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Special Education
Q:
Select the educational setting that is least restrictive.
A) Separate school
B) Separate setting
C) Resource room
D) Regular class
Q:
All of the following are true EXCEPT
A) Cultural factors work against the development and recognition of females with special gifts or talents.
B) Giftedness is found as often among students with disabilities as among those who do not have disabilities.
C) Females with special gifts or talents lag behind males in many measures of achievement and aptitude.
D) Gifted females tend not to pursue courses of study or careers
involving science, engineering, and math.
Q:
IDEA mandates that services be provided to students in what setting?
A) Least restrictive environment
B) Most appropriate environment
C) Best available setting
D) None of the above
Q:
Gifts and talents of students with disabilities are often overlooked for each of the following reasons EXCEPT
A) stereotypic expectations prevent teachers from identifying them.
B) focus on assessment of disability without attention to talents.
C) legally, students cannot have more than one label.
D) narrow views of giftedness as global, high intelligence only.
Q:
How often is an individualized family service plan reviewed?
A) 60 days
B) 3 months
C) 6 months
D) Annually
Q:
Research on students with disabilities who are also gifted indicates all of the following EXCEPT
A) their IEPs tend to identify objectives that target deficit
areas not areas of strength.
B) there is often a lack of consideration of Advanced Placement (AP) enrollment as part of transition planning.
C) students often do not receive their required IEP accommodations or are discouraged from requesting them.
D) advocacy by students' parents often backfires and harms rather than helps the students receive the support they need.
Q:
What provides direction for the delivery of early intervention services for infants and toddlers who are at risk or disabled?
A) Early intervention assistance team
B) Individualized education team
C) Individualized family service plan
D) Preschool planning service team
Q:
Proportionality of ethnic groups represented by gifted identification could be achieved if all of the following efforts are made EXCEPT
A) use of quota systems.
B) use of culturally sensitive identification criteria.
C) counseling to raise aspirations of students in underrepresented groups.
D) availability of high-achieving models from all ethnic groups.
Q:
According to IDEA 2004, at what age is a statement of needed transition services required?
A) 12
B) 14
C) 16
D) 18
Q:
Each of the following is a reason for low numbers of students identified as gifted from low socioeconomic status and those living in remote areas EXCEPT lack of
A) access to materials.
B) caring parents.
C) basic necessities.
D) opportunities for travel.
Q:
Factors that promote underachievement in school include all of the following EXCEPT
A) cultural barriers to success in certain fields.
B) chaotic, neglectful, or abusive home environment.
C) nurturing social climate in the classroom.
D) bias against identifying or programming for students from some minority groups.
Q:
When must an individualized education program be developed following the determination of a disability?
A) 14 days
B) 30 days
C) 60 days
D) 90 days
Q:
All of the following arguments have been used against special education for children who are gifted EXCEPT
A) It is inhumane and un-American to segregate students for instruction.
B) It is not fair to allocate special resources for those who are already advantaged.
C) Students labeled as gifted develop more emotional problems than students with similar abilities who are not labeled.
D) There is a danger of leaving some children out when only the ablest are selected for special programs.
Q:
Standardized tests linked to intraindividual differences are called
A) Criterion-referenced tests
B) Norm-referenced tests
C) Curriculum-based measurements
D) Mastery-based assessments
Q:
Standardized tests linked to interindividual differences are called
A) Criterion-referenced tests
B) Norm-referenced tests
C) Curriculum-based measurements
D) Mastery-based assessments
Q:
Children whose development and accomplishments meet or exceed those of adults with extraordinary talent are known as
A) precocious.
B) prodigies.
C) geniuses.
D) super-gifted.
Q:
Which one of the following statements is true?
A) Gifted students tend to be far ahead of their agemates in all areas of academic performance.
B) Gifted students tend to be bored with and antagonistic toward school.
C) The majority enter occupations that demand greater than average intellectual ability, creativity, and motivation.
D) They tend to perceive themselves in negative terms..
Q:
Select the first step in determining whether or not a student has a disability.
A) Collect preliminary assessment data using standardized protocols.
B) Secure parent permission for student evaluation.
C) Implement instruction in alternate educational settings to assess learning impact.
D) Provide accommodations and modifications to assess learning impact.
Q:
Which statement is true?
A) Intellectually gifted children are often insensitive to the feelings of others.
B) Intellectually gifted children are often self-aware, socially skilled and morally responsible.
C) Advanced cognitive abilities often result in poor emotional adjustment.
D) Students who are gifted do not need education in morality.
Q:
What is a written request to evaluate a student to determine whether or not the child has a disability?
A) Request for assistance
B) Referral
C) Eligibility determination
D) Manifestation determination
Q:
One of the most common misconceptions of the field of gifted education is
A) the idea that gifted students are more likely to be bullies.
B) the idea that gifted students are superior in every way, including strength and beauty.
C) the idea that giftedness and mental illness are linked.
D) the idea that gifted students are physically stronger and more socially adept.
Q:
What is the IDEA-mandated process of screening and identification of individuals suspected of having a disability?
A) Brigance
B) Child seek
C) Child find
D) SCOPE
Q:
What should occur before initiating a referral for special education services?
A) Nine weeks from the first recognition of a potential disability
B) Provision of accommodations and modifications
C) Related service provision
D) Prereferral interventions
Q:
The age restriction stipulated by Section 504 is
A) The same as IDEA age restrictions
B) Ages 6 to 18 years
C) Ages birth to 26 years
D) There is no age restriction
Q:
Students with intellectual gifts
A) tend to be more frequently bullied than other students.
B) sometimes bully others and are sometimes bullied by others.
C) are often bullied by others, but do not bully.
D) have been shown to bully more often than others.
Q:
All of the following are principles of identifying giftedness and talent that help ensure fairness EXCEPT
A) assessments that go beyond a narrow conception of talent.
B) reliable and valid instruments.
C) multiple measures/criteria approach.
D) appreciation of large group studies and focus on a combination of scores.
Q:
In addition to IQ and achievement tests, what other method is commonly used to identify giftedness?
A) nominations
B) personality tests
C) interviews
D) interest inventories
Q:
What procedure for identifying students with a disability did IDEA 2004 provide as an alternative to the discrepancy model?
A) Child find
B) Response to intervention
C) Mainstreaming
D) Least restrictive environment
Q:
All of the following have been found to occur in families of highly successful persons EXCEPT
A) Parents provided a space in the home designated for play only.
B) Parents took it for granted that their children would learn in the area of talent, just as they would learn language.
C) Parents sought special instruction and special teachers for the child.
D) Parents were role models (at least at the start of their child's development of talent), especially in terms of lifestyle.
Q:
Select the measure of emphasis used to determine a school's progress of meeting mandates of the No Child Left Behind Act.
A) Standardized tests
B) Semester grades
C) Class averages
D) Benchmark scores
Q:
According to research, what is the relationship between giftedness and genetics?
A) Only IQ scores are affected by genetics; practical intelligences are not subject to genetic influence.
B) Nongenetic, biological influences have a more powerful effect on giftedness than genetics.
C) Giftedness is due to a combination of genetic and social factors.
D) Giftedness is determined by a combination of environmental factors.
Q:
The achievement of which students are the focus of the No Child Left Behind (NCLB) Act?
A) Students with disabilities
B) Students without disabilities
C) All students
D) Preschool students
Q:
What model does Section 504 of the Rehabilitation Act of 1973 employ?
A) Diagnostic
B) Functional
C) Categorical
D) Rehabilitative
Q:
Federal reports and legislation have assumed that the prevalence of giftedness in the school population is about
A) 1 to 2%.
B) 3 to 5%.
C) 10 to 12%.
D) 15 to 20%.
Q:
Being intellectually gifted is often associated with
A) being highly opinionated about politics.
B) having few strong opinions about politics.
C) being relatively unconcerned about the feelings of others.
D) being highly concerned about interpersonal relationships, intrapersonal states, and moral issues.
Q:
PL 101-476 identified what disability/disabilities as distinct categories?
A) Traumatic brain injury
B) Autism
C) All of the above
D) None of the above
Q:
Which of the following statements about giftedness is true?
A) It is not an inherent, immutable trait that a person necessarily carries for life.
B) Having a special gift at one thing means a person is good at most things.
C) Giftedness refers to superior abilities in one area that are exhibited under all circumstances.
D) Giftedness is believed to be a remarkable ability to do something, whether it is valued by society or not.
Q:
What did PL 101-476 rename PL 94-142?
A) No Child Left Behind
B) Individuals with Disabilities Education Improvement Act
C) Individuals with Disabilities Education Act
D) Americans with Disabilities Act
Q:
What type of plan is developed for students ages birth to 2 years who are experiencing a developmental delay or have a high probability of a developmental delay?
A) Individualized education program
B) Individualized assistance plan
C) Educational assistance plan
D) Individualized family service plan
Q:
According to Sternberg, which type of giftedness involves insight, intuition, creativity, or adeptness at coping with novel situations?
A) practical
B) analytic
C) synthetic
D) pragmatic
Q:
PL 99-457 extended the scope of educational services provided by PL 94-142 to support which population?
A) High school students
B) Middle school students
C) Elementary students
D) Children ages birth to 5 years of age
Q:
Jasmine is a successful business woman. In 2001, she started a small bookstore that, within ten years, grew to a national chain of bookstores. Jasmine demonstrates high performance in which aspect of intelligence in Sternberg's model?
A) analytic
B) practical
C) synthetic
D) self-management
Q:
Sternberg's theory of intelligence suggests three kinds of giftedness:
A) verbal, quantitative, and spatial.
B) academic, artistic, and interpersonal.
C) analytic, synthetic, and practical.
D) abstract, concrete, and intuitive.
Q:
What philosophy supports the belief that all children, regardless of the severity of their disability, must be provided an education appropriate to their unique needs at no cost to the parent/guardian?
A) Equal opportunity
B) Integration
C) Least restrictive environment
D) Zero reject
Q:
The concept of multiple intelligences
A) is scientifically untenable.
B) is no longer popular.
C) has been validated by research.
D) has proven application to teaching.
Q:
Select the public law that was the "bill of rights" for children with exceptionalities and their families.
A) PL 90-112
B) PL 94-142
C) PL 98-192
D) PL 94-132
Q:
All of the following are characteristics of students with special gifts and talents EXCEPT
A) typically good at many things.
B) typically like school.
C) typically learn to read at an early age.
D) typically don"t enjoy learning.
Q:
What landmark case declared segregation unlawful and laid the groundwork for increasing educational access for students with disabilities?
A) Brown v. Board of Education of Topeka, Kansas
B) Smith v. Board of Education of Philadelphia
C) Diana v. State Board of Education
D) Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania
Q:
What services are mandated by federal law for students who are gifted?
A) Students who are gifted are protected by IDEA and so have the same rights to receive an appropriate education.
B) Similar services are mandated as are required by IDEA although the student generally does not need to have an IEP.
C) Schools must provide programs but they do not need to be individualized.
D) None; services are not required by federal law.
Q:
Which amendment includes the equal protection clause?
A) First Amendment
B) Fourth Amendment
C) Eleventh Amendment
D) Fourteenth Amendment
Q:
Discuss, in detail, the significance of Brown v.Board of Education, Topeka, Kansas
to the field of special education.
Q:
Cognitive superiority, creativity, and motivation in combination and of notable magnitude that makes it possible for a person to contribute something of value to society is
A) genius
B) giftedness
C) creativity
D) insight
Q:
Discuss the concept of "reasonable accommodations" as required by Section 504.
Q:
At the age of three, Justin wrote his first short story. What characteristic does his remarkable accomplishment indicate?
A) genius
B) precocity
C) creativity
D) insight
Q:
Compare/contrast the provisions of PL 94-142 with the current provisions of IDEA 2004.
Q:
The ability to express novel and useful ideas, to sense and elucidate relationships, and ask previously unthought-of but important questions is
A) talent.
B) genius.
C) creativity.
D) insight.
Q:
Special ability, aptitude, or accomplishment ordinarily refers to
A) talent.
B) creativity.
C) genius.
D) insight.
Q:
Discuss the differences among the concepts of least restrictive environment, regular ed initiative, and full inclusion.
Q:
Having a spectacular aptitude or capacity in any area or extremely rare intellectual powers refers to
A) talent.
B) genius.
C) insight.
D) creativity.
Q:
Explain the criteria for protections from discrimination as stipulated in Section 504.
Q:
Claudia has an exceptional ability to separate relevant from irrelevant information and to relate new and old information in a novel and productive way. Claudia demonstrates which characteristic?
A) giftedness
B) insight
C) genius
D) creativity
Q:
Definitions of giftedness are shaped to a large extent by
A) psychological research.
B) socioemotional factors.
C) cultural beliefs.
D) federal laws.
Q:
List and describe the elements of an appropriate individualized education program.
Q:
Compare and contrast interindividual differences and intraindividual differences.
Q:
Discuss four significant issues addressed through the Individuals with Disabilities Education Improvement Act of 2004.
Q:
Typical points of disagreement regarding the definition of giftedness include all of the following EXCEPT
A) the domains in which gifted children excel.
B) how giftedness is measured.
C) the degree to which a child excels that is necessary to be considered gifted.
D) the age at which giftedness can be identified.
Q:
Describe the similarities and differences between the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act of 1973.
Q:
School systems have widely differing practices regarding the education of students with special gifts and talents because
A) states get different amounts of money based on the number of students they identify.
B) cultural belief about the existence of giftedness is regional.
C) the term "gifted" has no clear cut definition.
D) systems within a state have more or fewer students from economically advantaged families.
Q:
Judicial decisions have played a critical role in shaping special education service delivery. Discuss four of the influential court cases and the specific contribution to the field of special education that each provided.
Q:
Some believe that anugly secret of contemporary American education policyis
A) unhelpful social pressure by school personnel.
B) the neglect of our most talented students.
C) the No Child Left Behind Act's inclusion of gifted students.
D) the moral obligation to help disadvantaged students.
Q:
List six types of educational settings where a student may receive instruction.
Q:
Today, there is an emphasis on
A) developing talents of all students, with less attention to those who might be gifted.
B) helping gifted students distinguish themselves further by fulfilling their potential.
C) eliminating giftedness as a category for special education services.
D) downplaying giftedness so children will not be stigmatized or rejected because of their differences.
Q:
Which one of the following statements reflects a common misconception about giftedness?
A) Children who are gifted usually like school.
B) Motivation and creativity are as much of an indicator of giftedness as IQ.
C) Some people are gifted in one area only.
D) Individuals who are gifted intellectually tend to be socially inept.
Q:
Create four examples of parent concerns that may be used when developing goals in the individualized family service plan.
Q:
What are the five components that measurable annual goals should include?
Q:
Describe four ways that teachers can collaborate to serve students who are gifted.
Q:
Who are the required members of the team that develops a student's individualized education program?
Q:
What sources of information can be used during the assessment process?
Q:
List four barriers to developing better education for young children who appear to have special gifts or talents and the early identification and programming for these children.
Q:
Select one of the assessment accommodations categories and provide examples.