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Special Education
Q:
What was the term, coined by Bettelheim, to describe the thought that cold, rigid mothers were the cause of a child's autism?
A) Frozen mothers
B) Cold families
C) Chilly household
D) Refrigerator mom
Q:
Which of the following legal cases was crucial in establishing the principles of inclusive practices?
a. Cedar Rapids Community School District v. Garret F.
b. Oberti v. Board of Education of Clementon School District
c. Mills v. Board of Education of District of Columbia
d. Board of Education of Hendrick Hudson School District v. Rowley
Q:
What is a behavior contract? What are the essential elements that should be included in writing a contract?
Q:
In regards to children with disabilities, professionals have historically viewed parents as
A) A cause of the child's problem
B) Collaborators
C) Passive recipients of services
D) Both A and C
Q:
Explain why a disability should always be considered within a cultural context.
Q:
What are the roles of teachers and parents regarding the use of homework?
Q:
Establishing meaningful collaborative relationships with families from culturally and linguistically diverse backgrounds requires the professional's respect of multiple facets of each family's value system and cultural traditions. Briefly discuss what this means for teachers.
Q:
Danielle is a third grader with cerebral palsy. Her disorder affects her limbs but not to the extent that she is unable to walk or hold a pencil. Because of considerable limitations on Danielle's fine motor skills, writing can be a struggle and is often illegible. Suggest some accommodations Danielle's teacher can make to help her be more successful.
Q:
Miss Littlefield is wondering if her third-grade student, Laura, meets established federal guidelines for being classified as having a disability, and if so, what the nature and extent of Laura's disability is. These questions most closely concern ____.
a. diagnosis
b. screening
c. instructional evaluation
d. program evaluation
Q:
According to Gargiulo, parental reaction to disability includes three stages and encompasses a wide variety of feelings and emotions. Identify the three stages and explain what occurs during each stage.
Q:
The court decision that established the student is mainstreamed to the maximum extent appropriate when the general education setting is not successful is ____.
a. Diana v. State Board of Education
b. Cedar Rapids Community School District v. Garret F.
c. Daniel R.R. v. State Board of Education
d. Board of Education of Hendrick Hudson School District v. Rowley
Q:
Explain how the identification of an individual as disabled affects the entire family. Include in your discussion the perspectives of parents, grandparents, and siblings.
Q:
Discuss the positive impact on parent-professional that resulted from the implementation of PL 99-457 and PL 101-476.
Q:
Explain "presentation punishment." Include two examples of this type of punishment in your discussion and identify the potential effects on student behavior.
Q:
You, as a professional within the school, have begun working on a case involving an 8-year-old Hispanic boy. All evaluations indicate that the child has a mental disability. How would you notify the family of the news? What are some key considerations in this particular case that may affect how you proceed?
Q:
Asking questions is a powerful teaching strategy when used correctly. Explain the guidelines for using questions in classroom instruction.
Q:
Danny is a student with hearing loss in Mr. Gibson's third-grade class. His loss is considered moderate, and he uses a hearing aid in his right ear to amplify sounds. What accommodations can Mr. Gibson make to help Danny adjust to the social components of instruction in his classroom?
Q:
Discuss potential life cycle issues that parents and siblings may experience in each stage of the family life cycle: early childhood, school age, adolescence, and adulthood.
Q:
This assessment determines whether a particular student's performance is different enough from peers to require further, more in-depth assessments.
a. program placement
b. program evaluation
c. screening
d. diagnosis
Q:
Describe the four key elements to Turnbull's model: family characteristics, family interaction, family functions, and family life cycle. How do these elements fit into the family systems concept?
Q:
Choose three issues from the list and discuss how professionals' attitudes toward parents and families have changed over time: vision, support and assistance, socialization, hope for the future, instructional emphasis, and social support.
Q:
The court decision in Board of Education of Hendrick Hudson School District v. Rowley stated that ____.
a. schools may not exclude students with intellectual disabilities
b. the law does not require optimum services for special education
c. services cannot be withheld regardless of potential financial hardships
d. teachers are required to make good-faith efforts to provide accommodations
Q:
Briefly describe the three periods of parent-professional relationships as outlined in the chapter: (1) antagonistic and adversarial, (2) working partnerships, and (3) parent empowerment and family-centered relationships. Which group was responsible for much of the conflict between parents and professionals?
Q:
Describe "social reinforcers' and "tangible reinforcers." Provide one classroom example of each reinforcer.
Q:
What steps would you follow to develop a graphic organizer for a content area of your choice? Provide an example of the graphic organizer and explain how you would use it in your class.
Q:
How does a child with an exceptionality affect his or her family?
Q:
Mrs. Carver has been told that a new student, Bridgette, will be joining her seventh-grade homeroom and social studies class. From Bridgette's file, Mrs. Carver learns that the student has a visual impairment. What accommodations would you suggest Mrs. Carver make to help Bridgette be more successful in her classroom?
Q:
Why is sensitive and caring support from professionals especially important?
Q:
Two common methods of assessment used in making educational decisions for students with special needs are ____.
a. standardized and high stakes
b. screening and diagnosis
c. whole group and select group
d. timed and untimed
Q:
Why are life cycle functions considered highly age related?
Q:
The developmental changes that occur over time within a family are referred to as the
Q:
In the first half of the twentieth century, a student with a relatively mild learning disability was most likely to receive instruction ____.
a. in a special education classroom
b. in a general education classroom
c. with a private tutor
d. in an institution
Q:
Explain the difference between "event recording" and "duration recording." Provide one example of each recording strategy in your response.
Q:
Briefly describe the role of the teacher in working with multicultural families.
Q:
Using a topic of your choice, explain how you would use the three steps of the "PReP" strategy to assess how much background information the students already have about the topic.
Q:
Issues that the parents of a child with a disability might address when the child is an adolescent (ages 12"21) are
Q:
List and briefly describe three of the seven family functions.
Q:
You have just learned that Sonia, who is deaf-blind, will be in your fourth-grade class beginning in the fall. From her file, you learn that she has average intelligence and has been quite successful at her last school where she was well liked by her classmates and teachers. What accommodations can you make to help Sonia be successful academically and assist her social transition?
Q:
What is an underlying assumption of the family systems model?
Q:
The process of gathering information to monitor student progress and make educational decisions if necessary is ____.
a. program evaluation
b. diagnosis
c. screening
d. assessment
Q:
Each of the following is true of parent advocacy groups EXCEPT that they:
a. focused attention on the needs of children with disabilities
b. were a reaction to the need for more institutions to house children with disabilities
c. lobbied for increased research to address their children's disorders
d. sought assistance through legislation and litigation
Q:
What piece of federal legislation requires that parents participate fully in education decisions affecting their son or daughter?
Q:
A number of simple techniques for managing "surface behavior" are described in your textbook. Explain five of the techniques and provide an example of each technique selected.
Q:
Why are parents considered a valuable resource for professionals?
Q:
Because different cultures perceive the cause of a disability, the etiology of a disability is a reflection of a family's cultural reference.
A) True
B) False
Q:
Discuss four aspects of basic skills instruction effective for differentiating instruction.
Q:
Penny is a young girl with Down syndrome in Mrs. Frank's second-grade class. She has been identified as having a moderate intellectual disability. Penny continues to be quite shy; speaking very softly when asked a direct question and never makes eye contact. Her IEP addresses socialization issues, specifically targeting these two areas. Based on accommodation strategies recommended in the textbook, describe strategies for assisting Penney with speaking audibly and making eye contact when doing so.
Q:
The best intentions of teachers can easily be misinterpreted if they fail to consider the value system and cultural traditions of families who are culturally and linguistically diverse.
A) True
B) False
Q:
All parents react to the news that their child has a disability in a predictable and sequential pattern.
A) True
B) False
Q:
Recently, Enrico, a transfer student from Mexico has joined your 5th-grade math class. Describe how you could prepare for interactions with families from different cultures so as to maximize understanding and clear communication.
Q:
The contemporary emphasis on building family-professional partnerships implies that families are full and equal partners with professionals.
A) True
B) False
Q:
Each of the following is true about the requirement for a free appropriate education for students with disabilities EXCEPT:
a. some special settings in school may require a cost to parents
b. "appropriate" may not necessarily mean that which maximizes potential
c. they are entitled to attend public schools
d. they are entitled to educational services designed to meet their specific needs
Q:
What is "BIP"? Give one example of what would be included in the BIP.
Q:
Being a parent of a child with a disability may contribute to marital tension and stress.
A) True
B) False
Q:
Provide one example of differentiation activities you may find utilized in a Learning Center.
Q:
The initial response to a child's disability is ambivalence.
A) True
B) False
Q:
Section 504 of the Rehabilitation Act has come to be designated as the "Parent's Law."
A) True
B) False
Q:
Chris is a third grader in your class who has autism spectrum disorder. He demonstrates average intelligence and a willingness to interact with others on some level. He has had the same paraprofessional, Mr. Jeria, for the last two school years and feels very comfortable with him. While he does not often speak with or interact with many of his classmates, Chris regularly communicates his ideas orally to Mr. Jeria. One of the goals in Chris's IEP is to increase his social interaction with peers. What accommodations might you make in your class to facilitate his success in addressing this IEP goal?
Q:
Discuss the components and importance of "maintenance goals."
Q:
IDEA ushered in a new era of child-parent relationships.
A) True
B) False
Q:
One benefit that almost all families need is the emotional resiliency and information that other families have acquired about life with disabilities.
A) True
B) False
Q:
Least restrictive environment is a student's right to be educated in an environment ____.
a. where he/she is most likely to be socially accepted and successful
b. most like that for peers without disabilities
c. that best supports his/her special physical, emotional or cognitive needs
d. that is equivalent to his/her peers in a general education classroom
Q:
There are seven specific procedural steps for a "functional behavioral assessment." Select one step and explain what would be included.
Q:
Cultural heritage can affect how a family reacts to a child with a disability.
A) True
B) False
Q:
Provide two examples of how "wait time" benefits a special needs student.
Q:
Life cycle changes are age related.
A) True
B) False
Q:
Mr. Williams is the fourth-grade teacher across the hall from you. He has only been teaching for three years and has just learned that he is to have a student with autism spectrum disorder in his class beginning in January. As of yet, the student's file detailing the disability has not arrived at the school, but Mr. Williams is very concerned about what to expect from this new student. Write Mr. Williams an explanation that describes common characteristics of students with autism spectrum disorder so that he might know better what to expect.
Q:
Family interactions comprise the relationships and interactions among and between the various family subsystems.
A) True
B) False
Q:
Inclusive practices offer many opportunities for special education and regular education teachers to share responsibility. Identify and explain three areas of shared responsibility.
Q:
The role of the family changes when there is a child with exceptionality.
A) True
B) False
Q:
It is believed that parents who receive news of a child's disability pass through stages of emotion similar to that of an individual grieving the death of a loved one.
A) True
B) False
Q:
Which of the following is not a related service?
a. specialized transportation
b. physical therapy
c. speech/language therapy
d. assistive technology
Q:
Explain 3 provisions in IDEA for addressing issues that relate to students with disabilities and their behavior.
Q:
Because families are so interrelated, it is likely that each member will experience the same feelings about a child who is disabled.
A) True
B) False
Q:
In the family systems approach, all seven of the family functions are necessary to fulfill the individual and collective needs of the family.
A) True
B) False
Q:
Explain what is meant by "when the textbook is not written clearly the student may not be able to make critical connections." Provide two examples discussed in your textbook.
Q:
List three of the ten federal disability categories listed in your textbook that identify students with low-incidence disabilities. What are the defining characteristics of each of the categories you have listed?
Q:
Parents have always been considered key players in dealing with a child's disability.
A) True
B) False
Q:
Mrs. Foster, the paraprofessional in your class, works primarily with Jason, a student with Down syndrome. Recently, Mrs. Foster has begun to hover over Jason and has become protective of Jason when he is interacting with his peers. Describe your responsibilities in working with a paraprofessional as they would apply to Mrs. Foster.
Q:
All families react to having a child with a disability in the same way.
A) True
B) False