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Special Education
Q:
Explain the meaning of "highly qualified teacher" according to NCLB.
Q:
The idea that a variety of teaching and learning strategies are necessary to meet the range of needs evident in any given classroom is_____.
a. universal design
b. the INCLUDE approach
c. differentiated instruction
d. reasonable accommodations
Q:
The prefrontal and frontal lobes of the brain are responsible for _________________.
A) Motor behavior
B) Emotional regulation
C) Executive functions
D) Temperature regulation
Q:
Section 504 ensures equal opportunities for all adults with disabilities.
Q:
___________________ was an early term used to describe distractible and impulsive students and faded because it undermined the difficulties these students experienced.
A) Strauss syndrome
B) Minimal brain injury
C) Hyperactive child
D) Attention impaired
Q:
Mild intellectual disability is a high incidence disability.
Q:
Paraprofessionals ____.
a. are required to be licensed teachers
b. generally complete their work without guidance from other staff members
c. are solely responsible for student instruction
d. often assist in the delivery of special services for many students
Q:
What is the purpose of the "POWER" strategy?
Q:
Assistive technology is categorized according to its cost.
Q:
The key to whether a student's depression or aggression meets the requirements for special education services as an emotional disturbance is if the behavior is pervasive and long-term.
Q:
ADHD has a high level of ____________________ with other problems such as learning disabilities and emotional disorders.
A) Comorbidity
B) Disconnect
C) Similarity
D) Discrepancy
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:
Federal legislation clearly distinguishes mild, moderate and severe intellectual disability.
Q:
All of the following are potential characteristics of adults who have ADHD except
A) Chronic fatigue
B) Feelings of restlessness
C) Relationship difficulties
D) Anger management difficulties
Q:
Psychostimulants prove ineffective in approximately how many instances?A) 10%-15% of the timeB) 5%-10% of the timeC) 30%-40% of the timeD) 25%-30% of the time
Q:
Which of the following provides the best example of a "reasonable" accommodation?
a. The teacher develops a separate test with different items for a student with a learning disability.
b. The teacher writes an outline of the new science lesson, including key terminology, on the board to help a hearing impaired student.
c. The teacher spends at least half an hour each morning working one-on-one with a student with autism.
d. The teacher produces audiotapes of all the trade books used in his classroom for a student who is visually impaired.
Q:
The role of the school nurse in educating a student with disabilities is often to ____.
a. interview and visit parents to create a family history
b. provide direct training in large muscle movement
c. assist in interpreting information from physicians and other medical personnel
d. arrange group sessions with students to share specific needs
Q:
The terms slow learner and learning disability describe the same group of characteristics.
Q:
The "SLANT" strategy includes five steps for increasing student involvement in class lectures. Explain the "T" step of this strategy.
Q:
Psychostimulants operate by increasing the production of what naturally occurring hormone?
A) Norepinephrine
B) Pseudoephedrine
C) Dopamine
D) Estrogen
Q:
Students with learning disabilities have average to above-average intelligence even though they demonstrate difficulty with language related tasks.
Q:
The challenges of inclusive practices often relate to instruction.
Q:
Inclusiveness is based solely upon the location of the student's education.
Q:
What is "learned helplessness'?
Q:
"Looking at one's own behavior, given a predetermined criterion" best describes which strategy?
A) Self-observation
B) Self-assessment
C) Self-recording
D) Self-determination of reinforcement
Q:
RtI schools subscribe to a tiered approach for educating all students. Mrs. Edgar teaches 3rd grade. She has determined a student should move from Tier 1 to Tier 2 in the RtI process. The child's parent has asked Mrs. Edgar to provide a rationale for this decision. Discuss the information Mrs. Edgar would most likely share with the child's parents.
Q:
All of the following are developmental features that distinguish ADHD from typical patterns of behavior in young children except
A) Inability to learn in a traditional classroom environment
B) Chronic over time
C) Generally pervasive across situations
D) Deviant from age-based standards
Q:
The complexities of inclusive practices often arise due to the confusion about the meaning of the term inclusion.
Q:
All of the following are examples of executive functions of the brain except
A) Working memory
B) Arousal levels
C) Inner speech
D) Motor coordination
Q:
The specialist who focuses on developing a student's fine motor skills is the ____.
a. physical therapist
b. occupational therapist
c. adaptive physical educator
d. mobility specialist
Q:
P.L. 94-142 established the standard of using person-first language.
Q:
Since IDEA does not recognize ADHD as one of the 13 categories of disabilities, under which category would a child who is diagnosed with ADHD most likely receive services?
A) Developmental delay
B) Intellectual disability
C) Other health impairments
D) Specific learning disabilities
Q:
Because IDEA does not define ADHD, from what source does the text cite as the working definition of ADHD?
A) New England Journal of Medicine
B) American Association on Intellectual and Developmental Disabilities
C) American Psychiatric Association
D) Johns Hopkins University
Q:
Doe v. Withers extended special education law to children from birth to 5 years of age.
Q:
The term comorbidity is used to describe
A) An overlap of multiple conditions
B) A condition for which there is no cure
C) Something that is easy to diagnose and treat
D) A rare blood disease
Q:
Although the court decision in Brown v. Board of Education referred primarily to racial segregation, it has been used to extend equal educational opportunities to students with disabilities.
Q:
What is the purpose of the Wizcom Readingpen?
Q:
The term inclusion does not appear in federal laws governing special education.
Q:
Give two examples of popular therapies or treatments for learning and behavior problems that are not supported by research evidence.
Q:
Inclusive education encourages a variety of instructional grouping arrangements. Explain the purpose and advantages of CBA probes. How is the information used to group students?
Q:
Self-monitoring behavior in students with ADHD
A) Is not effective in elementary-aged students
B) Does not work because students cheat
C) Is effective in improving academic and behavioral problems
D) Is extremely time-consuming to teach
Q:
In regards to individuals with ADHD, postsecondary institutions
A) Are not required to make accommodations for students because they do not fall under IDEA
B) Are required to offer services if made aware that a student has been identified with the disorder
C) Are required to seek out students who may be affected by the disorder and offer them services
D) Can refuse services to a previously identified student if the institution's evaluation team does not agree with the identification
Q:
By the end of the 1960s, special education authorities generally agreed that segregated special education classes were not the most appropriate educational settings for many students with disabilities.
Q:
What may be the danger(s) of using medication to treat ADHD?
A) Negative side effects associated with the medication
B) Risks involved in managing medication within the school
C) The reliance on medication may result in less accountability of the student and professionals for certain behaviors
D) All of the above
Q:
At the turn of the 20th century, even students with mild disabilities were typically educated outside of public schools.
Q:
The role of the social worker in supporting the educational needs and services of students with disabilities is to ____.
a. assess students social and emotional functioning
b. determine cognitive, academic and behavioral functioning
c. offer knowledge about the entire school community
d. act as a liaison between the school and the family
Q:
Explain the student's role in "reciprocal teaching."
Q:
Malik, a student diagnosed with multiple disabilities, is placed with Mrs. Harmon's class during art, physical education and recess. This is an example of mainstreaming.
Q:
Which is not a side effect typically associated with psychostimulant medication?
A) Headaches
B) Depression
C) Hallucinations
D) Insomnia
Q:
Medication for students with ADHD
A) Is often enough to control the students' behavior and increase achievement
B) Should always be used in addition to educational and behavioral interventions
C) Is ineffective the majority of the time
D) Will stunt growth
Q:
List two examples found in your textbook of "academic survival skills."
Q:
Proponents of inclusive practices believe that the setting should dictate the type and intensity of special education services.
Q:
Your textbook provides ten recommendations for providing a fair assessment of diverse students. List 5 strategies you could incorporate into your classroom practices that will assist you in interpreting the performance of diverse students more accurately.
Q:
For many students, the least restrictive environment is full-time or nearly full-time participation in a general education classroom.
Q:
The specialist most likely to help a student with special needs develop vocabulary, pronounce words or combine words into sentences is the ____.
a. speech/language therapist
b. occupational therapist
c. sign language interpreter
d. one-to-one assistant
Q:
Special education does not include instruction in a general education classroom.
Q:
You are concerned that one of your students may be exhibiting symptoms of ADHD. What is one of the first approaches you may take to assist the student before referring him or her for services?
A) Place the student in the least distracting location in the class
B) Adapt work assignments so the student has less to do
C) Allow the student to use additional learning aids
D) Recommend that the parents consider medication for their child
Q:
The most important thing to remember about home-school collaboration is
A) The method in which the communication occurs
B) That communication is taking place with the head of the family
C) The student is aware that communication is taking place
D) That meaningful communication is taking place between school and the family
Q:
In which situation would the student between the ages of 3"9 be eligible for special education, assuming no other circumstances or disabilities exist?
a. English is not the student's primary language.
b. The student lives in extreme poverty.
c. The student is identified by a teacher as a slow learner.
d. The student exhibits significant developmental delays.
Q:
Explain the "RUDPC" strategy. Include in your explanation when this strategy is recommended.
Q:
Explain what is meant by "students with behavioral disabilities are passive learners."
Q:
Classwide interventions for students with ADHD are
A) Only effective if all students in the classroom suffer from the disorder
B) A way to help students with ADHD without singling out one individual
C) Not commonly used
D) Often counterproductive for the students who do not have ADHD within the classroom
Q:
Which of the following is not a characteristic of ADHD?
a. inability to attend to the assigned task
b. aggressive behavior
c. excessive motor activity
d. impulsivity
Q:
As a teacher, you will be expected to implement accommodations for students with special needs. Describe two categories of accommodations, and provide two examples of each category.
Q:
When working with a student with ADHD, encouragement and reassurance by the teacher can serve to
A) Motivate the student to attend to the task at hand
B) Increase the student's self-esteem
C) Open lines of communication
D) All of the above
Q:
The cross-categorical approach means ____.
a. more attention is paid to a student's learning needs than to specific labels of the disability
b. a teacher has unique, specialized teaching techniques for each category of disability and does not stray from those methods
c. a student with autism could not benefit from the same techniques used to teach a student with a traumatic brain injury
d. students will have multiple individualized programs
Q:
Which of the following is a high-incidence disability?
a. moderate intellectual disabilities
b. orthopedic impairments
c. developmental delays
d. emotional disturbances
Q:
What is a good recommendation for a teacher who is working with a student with ADHD struggling with written expression?
A) Provide the student with more written assignments to allow the student to practice
B) Allow the student to use a word processor, typewriter, and so on
C) Have peers critique the student's written work
D) None of the above
Q:
This category is used only when a student's disabilities are so serious and interrelated that none can be identified as a primary disability.
a. developmental disabilities
b. orthopedic impairments
c. traumatic brain injury
d. multiple disabilities
Q:
What is a good recommendation for a teacher who is working with a student with ADHD struggling with oral expression?
A) Substitute a display for an oral report
B) Call on the student randomly to speak aloud so he or she grows accustomed to it
C) Correct the student when his or her oral expression is inaccurate
D) Provide strict guidelines of what the student should discuss
Q:
The special education teacher that typically helps students prepare for employment or postsecondary education is the ____.
a. support facilitator
b. counselor
c. resource teacher
d. transition specialist
Q:
Because of the unique learning, especially in the domain of communication, these students are likely to receive special education services beginning at birth.
a. speech or language impairment
b. autism
c. deaf-blindness
d. intellectual disability
Q:
Some professionals are concerned with the identification of ADHD in culturally diverse students because
A) African American individuals have a higher rate of the disorder.
B) The rating scales used to identify the disorder may reflect bias toward or against certain cultural groups.
C) The assessment methods used are accurate only for European American individuals.
D) The common treatment approaches are effective only for European American individuals.
Q:
What is the key technology used in the "SLiCK" strategy?
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 cultural differences.
Q:
Which of the following is not a common vocational outcome for adults with ADHD?
A) They are more likely to be fired.
B) They are often self-employed.
C) They will almost always be unable to maintain a detail-oriented job.
D) They change jobs frequently.
Q:
Which category protected under IDEA includes students with characteristics that may include short-term memory loss, developmental delays, vision loss and needs that may change over time?
a. autism
b. traumatic brain injury
c. orthopedic impairments
d. developmental disabilities
Q:
What is the term used to describe the situation in which an individual's behavior grows worse as psychostimulant medication wears off?
A) Rebound result
B) Rebound consequence
C) Rebound effect
D) Rebound period
Q:
Which of the following is not a disease or disorder protected under the other health impairments category?
a. severe asthma
b. sickle-cell anemia
c. cerebral palsy
d. severe ADHD
Q:
Explain "universal screening." Include in your explanation three suggestions for choosing a universal screening measure.