Q&A Hero

Special Education

Q: A key requirement of IDEA is that students with disabilities have maximum access to the general education curriculum. Explain how this requirement differs from the past.
Q: What percentage of students with learning disabilities receive services because of difficulties in mathematics? A) 15% B) 25% C) 50% D) 75%
Q: Understanding the rules that govern the correspondence between specific sounds and certain letters that make up words is associated with A) Phonemic awareness B) Phonological awareness C) Dyscalculia D) Dyslexia
Q: Which students are often described as "falling between the cracks" of the educational system because although they need assistance, they are not eligible for special education.
Q: Self-monitoring can be applied to any learning strategy.
Q: Which learning disability is associated with a severe difficulty in recognizing and comprehending written words? A) Phonemic awareness B) Phonological awareness C) Dyscalculia D) Dyslexia
Q: Juan was identified with a learning disability at age 10. When interviewing his mother, she disclosed that his father and other relatives had significant difficulties in reading and spelling. The etiology of the learning disability would most likely be attributed to what category? A) Acquired trauma B) Genetic/hereditary influences C) Biochemical abnormalities D) Environmental possibilities
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: When Susan was 4 years old, she fell and suffered a serious head injury. Through a thorough assessment process, Susan was identified with a learning disability at age 11. The etiology of the learning disability would most likely be attributed to what category? A) Acquired trauma B) Genetic/hereditary influences C) Biochemical abnormalities D) Environmental possibilities
Q: What are the qualities of effective universal screening measures?
Q: List the three key elements associated with the theme of high expectations and accountability in education.
Q: What is the percentage of the school-aged population receiving special education who are classified as having a learning disability? A) 3.5% B) 4% C) 2.5% D) 2%
Q: Which phase focused on the study of brain functions and impact on cognitive impairments? A) Foundation phase B) Transition phase C) Integration phase D) Current phase
Q: In most instances, how large of a discrepancy is required for a student to be identified with a learning disability? A) 6 months B) 1 year C) 2 years D) 3 years
Q: After careful instruction, students often have difficulty remembering the purpose of certain strategies or do not understand when to use them.
Q: Describe the differences between full inclusion and the implementation of the continuum of services.
Q: One accommodation for students with learning and behavior disabilities is to bypass students' needs by allowing them to employ compensatory learning strategies.
Q: Explain the relationship between "universal screening" and the RtI process.
Q: Explain the general term "at risk" and give one example.
Q: Identify and discuss several characteristics that help adults with learning disabilities achieve success.
Q: Discuss some of the challenges adolescents with learning disabilities encounter on a daily basis.
Q: Discuss why identifying preschool students as having learning disabilities is controversial.
Q: In self-instruction, students are taught to talk themselves through a task.
Q: Because of repeated lack of success, students with learning and behavior disabilities may accept negative attention rather than no attention from peers.
Q: Explain the concept of authentic assessment. How might it provide a more accurate assessment than a standardized assessment?
Q: Explain the possible outcomes of "instructional evaluation" for a student with special needs.
Q: Explain "high-incidence disabilities' and give one example.
Q: Explain how the absence of metacognitive skills negatively affects students with learning disabilities.
Q: There are multiple placement options for students with disabilities. Determine what the most appropriate placement option is for students with learning disabilities and provide supporting rationale.
Q: Discuss how the discrepancy model and response to intervention (RTI) model identify students with a learning disability. Select the one that you feel is most appropriate and provide supporting rationale.
Q: The "key word strategy" for solving math story problems is generally ineffective.
Q: There are four basic categories for explaining the etiology of learning disabilities. Select two of the categories, describe how the category has been linked to the disability, and provide specific examples within each category.
Q: Poor self-image can lead to learned helplessness.
Q: Explain "curriculum placement."
Q: Select a minimum of three theorists from the transition phase and discuss their contributions to the field of learning disabilities.
Q: Review the development of the definition of learning disabilities. Select a definition that is most accurate and provide your rationale for the definition you select.
Q: Discuss two advantages of using the IDEA category "developmental delays."
Q: If students with special needs are to become good problem solvers, they must be taught how to problem solve directly.
Q: Provide five principles for effective cognitive education programming.
Q: Social cues are signals given by individuals to communicate messages.
Q: What are three potential advantages of RTI?
Q: Explain why "screening" would be utilized in special education.
Q: What are the three levels of intervention in the RTI model?
Q: Describe the impact failing to meet the "AYP" can have on schools.
Q: What are three of the requirements in IDEA for the assessment of students with learning disabilities?
Q: A problem with the Reading Pen is that it may misread text, making rescanning necessary.
Q: List four skills that affect an individual's reading comprehension.
Q: Students with learning and behavior disabilities are frequently rated as troubled by teachers but are usually well-liked and admired by peers.
Q: Explain one possible outcome of a "program evaluation."
Q: Describe five learning and behavioral characteristics of individuals with learning disabilities.
Q: Explain one core principle of "RtI."
Q: List three perinatal causes that have been linked to the occurrence of a learning disability.
Q: Discuss three reasons why the prevalence of learning disability has decreased.
Q: List four common components of the definitions of learning disability.
Q: "TAG" is a peer editing strategy.
Q: Individuals who demonstrate problems with social adjustments in school settings are frequently at risk for academic problems.
Q: Name three differences between the definition of learning disabilities proposed by Samuel Kirk and the definition incorporated in the Learning Disabilities Act of 1969.
Q: A Summary of Performance (SOP) is required federal regulation for each student who attends secondary school.
Q: Explain "program placement" as it relates to a student with special needs.
Q: Describe the criteria used when a student's behavior indicates an "alternative interim placement" must be implemented, including length of time and required educational services.
Q: Children who are learning disabled usually keep pace with their peers academically.
Q: The "TASSEL" strategy was developed primarily for use by students who have trouble with reading comprehension.
Q: Newell Kephart advocated movement and physical exercises as a means of remediating learning problems.
Q: Students with learning and behavior disabilities struggle with organizing and interpreting information presented during instruction but excel at independent learning.
Q: IDEA 2004 removed the discrepancy provision for identifying students with learning disabilities from federal legislation.
Q: Explain "diagnosis' as it relates to student placement.
Q: Students with learning disabilities have the highest dropout rate of all students with disabilities.
Q: A learning disability typically interferes with living independently, obtaining and maintaining employment, maintaining social relationships, and experiencing satisfaction with life in general.
Q: Describe what is meant by "transition services' and provide the required age when this information must appear in the IEP.
Q: For many years, educators correctly assumed that children with learning disabilities would simply "outgrow" them.
Q: The most important aspect of reciprocal teaching is the teacher releasing control to the students.
Q: Some students with learning and behavior disabilities struggle with solving word problems because of difficulties with mathematical reasoning.
Q: About 9 of every 10 individuals with learning disabilities spend some, most, or all of their school day in a regular classroom.
Q: All children with learning disabilities display characteristics of ADHD.
Q: A student with a disability is expected to meet the same broad standards as your other students, but may meet them in more basic ways.
Q: Well over half of all students identified as learning disabled exhibit problems with reading.
Q: Describe Section 504 of the Rehabilitation Act and how it applies to school students.
Q: You can build independence by encouraging students to take responsibility for their successes and failures.
Q: Individualization is the key to meeting the instructional needs of pupils who have learning disabilities.
Q: The field of learning disabilities is a multidisciplinary field.
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