Q&A Hero

Q: Describe acceleration and discuss the advantages of this approach to meeting educational needs of students who are gifted or talented.

Q: Describe three possible reasons why females are underrepresented in programs for giftedness.

Q: Describe three strategies that could be used to promote identification of equal proportions of all ethnic groups as having special gifts or talents.

Q: Describe what is meant by the statement, "America is ambivalent toward students with special gifts or talents."

Q: Explain what occurs when a student reaches the "age of majority."

Q: List the two eligibility criteria for a student to receive services through Section 504 of the Rehabilitation Act of 1973.

Q: Discuss three changes introduced by the IDEA Amendments of 1997.

Q: Why is it difficult to identify giftedness in school-age children, especially when considering multicultural differences? List three principles that should be followed to help ensure fairness in identification.

Q: List the six major components of PL 94-142.

Q: What factors seem to influence intelligence? How do each contribute to giftedness?

Q: What is meant by the statement"we should speak of people who exhibit gifted behavior, rather than of gifted people?"

Q: Why is there so much emphasis on developing the talents of all students with less special attention to those who may be identified as gifted or talented? React to this situation: what are some pros and cons of this position (provide at least two"pros"and two"cons")?

Q: Norm-referenced assessments are especially helpful in pinpointing specific skills in which a student may require additional instruction. A) True B) False

Q: Section 504 protects individuals with disabilities from discrimination throughout their life span. A) True B) False

Q: The purpose of the 504 Plan is to enable the students to receive a free appropriate public education. A) True B) False

Q: A child can attain a gifted level of performance even if he or she has a disability.

Q: Nonproductivity is not equivalent to underachievement. Praxis: I.B.

Q: NCLB 2001 stipulated that schools were expected to show annual yearly progress toward the goal of 100% proficiency in 2014. A) True B) False

Q: The recognition of giftedness is a relatively new phenomenon.

Q: PL 94-142 requires services be provided for preschool children with disabilities. A) True B) False

Q: Environmental factors such as socioeconomic level have little effect on intelligence.

Q: IDEA does not mandate parental consent for referral but does require consent for evaluation. A) True B) False

Q: A free appropriate public education (FAPE) includes the principle of related services such as occupational therapy. A) True B) False

Q: PL 94-142 requires that parents participate fully in the decision-making process that affects their child's education. A) True B) False

Q: The philosophy of "zero reject" holds that all children, regardless of their disability, should be provided an appropriate education. A) True B) False

Q: Section 504 of the Rehabilitation Act of 1973 forbids discrimination against persons with disabilities in both the public and private sectors. A) True B) False

Q: Genetic factors contribute to giftedness.

Q: There are many proven applications of the theory of multiple intelligences to teaching.

Q: The empowerment model is the basis for the construction of an effective individualized family service plan. A) True B) False

Q: Precocity refers to remarkably early development.

Q: Schools are liable if the goals in the IEP are not achieved. A) True B) False

Q: The individualized education program and the placement recommendation should be formulated at the same time. A) True B) False

Q: Giftedness is a stable trait that is evident throughout all periods of a person's life.

Q: In adulthood, people with gifts are prone to emotional instability and early decline.

Q: Eligibility standards are no different from state to state. A) True B) False

Q: IDEA 2004 dictates that a multitude of formal and informal tools are required during the assessment process. A) True B) False

Q: Students who are gifted are not likely to excel without special education programs.

Q: Early enrollment in college courses has worked particularly well for adolescents who are gifted in A) writing. B) the arts. C) math. D) science.

Q: IDEA 2004 requires that all students participate in statewide assessments. A) True B) False

Q: According to IDEA 2004, special education teachers are not required to have highly qualified teacher status. A) True B) False

Q: The Common Core State Standards (CCSS) do not apply to students receiving special education. A) True B) False

Q: Probably the central issue in the education of adolescents with special gifts and talents is that of A) vocational focus versus academic focus. B) acceleration versus enrichment. C) inclusion versus separate schools. D) grade-skipping versus acceleration.

Q: Preschool children with special gifts and talents need the freedom to A) study with older children in specific areas. B) develop social competence by remaining with age mates. C) develop adaptive behavior. D) develop pragmatic language skills.

Q: The individualized family service plan must be reviewed every 9 months. A) True B) False

Q: All of the following are barriers inhibiting the development of programs for preschool children who are gifted EXCEPT A) laws preventing early admission to school. B) unavailability of intelligence tests. C) lack of appropriate teacher training. D) lack of parental advocacy.

Q: Which of the following findings about acceleration is TRUE? A) It is less effective in raising student achievement than most school reforms. B) Accelerated students are no more likely to aspire to advanced degrees than are nonaccelerated students. C) When the curriculum moves at a slow pace, boredom frequently ensues. D) There are no proven instruments for making acceleration decisions.

Q: Judicial decisions and legislative enactments have been a major force in transforming the field of special education. A) True B) False

Q: All students eligible for special education services under IDEA are also eligible for accommodations under Section 504. A) True B) False

Q: Schools must justify the exclusion of students with disabilities for any period of time from the general education environment. A) True B) False

Q: Discuss the factors that have led to expanded employment opportunities for individuals with physical disabilities.

Q: Why is it important for teachers to know about and to practice proper positioning and handling of students with physical disabilities?

Q: Litigation is the only reason we have recent changes in the procedures and practices currently being instituted in special education. A) True B) False

Q: In ___________the court extended a previous decision to include all children with disabilities. A) Mills v.Board of Education, District of Columbia, 1972 B) Winkelman v. Parma City School District, 2007 C) Arlington Central School District Board of Education v. Murphy, 2006 D) Agostini v. Felton, 1997

Q: Explain what is meant by the statement:"Educating students with physical disabilities is not so much a matter of special instruction for children with disabilities as it is of educating the nondisabled population."Think about your own home, school, and community and provide three examples of limitations imposed on a person with a physical disability and how those limitations could be eliminated.

Q: The continuum of services is a series of educational placements that can be used to determine a student's A) Present levels of performance B) Behavior interventions C) Least restrictive environment D) Range of probable success

Q: Distinguish between prostheses, orthoses, and adaptive devices and provide an example of each.

Q: Which of the following components of an individual family service plan is not also a component of the IEP? A) Statement of family resources, priorities, and concerns B) Present levels of performance C) Statement of measurable goals D) Date of initiation of services

Q: Discuss possible reasons for negative reactions to people with physical disabilities, negative feelings about themselves, and factors that may result in greater acceptance of people with physical disabilities.

Q: Instructional or behavioral strategies introduced by a general education teacher to assist a struggling student are A) Informal assessments B) Prereferral interventions C) Portfolios D) Student work samples

Q: Describe ways that many physical disabilities could be prevented.

Q: Describe the procedures to be followed when a child has a seizure.

Q: Which of the following is not a stipulation of IDEA 2004? A) Multiyear IEPs are permissible B) All students are required to participate in state- and district-wide assessments with accommodations or alternate assessment as stipulated in the IEP D) Autism and traumatic brain injury identified as discrete disability categories

Q: Define cerebral palsy and discuss the range of effects that this condition can have on functioning.

Q: Select one of the six methods of co-teaching and explain how it could be beneficial to all students in an inclusive content classroom.

Q: Define the three categories of physical disabilities described in the chapter (neuromotor impairments, orthopedic and musculoskeletal disorders, and other conditions that affect health or physical ability) and provide one example of each. Define each condition.

Q: Discuss the significant differences among the multidisciplinary, interdisciplinary, and transdisciplinary models of collaborative teaming.

Q: Discuss the attributes of effective collaboration. Give examples of the different approaches to effective collaboration.

Q: Discuss the relationship between medical advances and the prevalence of physical disabilities.

Q: Give three examples of contributions to the foundations of special education by Itard, Sguin, and their contemporaries.

Q: Most physical disabilities, even if severe, do not in themselves prevent sexual gratification.

Q: Identify and describe the three essential elements of the universal design for instruction.

Q: Motor skills need to be taught in isolation to avoid confusing the learner.

Q: Contrast the services for people with disabilities now and at the beginning of the 20th century. Consider settings, instruction, and policy.

Q: In general, academic achievement of children with physical disabilities is below that of their nondisabled peers.

Q: What types of things can be included within the high school curriculum to increase the chance for successful transitions to postschool settings?

Q: Teenage mothers are more likely than older women to give birth to premature or low-birth weight babies.

Q: In most students with orthopedic or musculoskeletal disorders, intelligence is unaffected.

Q: You are asked to write an article about a young special Olympian for a local newspaper. Describe how you will ensure that the article will reflect the most appropriate view of persons with disabilities. Include at least five considerations.

Q: Describe an instance where someone may have a handicap and not have a disability.

Q: Even though a person's brain may be intact and functioning properly, he or she may have neurological impairment because of damage to the spinal cord