Q&A Hero

Q: Explain two elements of "successful teams' according to your text.

Q: Emotional reactions from parents when receiving news of a child's disability are A) A sign that the parents will not be able to handle the stress of raising such a child B) Not likely; most parents can sense if their child has a disability C) A sign of weakness D) A normal reaction to the news that their lives are going to change

Q: Give two examples of RtI, Tier 3, "targeted interventions."

Q: When first notifying parents of a child's disability, it is best to A) Provide parents with all possible information at once so it doesn't appear that any information is being withheld B) Tell parents only the bare minimum in order to get the child services C) Deliver information in two parts to allow parents to absorb the information D) Notify the parent by letter that the child has a disability and will be receiving special education services

Q: Schools are expected to involve parents in decision-making processes when A) Professionals think that parents will be able to understand the education system B) Parents understand and speak the language C) Parents are willing to comply with suggestions of professionals D) Schools are always expected to involve parents

Q: Explain "rate of skill introduction" as it applies to teaching a student with special needs.

Q: Listening to parents and other caregivers with understanding is known as A) Active listening B) Reciprocity C) Sympathy D) Encouragement

Q: Students with low-incidence disabilities makeup what percent of all students with disabilities in schools?

Q: Explain the role of each teacher in the co-teaching option "teaming."

Q: Identify several guidelines for selecting and evaluating instructional materials designed for students who are culturally and linguistically diverse.

Q: Give two examples of Tier 1 "universal interventions." What percent of the student population would this level of intervention be effective for in your classroom?

Q: Explain some of the assessment recommendations for students from culturally and linguistically diverse backgrounds.

Q: What instruction is included in "basic skills'?

Q: Discuss how the overrepresentation of children of color is best understood as a relationship between family socioeconomic status and disability rather than disability and minority group.

Q: What is the largest group of students with orthopedic impairments in the public school system? Explain how this disability occurs and include in your response one possible physical challenge the student may exhibit.

Q: Explain the instructional benefits of sheltered English for students who are bilingual.

Q: Discuss some of the problems that occur when attempts are made to provide special education to students who are English learners (ELs).

Q: "Evaluating ideas' during the collaborative process would include a decision sheet. Provide one example of a statement found on a decision sheet that would be appropriate for a student having difficulty working independently.

Q: Explain portfolio testing. What is it and how can it be used? What are the potential advantages and disadvantages? How could the use of portfolio testing affect the assessment process and overrepresentation of minorities in some special education programs?

Q: When is "presentation punishment" the preferred strategy?

Q: How do poverty and a family's socioeconomic status affect the disproportional representation of minorities in some special education programs? What other factors may affect this overrepresentation?

Q: Explain the purpose of a "graphic organizer."

Q: Define culture.What is it? What are the potential problems for teachers in addressing cultural issues? What are the ways that teachers can present diverse cultures in their classrooms in a positive manner?

Q: A student in your class has been identified as having a disability in the "other health impairments' category. What is a characteristic that could qualify a student for this disability category?

Q: Explain "paralanguage" as it applies to collaboration.

Q: The U.S. Department of Education identifies citizens according to the following categories: (a) American Indian or Alaskan Native, (b) Asian or Pacific Islander, (c) Hispanic, (d) Black, and (e) White. Discuss the pros and cons for having only five categories and how the use of these categories affects the educational culture in the schools.

Q: What are some of the factors contributing to overrepresentation and underrepresentation?

Q: "Primary reinforcers' were very popular at one time. Explain why they are not preferred today.

Q: Compare an "anticipation guide" to a "concept diagram."

Q: What are the defining characteristics of the federal disability category "autism spectrum disorder"?

Q: Distinguish between multiculturalism, multicultural education, and bilingual education.

Q: List the five distinct racial groups identified by the federal government.

Q: Compare the various instructional options for students who are bilingual.

Q: Tolerance is important in collaborative efforts. Provide one example of how you could apply this principle to fostering a positive working relationship with your special education colleagues.

Q: Identify what Gardner believes are the eight intelligences.

Q: Explain "removal punishment."

Q: Identify six guidelines for selecting and evaluating instructional materials.

Q: Describe a "study guide."

Q: List five of the seven microcultures that influence student behavior.

Q: Students with severe hearing loss may use "C-print" for their classes. Explain how "C-print" helps the student.

Q: Explain what is meant by "collaboration is emergent."

Q: "PBS interventions' are grouped by their intensity. List the three levels.

Q: What are the projections for the makeup of America's classrooms in the coming decades?

Q: 79. What are four recommendations for assessing culturally and linguistically diverse pupils?

Q: What are some of the characteristics of students who are field dependent/sensitive (relational, global learners) and students who are field independent (detail oriented and analytically inclined) learners?

Q: What is the primary purpose of an "advance organizer"?

Q: Historically, fewer numbers of minority groups have been placed in special education classrooms than would be anticipated based on their proportion of the school population. A) True B) False

Q: List two examples of "learning tools' included in your textbook for students who are deaf or hard of hearing.

Q: By the year 2020, students of color are projected to make up almost half of all school-age youth. A) True B) False

Q: Explain parity as it applies to collaboration.

Q: There is an underrepresentation of minority children in special education. A) True B) False

Q: Cultural pluralism requires cultural groups to relinquish or abandon their cultural heritage. A) True B) False

Q: Historically, greater numbers of children from minority groups have been placed in special education classrooms than would be anticipated based on their proportion of the school population. A) True B) False

Q: There is no such thing as a completely unbiased standardized test. A) True B) False

Q: The original aim of bilingual education was to promote the acquisition of English language skills. A) True B) False

Q: Teachers must guard against assuming that the behaviors, beliefs, and actions of their particular cultural group are the correct or only way of doing something. A) True B) False

Q: Even though there is more racial diversity than in the past, there aren't any major U.S. cities where children of color outnumber white children. A) True B) False

Q: Poverty is the only factor that contributes to the disproportionate representation of minorities in some special education programs. A) True B) False

Q: Poverty frequently means reduced access to health care, including prenatal care, poor nutrition, and adverse living conditions. These factors increase the likelihood of a child's risk for learning and developmental issues. A) True B) False

Q: The misclassification and/or inappropriate placement of minority students in special education programs often results in stigmatization and lower expectations. A) True B) False

Q: African American students are underrepresented in classes for students with mild and moderate intellectual disabilities and behavior disorders. A) True B) False

Q: Bilingual special education does not consider the student's language and culture as important components in creating an appropriate educational program. A) True B) False

Q: The research on the effectiveness of bilingual education supports bilingual education as the most appropriate way to provide instruction to students with limited English language skills. A) True B) False

Q: Students who have disabilities and are culturally and linguistically diverse do not present significant challenges for their teachers. A) True B) False

Q: English learners (ELs) are individuals whose primary or home language is not English and who have yet to achieve proficiency in English. A) True B) False

Q: Traits such as individualism, independence, competitiveness, and ambition are characteristic of the American macroculture. A) True B) False

Q: The United States is composed of only a few different cultures. A) True B) False

Q: Effective teachers are sensitive to the cultural background of each student and provide educational experiences that are culturally relevant and culturally appropriate. A) True B) False

Q: One example of the effort to minimize test bias in the assessment of culturally and linguistically diverse students isA) Woodcock-Johnson III (WJ III)B) Multiple intelligence surveysC) Kaufman Assessment Battery II (KABC-II)D) Learning Styles Assessment

Q: Which of the following is not a contributing factor of overrepresentation in special education of children of color? A) Poverty B) Limited access to health care C) Cultural and language differences D) Lack of teacher training in the area of multiculturalism

Q: A major goal of multicultural education is for students to acquire A) The skills needed for employment B) Knowledge of the dominant culture C) The knowledge, attitudes, and skills needed to function effectively in each cultural setting D) Knowledge of other peoples and their culture

Q: Effective programs for culturally and linguistically diverse students with exceptionalities must consider all the following except A) Instructional environment B) Student behaviors C) The content D) Student age

Q: All of the following except __________ is an example of Gardner's multiple intelligences. A) Bodily/kinesthetic B) Telepathic C) Naturalist D) Interpersonal

Q: What percentage of the U.S. population older than 5 years speaks a language other than English at home? A) 5% B) 10% C) 20% D) 22.5%

Q: According to the U.S. Census Bureau in 2011, what percentage of Americans are native? A) 1% B) 5% C) 10% D) 18%

Q: Eighty-three percent of U.S. teachers are _______ A) African American B) Asian C) White D) Multicultural

Q: __________ means limited access to health care, especially prenatal, poor nutrition, and adverse living conditions. A) Culturally deprived B) Diversity C) Severely deprived D) Poverty

Q: In the early decades of the 20th century, one aim of schools was to A) Provide bilingual education B) Screen children for disabilities C) Ensure children were grouped according to their cultural background D) Assimilate children of immigrants into American culture

Q: Which is an orientation and not a specific pedagogical technique? A) Student diversity B) Multicultural education C) Bilingual education D) Multiculturalism

Q: An equally controversial and somewhat confusing concept associated with multicultural education is A) Diversity B) Cultural education C) Bilingual education D) English learner (EL)