequently at risk for academic problems.

Q: When developing an IEP for adolescents with visual impairments, what types of schools should be considered? Why are these skills critical?

Q: In alternative teaching, the small group should typically be used only for remediation.

Q: Students with learning and behavior disabilities are frequently rated as troubled by teachers but are usually well-liked and admired by peers.