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Special Education
Q:
Food or other items related to basic human needs are ____.
a. activity reinforcers
b. social reinforcers
c. primary reinforcers
d. tangible reinforcers
Q:
One fundamental problem teachers face in their working relationships with paraprofessionals is that ____.
a. paraprofessionals often lack experience working with students
b. teachers often lack experience supervising others
c. teachers have no control over interactions between paraprofessionals and students
d. paraprofessionals are able to make most instructional decisions without the teacher
Q:
Of the several known modes of genetic inheritance, three mechanisms are most important. Identify and describe each of the three mechanisms.
Q:
Each of the following is true of students with hearing loss EXCEPT:
a. they cannot hear well enough to use hearing as a primary channel for learning without significant assistance
b. most cannot process information through hearing, even with a hearing aid
c. most have some residual hearing that lets them process information with assistive devices
d. those who have been deaf since birth are often at a disadvantage for language learning
Q:
Identify the radical pieces of legislation Alexander Graham Bell proposed regarding his beliefs about the instruction and communication of individuals with significant hearing impairments.
Q:
What are the defining characteristics of the federal disability category "autism"?
Q:
Dimetri was rewarded for improving his spelling score with the opportunity to help his teacher take care of the class hamster after school. This example best illustrates ____.
a. an activity reinforcer
b. a social reinforcer
c. a primary reinforcer
d. a tangible reinforcer
Q:
Explain the process that occurs when a person is able to hear sound.
Q:
A student in your class has been identified as "other health impairments." Explain one characteristic that could qualify a student for this disability category.
Q:
Teachers may need to modify their teaching to accommodate the student with visual impairment by ____.
a. reciting what is written on boards and overheads
b. not expecting the student to participate in the classroom
c. speaking loudly and enunciating clearly
d. avoiding sight words when seeking clarification
Q:
Explain the concept of Deaf culture. Discuss how this culture can provide support to a child who is deaf. Discuss any possible limitations that might arise from a focus on Deaf culture.
Q:
Students with severe hearing loss may use "C-print" for their classes. Explain how "C-print" helps the student?
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:
What are the pros and cons of having a cochlear implant?
Q:
Explain why learning to speak English is difficult for those who are deaf or have a severe hearing loss.
Q:
Which of the following is a true statement regarding reinforcers?
a. Activity reinforcers that are recreational are preferable to activity reinforcers that directly relate to a student's educational goals.
b. Tangible reinforcers should always be tried first before other positive reinforcers.
c. Food and other items related to basic human needs are types of social reinforcers.
d. Social reinforcers are the most natural type of rewards in a school environment.
Q:
What are the defining characteristics of the federal disability category "mental retardation"?
Q:
After a parent-teacher conference, it is important for teachers to complete each of the following EXCEPT:
a. share the details of the conference with the special education teacher
b. write a note to the parents confirming the decisions you made
c. schedule a meeting with your principal
d. document the key points of the meeting in writing for future reference
Q:
How can a general education classroom teacher facilitate the inclusion of a student who is deaf or hearing impaired? How can a classroom teacher help increase the positive interactions between the students with and without disabilities across all school settings?
Q:
List two examples of "learning tools' included in your textbook for students who are deaf or hard of hearing.
Q:
Students who are hard of hearing often lack social maturity. Provide one reason why this lack of social maturity occurs.
Q:
The term for an individual's use of ways other than speech to send a message to another individual that may substitute for speech or be an addition to speech is _____.
a. assistive technology
b. nonaided communication
c. augmentative and alternative communication
d. aided communication
Q:
Explain when the term "multiple disabilities' may be used to describe a student's disability category.
Q:
Define the terms prelingual and postlingual. Discuss how a hearing loss during each of these stages affects speech and language development and reading and writing skills.
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:
Use of peer note takers is a recommended accommodation for students with TBI.
Q:
Name the three connected sections of the ear.
Q:
During an initial parent-teacher conference, the teacher should focus on the goal of ____.
a. establishing a two way exchange of information with the parent
b. telling the parent all you know about their child
c. gaining information about the child's home life
d. determining expected outcomes in the IEP
Q:
Mrs. Greentree suspects one of her students may be experiencing vision loss. List three signs of possible vision loss Mrs. Greentree may want to report to the school nurse.
Q:
Name the philosophy that persons who are deaf or hard of hearing should not be viewed as deficient or pathological but rather as members of their own culture with its own language, traditions, and values.
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:
Students with traumatic brain injury typically demonstrate consistent needs over an extended period of time.
Q:
Verbal praise is an example of ____.
a. an activity reinforcer
b. a tangible reinforcer
c. a social reinforcer
d. a primary reinforcer
Q:
What device can persons with a severe hearing impairment use to communicate by telephone?
Q:
Students with visual impairments often struggle academically because they have ____.
a. a lower cognitive ability than typical learners
b. fewer opportunities to acquire information
c. to focus on orienting to the physical environment
d. difficulty interacting appropriately with others
Q:
Accommodations for students with "other health impairments' often focus on helping them make up missed work.
Q:
What has a tiny array of electrodes that is surgically implanted in the inner ear (cochlea) and is attached to a receiver-stimulator implanted just behind the ear at the base of the skull?
Q:
Assistive listening devices may be worn separately by a student or in conjunction with the student's personal hearing aid. An amplification system is easy to use and is often more effective than a hearing aid in managing the acoustical problems inherent in most classrooms. What is an example of an amplification system?
Q:
Epilepsy is often diagnosed immediately after an individual's first seizure.
Q:
Teachers can foster a more positive parental reaction to information regarding their child's disability by ____.
a. telling them only best-case scenarios
b. sparing them details of insignificant behavioral incidents
c. being sensitive to various emotions the parent may experience
d. being honest and succinct when informing them
Q:
What are examples of alerting devices that can be used to help meet the needs of persons with hearing impairments?
Q:
____ is a type of graphic organizer or visual representation that reflects the structure of the content, such as stories, hierarchies (top-down and bottom-up), feature analysis, diagrams, compare/contrast, and timelines.
a. Concept map
b. Study guides
c. Concept diagram
d. Visual guides
Q:
Orthopedic impairments include any damage to the brain caused by an external force.
Q:
Two pieces of equipment should be kept in the classroom to check the student's hearing aids. What are these?
Q:
Accommodations made for students with orthopedic impairments are dependent upon the nature and severity of the impairments.
Q:
Which of the following is a true statement regarding reinforcement?
a. Negative reinforcement should be tried before positive reinforcement because negative reinforcement tends to be more effective and have longer-lasting results.
b. Some professionals object to using positive reinforcement with students because they fear it teaches students that they are entitled to a payoff for appropriate behavior.
c. Any increase in behavior to avoid a response is referred to as a positive reinforcement.
d. Reinforcement increases positive behaviors and decreases negative behaviors.
Q:
When working collaboratively with parents, teachers should try all of these except ____.
a. engage in shared problem solving
b. establish regular, consistent interactions
c. participate in home visits to resolve conflicts
d. involve parents in monitoring their child's learning
Q:
What is the name of the device that is individually prescribed based on an audiologist's determination of the degree and nature of the hearing impairment, along with age, additional disabilities or physical limitations, the individual's speech and language skills, cost considerations, and the environment in which the device will be used?
Q:
Most students with hearing loss are deaf.
Q:
Each of the following is true of students with visual impairments EXCEPT:
a. they have fewer opportunities to acquire information usually learned visually
b. they vary in their social and emotional
c. most have some useful vision
d. they typically have lower cognitive ability than other students
Q:
For children who use hearing aids, it is important for the teacher to assist the student in checking the aids on a regular basis to ensure functioning. How frequently should hearing aids be checked?
Q:
American Sign Language is basically Standard English grammar and structures converted to a set of signs.
Q:
An increase in behavior to avoid a response is the result of ____.
a. removal punishment
b. satisfaction
c. positive reinforcement
d. negative reinforcement
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:
Students with visual impairments may need additional time to complete in-class or homework assignments.
Q:
Proponents of Deaf culture view spoken English as an optional second language and American Sign Language (ASL) as the language of choice. What is the term for a person with a hearing loss that the proponents of Deaf culture do not use and that they find offensive?
Q:
Which of the following is not an emotion parents typically feel when they learn of their child's disability?
a. grief
b. anger
c. ambivalence
d. optimism
Q:
Students who cannot use language to communicate may use various forms of augmentative communication.
Q:
Communication-rich environments are an essential element in the education of children who are deaf and hard of hearing.
A) True
B) False
Q:
In social interactions, teachers can assist students who are deaf-blind by ____.
a. prompting typical learners to avoid the student with special needs
b. interpreting the deaf-blind students behaviors to other students in the classroom
c. having them interact only with peers who also have sensory impairments
d. prompting the deaf-blind student to minimize interaction with typical learners
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:
Today, the majority of students with hearing impairments attend public schools.
A) True
B) False
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:
Edward Gallaudet strongly supported Alexander Graham Bell's positions on the oral approaches for the instruction of children with hearing impairments.
A) True
B) False
Q:
The primary strategy for increasing appropriate behavior is ____.
a. hurdle help
b. removal punishment
c. reinforcement
d. catch "em being good
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:
Prelingually deaf children generally develop better speech, language, reading, and writing skills than postlingually deaf youngsters.
A) True
B) False
Q:
Many students with autism spectrum disorder typically have no difficulty with oral communications.
Q:
A general term for outlines, abstracts or questions that emphasize important information in the textbook is ____.
a. study guide
b. preskills organizer
c. anticipation guide
d. advance organizer
Q:
Signed English is an even closer match to ASL but with the advantage of English word order.
A) True
B) False
Q:
In understanding a parent's perspective on their child's disabilities, a teacher's experience can prepare him/her ____.
a. to understand exactly how parents feel
b. in no way to understand how parents feel
c. to communicate their own beliefs
d. to listen to the parent's discussion of the child's strengths
Q:
The most critical accommodations for students with autism spectrum disorder typically involve creating a structured, predictable learning environment.
Q:
Students with the dual sensory impairment of deaf-blindness typically ____.
a. are totally blind or deaf
b. always have average or above average intelligence
c. are only educated in special schools
d. need help making sense of events others take for granted
Q:
Audiologists are the primary specialists in evaluating hearing loss and determining the extent to which that loss constitutes an impairment and disability.
A) True
B) False
Q:
A characteristic of students with autism spectrum disorder is a narrow range of interests.
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:
Individuals with a mild hearing loss may encounter difficulty hearing in a noisy classroom setting.
A) True
B) False
Q:
Odors in the classroom can trigger stress for a student with autism spectrum disorder.
Q:
Periodic observations of a student, recording the observations at two minute intervals during a twenty minute time period is called ____.
a. duration recording
b. time sampling
c. event recording
d. anecdotal recording
Q:
To view a situation from another person's perspective is ____.
a. family-centered practice
b. collaboration
c. frame of reference
d. parity