Accounting
Anthropology
Archaeology
Art History
Banking
Biology & Life Science
Business
Business Communication
Business Development
Business Ethics
Business Law
Chemistry
Communication
Computer Science
Counseling
Criminal Law
Curriculum & Instruction
Design
Earth Science
Economic
Education
Engineering
Finance
History & Theory
Humanities
Human Resource
International Business
Investments & Securities
Journalism
Law
Management
Marketing
Medicine
Medicine & Health Science
Nursing
Philosophy
Physic
Psychology
Real Estate
Science
Social Science
Sociology
Special Education
Speech
Visual Arts
Special Education
Q:
Name three activities you would recommend for parents of a child up to 1 year of age to stimulate their child's language development.
Q:
Etiologies of speech or language impairments can be classified in two broad categories. Name the categories and provide a brief definition of each.
Q:
Briefly define a voice disorder and give two characteristics that may occur in persons with voice disorders.
Q:
Using scaffolding as an instructional approach always requires the teacher to help bridge the gap between the student's current level and the behavioral goal.
Q:
Jessica, a student with a mild intellectual disability, will be preparing a "portfolio." Discuss the advantages for the teacher and the student of "portfolio assessment." Include in your discussion an explanation of how the teacher can address the key component of self-evaluation.
Q:
What is communication?
Q:
In inquiry learning students take the initiative in making discoveries and thus are actively engaged in personal learning.
Q:
Tawana is a high school student who is gifted and talented. She possesses an advanced level of language development and is an excellent problem solver. Tawana's teacher wants to make sure she is given plenty of opportunities to learn, discover, and feel accomplished. What are the four interventions or strategies most often used as interventions for students who are gifted and talented? Include in your discussion some interesting ways Tawana's teacher can put these intervention strategies to work for her.
Q:
The sooner early intervention begins for a youngster with communication disorders, the more promising the outcomes.
A) True
B) False
Q:
Direct instruction should be adapted based on student needs.
Q:
Explain how using "sponges' increases academic learning time, and include four examples to illustrate your response.
Q:
Teachers who are willing to engage in collaborative efforts must first be willing to ____.
a. reflect on their personal belief system
b. engage their students in collaborative groups
c. demand that their colleagues work in teams
d. compromise about education practices
Q:
Children learn the rules of language by listening and imitating what they hear.
A) True
B) False
Q:
Computer-based tutorials facilitate learning by providing students adequate opportunities to review.
Q:
Cleft lip or cleft palate is a congenital abnormality that occurs so frequently that it is one of the most common birth defects in the United States.
A) True
B) False
Q:
Explain the purpose of "performance-based assessment" and explain why this type of testing is helpful to a special needs student. Include in your discussion one example of an "authentic learning task."
Q:
The use of manipulatives can help students make connections between abstractions often presented in school and the real-life products/situations those abstractions represent.
Q:
The quality of writing in a textbook should be considered during the selection process, for it can support or hinder student comprehension.
Q:
Victor, a fifth-grade student, has been diagnosed with ADHD. Medication is one treatment alternative being discussed with his family. You know that despite the apparent effectiveness of medication for most students with ADHD, this is a controversial issue. Why is the prescription of medication for students with ADHD controversial?
Q:
During a recent faculty meeting, Mrs. Foster stated she is interested in using scaffolding in her classroom. After the meeting, she has asked you for suggestions, including examples, of how this approach would help a student with special needs. Explain the steps of scaffolding and the examples you would discuss with Mrs. Foster.
Q:
The U.S. Department of Education (2013) reports that over 342,000 preschoolers with disabilities exhibit speech and language impairments.
A) True
B) False
Q:
Well-designed basal textbooks require fewer accommodations for students with special needs.
Q:
General education teachers who engage in collaborative efforts realize that such efforts ____.
a. require the same amount and level of work from everyone in the collaborative team
b. are easy to accomplish and stimulating to all the members of the collaborative team
c. foster a sense of shared decision making, trust and respect among participants
d. are significantly less time consuming since all team members are sharing and participating
Q:
The terms speech, language, and communication are so closely related that they are interchangeable.
A) True
B) False
Q:
Although difficult to achieve, one-on-one instruction is typically the most effective grouping arrangement.
Q:
One of the most important tools in the assessment process for speech and language impairments is the case history.
A) True
B) False
Q:
For whom are "differentiated report cards' appropriate? Give one example of a practical way to differentiate.
Q:
The advantage of whole-class instruction is to decrease social interaction between students with and without disabilities.
Q:
Childhood aphasia is an example of a congenital impairment.
A) True
B) False
Q:
Gregor is in the third grade and has just been diagnosed with Attention Deficit Hyperactivity Disorder "Predominantly Hyperactive-Impulsive Type. What are some of the behaviors you might expect of Gregor in this classroom? What are 2 academic and 2 behavior interventions you could make to help Gregor succeed?
Q:
When student behavior is carefully monitored, students usually choose to follow the rules consistently.
Q:
You have been asked to serve as the chair of the committee in charge of selecting learning materials for the school. As the chair, you are responsible for establishing the guidelines to evaluate the old and possible new textbooks. Identify the guidelines you would suggest and explain how these guidelines will help the committee select more effective materials.
Q:
Effective classroom rules are brief and very general in content.
Q:
Slightly less than 20% of students receiving special education services are receiving services for speech and language impairments.
A) True
B) False
Q:
Carefully constructed classroom routines that are clear and consistent will reduce nonacademic time and increase learning time.
Q:
Stuttering and cluttering are examples of language disorders.
A) True
B) False
Q:
The physical organization of a classroom can contribute to establishing a positive and effective instructional environment.
Q:
Collaboration is based on a belief that values all of the following except ____.
a. shared decision making
b. trust
c. power
d. respect
Q:
Speech is the oral modality for language.
A) True
B) False
Q:
The effectiveness of an intervention or accommodation could be determined by tracking through portfolio assessments or parent ratings.
Q:
The ways in which tests are administered to students with disabilities can have an effect on the accuracy of the results. Describe three different accommodations in test administration. Include in your discussion which learning difficulty is being addressed by each accommodation selected.
Q:
Speech and language impairments represent a high-incidence disability. According to the text, this means that most children receiving a special education have a speech or language impairment.
A) True
B) False
Q:
In the INCLUDE strategy, teachers should make accommodations when a mismatch is identified between instructional demands and the student's learning needs.
Q:
Students with some disabilities or special needs may not qualify for special education services, but may receive accommodations under Section 504. Why is this possible? Discuss three types of students who might receive accommodations under Section 504.
Q:
The "D" step of INCLUDE involves determining the student's academic, social-emotional and physical development.
Q:
When identifying a student's academic strengths and needs, it is important to look only at basic skills and learning strategies.
Q:
Robin is a shy fourth grader who consistently performs below the rest of the class in basic math skills. Explain the different grouping options you would consider for Robin. Include in your discussion the option you believe will be the most beneficial for Robin.
Q:
Effective use of language is imperative for children to be able to read, write, and understand perceptions of those around them.
A) True
B) False
Q:
Which of the following is not a defining characteristic of collaboration?
a. Each person shares resources.
b. Each person must be able to work with others immediately.
c. Each person must believe all contributions are equally valued.
d. Each person participates in shared goals.
Q:
Severe communication and language disabilities are most likely to occur secondary to pervasive cognitive, neurological, or physical disabilities.
A) True
B) False
Q:
When Darwin answers questions orally in class, he does fine. However, he is having difficulty writing down his answers for essay tests. What are the suggestions found in the "ANSWER" strategy that would help Darwin with taking essay tests?
Q:
Speech and language development begins in the womb.
A) True
B) False
Q:
Differentiated instruction is an approach that only addresses the needs of students with disabilities.
Q:
"Universal design" minimizes the need for labor-intensive accommodations.
Q:
The idea behind "differentiated instruction" is that a specific teaching strategy applies to each category of disability.
Q:
Intervention for young children with speech and language impairments should begin when a child enters kindergarten.
A) True
B) False
Q:
Students who live in homes in which alcohol and drugs are abused often display several characteristics in school. List three characteristics.
Q:
A speech-language pathologist's use of formal assessment measures is the primary means for identifying students with speech and language impairments.
A) True
B) False
Q:
You are a third-grade teacher and you have just received your first teaching evaluation. Your building principal has stated you need to improve your management of transition time and increase academic learning time. Explain the strategies identified in your textbook you could use to become more effective in these areas.
Q:
The primary purpose of student evaluation is to ____.
a. determine the level of student mastery
b. assign letter grades for report cards
c. provide a standard for comparing students
d. establish the effectiveness of instruction
Q:
Sign language is an alternative or augmentative communication.
A) True
B) False
Q:
The principal has asked two teachers to work in collaboration to develop grade level curriculum. Both teachers have been teaching fifth grade across the hall from one another for several years, but they have very different curricular ideas. The principal has required all grade level teams to work together on this. What key element of collaboration is the principal forgetting?
a. It includes shared responsibility.
b. It is emergent.
c. It is voluntary.
d. It is based on parity.
Q:
Immediate feedback on practice items is important, so students ____.
a. will maintain their motivation
b. can make meaningful corrections of their work
c. will have important conceptual understanding
d. can feel successful and competent
Q:
What are four accommodations you can make for students with disabilities before a test to help them perform more successfully?
Q:
Prelinguistic skills in young children develop differently based on the child's culture.
A) True
B) False
Q:
In order for independent student practice to be more effective in promoting student growth and achievement, most students need to complete practice items at an accuracy rate of ____.
a. 90%
b. 80%
c. 70%
d. 50%
Q:
When assigned independent student practice, students are more likely to be successful if they ____.
a. are first learning a new skill
b. have a little practice on several skills
c. achieve increasing levels of success
d. have a desire to learn what they are practicing
Q:
Which of the following represents the order in which scaffolding must occur in order to promote higher-order cognitive strategies?
a. provide varying contexts for practice, regulate difficulty during guided practice, present new strategies, provide independent practice and provide feedback
b. regulate difficulty during guided practice, increase student responsibility, provide varying contexts for practice, present new strategies, provide independent practice and provide feedback
c. present new strategies, regulate difficulty during guided practice, provide varying contexts for practice, provide feedback, increase student responsibility and provide independent practice
d. provide independent practice, present new strategies, provide varying contexts for practice regulate difficulty during guided practice, increase student responsibility and provide feedback
Q:
IDEA 2004 mandates that professionals must seek information from the parents and include it in the assessment process.
A) True
B) False
Q:
What are two examples of how you could enhance oral language and reading comprehension of English-language learners?
Q:
Which of the following is a way that scaffolding can increase the effectiveness of non-direct instructional methods for students with special needs?
a. It provides students with little guided practice to reinforce key skills and concepts.
b. Continuous corrective feedback throughout the process increases success while diminishing the establishment of erroneous patterns.
c. It provides practice within a narrow context, facilitates the process of transference of concepts and skills, and increases independence.
d. Student independence is fostered through the maintenance of scaffolding throughout cognitive skill development.
Q:
Four key elements impact the effectiveness of instructional environments. Identify each of the four elements, describe at least two components of each element, and provide an explanation of how they work to impact instruction.
Q:
Speech has an expressive and receptive component.
A) True
B) False
Q:
Collaboration is best defined as a group of people ____.
a. working in a team that feel their contributions are valued
b. discussing a common issue or concern
c. working together in a collegial manner
d. completing assigned tasks in a shared environment
Q:
Children with central auditory processing disorder have difficulty paying attention to a speaker when there is background noise in the room but usually have normal hearing.
A) True
B) False
Q:
Most young children who do not speak fluently will develop stuttering as they mature.
A) True
B) False
Q:
When using scaffolding with students with special needs, teachers should remember to ____.
a. allow students significant freedom to explore topics and content of interest
b. verify that the students have sufficient background knowledge and ability to learn the cognitive skill
c. move the student through a series of progressive more difficult cognitive skills as quickly as possible
d. start the learning task a couple of steps beyond the students' current abilities to challenge them
Q:
Speech is the most complex mode for expression of language.
A) True
B) False
Q:
Why are portfolio assessments useful with students?
Q:
Inquiry learning is an instructional method that places the learner in the role of ____.
a. initiator
b. teacher
c. facilitator
d. receiver