Q&A Hero

Special Education

Q: The federal interpretation of the definition of a learning disability includes an exclusionary clause.
Q: Students with learning and behavior disabilities can spell well when words follow linguistic rules or are phonetic, but struggle with irregular words.
Q: Children with learning disabilities almost always have subpar intelligence.
Q: An appropriate accommodation during a standardized test for a student with a disability could be to administer the test over several days.
Q: The transition plan developed for students with learning disabilities focuses on preparation for success in higher education.
Q: Explain "accommodations' and describe one example of how you would apply this concept to teaching a student with disabilities.
Q: It is important to remember to praise students no matter what the quality of their work in order to help enhance their self-image.
Q: Mnemonic strategies are a component of direct instruction.
Q: Criterion-referenced assessments measure a student's abilities against a predetermined mastery level.
Q: Reading comprehension difficulties in students with learning and behavior disabilities have little to do with poor decoding skills.
Q: The Elementary and Secondary Education Act of 2002 requires that at least 75% of students with disabilities take high-stakes tests.
Q: Explain the meaning of "highly qualified teacher" according to NCLB.
Q: There is a federal discrepancy formula for all states to use consistently for the identification of a learning disability.
Q: Students with learning disabilities tend to become passive or inactive learners.
Q: Pointing out the potential benefits of learning strategies does not generally motivate students to learn the strategies.
Q: IDEA allows school districts to use RtI for identification of students with learning and behavioral disabilities.
Q: Students with learning disabilities do not spontaneously use effective learning strategies at the same rate as typically developing peers.
Q: Explain the INCLUDE strategy developed by Friend and Bursuck. How might individuals with intellectual disability benefit from the implementation of this instructional method?
Q: Discuss, in detail, how a lack of social adeptness might affect a young adult with intellectual disability.
Q: Psychological tests can be used as the single measure to establish eligibility for special education services.
Q: Section 504 ensures equal opportunities for all adults with disabilities.
Q: Explain the concepts of normalization and deinstitutionalization as they relate to individuals with intellectual disability.
Q: Identify and describe each level of support used to determine the type and extent of needed supports for individuals with intellectual disability. Give an example of each.
Q: For students to perform learning strategies independently, they must first learn to perform the strategies accurately and fluently.
Q: Stressing listening skills is particularly important for students with expressive language problems.
Q: Discuss why the 1992 AAIDD definition of intellectual disability was viewed as controversial.
Q: Describe cooperative learning. Provide a definition of the term, appropriate uses of the strategy, and its benefits.
Q: Information collected from progress monitoring assessments is used to assign students to their instructional tiers.
Q: Mild intellectual disability is a high incidence disability.
Q: A student of yours is included in a general education classroom. Name and describe three strategies that you could use to increase the student's access to the general education curriculum and ensure that the student progresses adequately.
Q: Taking the time to teach students learning strategies will allow more content material to be covered because students will be able to learn more on their own.
Q: Define functional curriculum and provide a rationale for the use of this curriculum with persons with intellectual disabilities.
Q: Students with receptive language problems often have difficulty with problem solving because they may not understand questions or retain verbal information.
Q: There has been a downward shift in the number of school-age children classified with intellectual disabilities. List and explain at least three reasons why this downward shift has occurred.
Q: The use of intelligence testing to identify persons with intellectual disabilities is a controversial issue. Name and describe at least two reasons that there is concern over the use of IQ testing to assess intelligence.
Q: Universal Screening measures cannot be used for progress monitoring in the RtI process.
Q: Assistive technology is categorized according to its cost.
Q: Ms. Lee is interested in working with Josiah on self-determination skills. What kinds of skills might she teach him?
Q: Transition services for students should begin no later than what age?
Q: The general education teacher has most of the responsibility for directly teaching self-advocacy skills to students with special needs.
Q: Why do early intervention programs emphasize a family-centered approach to service delivery?
Q: Language can exist without speech.
Q: Research shows that not all Universal Screening measures are created equal.
Q: Mr. Jones is a general educator that has Mara, a student with intellectual disabilities, included in his classroom. Name a specific strategy he could use to help facilitate Mara's success in his classroom.
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: Explain what is meant by "Monitoring" in the CLOCS-RAM mnemonic of characteristics of good teaching.
Q: Many students, including those who are at-risk, lack basic independent learning skills.
Q: Explain what is meant by "Opportunities" in the CLOCS-RAM mnemonic of characteristics of good teaching.
Q: Speech difficulties focus primarily on tone.
Q: What is the instructional technique used when a teacher takes a student into the natural environment to teach skills in the real settings in which they will be used?
Q: Provide an example of a skill from a functional curriculum that may be taught to a student with intellectual disabilities.
Q: The IEP team will make the decision for program placement.
Q: Federal legislation clearly distinguishes mild, moderate and severe intellectual disability.
Q: Name two characteristics of persons with intellectual disabilities that affect learning.
Q: Lisa frequently makes careless errors on her math homework. In order to help herself, she has made a card with a series of questions, similar to a check list. A few items included on Lisa's list are: "Have you copied the problem correctly?" "Have you checked all of the signs in the problem?" and "Have you followed the order of operations?" Which strategy is Lisa using? a. self-instruction b. self-monitoring c. self-reinforcement d. self-questioning
Q: The IEP team for Max must determine the appropriate instructional approach for his program. What are the six factors they should consider as they make their determination?
Q: Cooperative learning is a popular instructional strategy for teaching pupils with intellectual disabilities in inclusive settings.
Q: Speech is the act of forming and sequencing the sounds of oral language.
Q: Tony read a third grade passage at the rate of 70 works per minute with 15 errors. Tony has a problem with reading accuracy.
Q: For many young adults with intellectual disabilities, competitive employment is not a realistic goal.
Q: Students with intellectual disabilities are more than three times as likely as other children with disabilities to be educated in a self-contained classroom.
Q: The terms slow learner and learning disability describe the same group of characteristics.
Q: Students can be best taught to use self-monitoring by ____. a. reminding them to check their work b. giving clear oral instructions c. providing background knowledge d. demonstrating the process, practice, and feedback
Q: Learning disabilities may be characterized by an inability to process and organize information.
Q: The term mental retardation is still widely used for citizenship and many legal services, health care, income support, and housing.
Q: Life expectancies for people with Down syndrome have increased dramatically over the past several decades as a result of medical advances.
Q: Most students who have intellectual disabilities are educated outside of the regular classroom.
Q: Tasks used to assess independent learning should directly parallel the tasks students are faced with in the classroom
Q: Students with learning disabilities have average to above-average intelligence even though they demonstrate difficulty with language related tasks.
Q: In early civilization, infanticide was practiced when children were born with perceived defects.
Q: Students watch and check themselves to make sure that targeted behaviors have been performed using ____. a. self-questioning b. self-reinforcement c. self-monitoring d. self-instruction
Q: An IQ score should be viewed as only one piece of the diagnostic puzzle.
Q: Self-image can be enhanced by all of the following strategies except ____. a. teaching self-reinforcement skills b. setting unrealistic goals c. giving students responsibilities d. providing corrective feedback contingent on student behavior
Q: Intellectual disabilities are easy and singularly faceted.
Q: Teachers must be careful to include skills that students can bypass when designing probes of prerequisite skills.
Q: There is a subset of the population of persons with intellectual disabilities that educators consider to be uneducable.
Q: Increased age of the mother causes Down syndrome.
Q: The challenges of inclusive practices often relate to instruction.
Q: The more severe the level of intellectual disability, the less likely that a particular cause of the intellectual disability can be determined.
Q: Self-instruction is a strategy that helps students ____. a. check themselves to ensure that they have performed targeted behaviors b. learn to use language to guide or talk themselves through a task c. monitor their behavior to make sure they are doing the right thing d. guide their performance by using a checklist of specific questions
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