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Special Education
Q:
When guiding a person who is blind, you should
a. take his or her arm and encourage him/her to walk slightly ahead of you.
b. let the person take your arm and walk slightly behind you.
c. walk at a much slower pace than normal.
d. allow the person to go through a door ahead of you.
Q:
Guide dogs must learn each of the following except
a. keep on a direct route, ignoring distractions.
b. see when a traffic light has changed color.
c. stop at all curbs until told to go.
d. lie quietly when the handler is sitting down.
Q:
Research on braille leads to all the following recommendations EXCEPT
a. daily braille instruction for a period of 1.5 to 2 hours during the early elementary grades.
b. Pre-braille instruction (e.g., exposure to names in braille,
i. tactile labels, writing experiences) for preschool and kindergarten-
ii. age students.
c. Braille slate and stylus instruction several days a week for moderate to short time periods beginning in third or fourth grade
d. discouraging keyboard instruction until the student has reached a 5th grade proficiency level in reading braille.
Q:
A disadvantage of using guide dogs is that they
a. walk very slowly.
b. cause heartbreak when they die.
c. require extensive training for the dog and the owner.
d. might have fleas.
Q:
Which mobility aid is most often recommended by professionals?
a. the long cane
b. a guide dog
c. tactile maps
d. human guides
Q:
Use of compressed speech enables students with blindness to
a. listen to recorded texts at a faster rate.
b. tape record reports rather than type them.
c. develop better listening skills.
d. participate more fully in class discussions.
Q:
The major disadvantage of large-print books is that they
a. don"t have pictures in them.
b. take up a great deal of storage space.
c. encourage students to be dependent on them.
d. take much longer to read.
Q:
The National Federation of the Blind has had braille bills passed to
a. ensure that teachers of students with visual impairment are proficient in braille.
b. require braille instruction for all students with visual impairment.
c. increase the availability of devices like the Kurzweil Personal Reader.
d. provide funding for students to attend special schools to learn braille.
Q:
Approximately what percentage of the population of people with blindness currently uses braille as a primary reading method?
a. 12%
b. 34%
c. 62%
d. 84%
Q:
The basic unit of braille is a
a. single dot.
b. word.
c. quadrangular cell containing one to six dots.
d. circular array of dots.
Q:
Repetitive movements such as rocking, rubbing the eyes, and grimacing displayed by some people who are blind are known as
a. blindisms.
b. redundant behavior.
c. stereotypic behavior.
d. perseverations.
Q:
The Perkins Brailler
a. has 6 keys.
b. has 12 keys.
c. has 24 keys.
d. has 36 keys.
Q:
Social adjustment problems for children with visual impairment are most likely the result of
a. inherent personality problems.
b. society's reaction to people who are blind.
c. stereotypic behaviors.
d. blindisms which cannot be controlled.
Q:
Many authorities believe that lower achievement scores of students who are blind or who have low vision is most likely due to
a. their visual problem itself.
b. their listening skills.
c. emphasis on using braille forms of achievement tests.
d. lack of exposure to braille or low expectations.
Q:
People who are blind
a. develop better acuity in their other senses.
b. are superior to sighted people in musical ability.
c. have lowered thresholds for sensation in touch and hearing.
d. learn to make better use of the sensations they experience.
Q:
Orientation and mobility skills
a. develop naturally in people who are blindsurprisingly little instruction is needed to learn them as long as one is highly motivated.
b. are largely dependent on motivation and proper O & M. instruction.
c. are highly correlated with level of visual acuity, the greater the loss of acuity, the better one's O & M skills.
d. are highly correlated with level of visual acuity, the greater the loss of acuity, worse are one's O & M skills.
Q:
A good way to teach a person who is blind to pour a liquid is to start
a. by having them estimate how much liquid has poured into a cup based on auditory perception.
b. with a substance that is less likely to spill, like rice.
c. with a carbonated beverage so they can better hear the liquid being poured.
d. by making sure they don"t accidentally put their fingers over the container's lip.
Q:
Which of the following statements about the conceptual abilities of children with visual impairment is true?
a. The performance of infants with visual problems is the same as that of their peers with sight on conceptual tasks.
b. Adults should directly encourage infants and toddlers with vision problems to explore their environment as they are less likely than their sighted peers to do so on their own.
c. Touch is just as efficient as sight for arriving at conceptualizations of objects.
d. Infants with vision problems pick up information incidentally in the same way as their peers with sight.
Q:
Most professionals now agree that the intelligence of people with blindness
a. is slightly higher than that of people with sight.
b. is markedly lower than that of people with sight.
c. is slightly lower than that of people with sight.
d. can"t be compared directly to that of people with sight.
Q:
In comparison to sighted children, children who are blind
a. experience articulation problems, which they quickly outgrow.
b. differ with regard to all major aspects of language.
c. are not impaired in language functioning and might even be more motivated than sighted children to use language.
d. have restricted language development probably due to their lack of visual experiences.
Q:
Echolocation
a. can be accomplished by clicking one's tongue.
b. is one of the few skills obtainable by people who are blind but not those who are sighted.
c. demonstrates that blindness results in an inherent, automatic ability to use the sense of hearing better than the sighted can.
d. demonstrates that humans are able to hear much higher frequencies with practice.
Q:
"Skipping slides" refers to
a. the process of putting together sensory memories to make a cognitive map.
b. the loss of memory of visual images that often occurs with cortical visual impairment.
c. flashes of light that often occurs with cortical visual impairment.
d. momentary lapses in visual perception that often occurs with optic nerve hypoplasia.
Q:
A hereditary disease that usually causes the field of vision to narrow and also affects night vision is
a. diabetic retinopathy.
b. nystagmus.
c. cortical visual impairment.
d. retinitis pigmentosa.
Q:
An important difference between individuals with and without sight is that
a. those without sight become highly adept at learning things incidentally.
b. those without sight need to take much more initiative to learn what they can from their environment
c. those with sight are more internally motivated.
d. those with sight are more susceptible to optical illusions.
Q:
A condition that involves an underdevelopment of part of the eye and is often associated with other neurological conditions, such as cerebral palsy, is
a. retinopathy of prematurity.
b. optic nerve hypoplasia.
c. fetal alcohol syndrome.
d. cortical visual impairment.
Q:
All the following are true about retinopathy of prematurity (ROP) EXCEPT
a. It involves abnormal growth of blood vessels in the eye.
b. It can lead to a detached retina.
c. It can be prevented if the newborn is provided high amounts of oxygen.
d. It can result from premature birth.
Q:
Cognitive mapping
a. was discovered by accident during the German military's testing of night vision goggles in World War II.
b. demonstrates that perception can be trained to override cognition.
c. was first studied in sighted humans and rats.
d. has been largely debunked by randomly controlled clinical trials.
Q:
Clara has good vision for assignments written on the blackboard, but she has difficulty with the print in her textbook. She may have a refraction problem known as
a. Myopia (nearsightedness.)
b. Hyperopia (farsightedness.)
c. astigmatism.
d. glaucoma.
Q:
In children, the leading cause of blindness is
a. cortical visual impairment.
b. retinitis pigmentosa.
c. injuries, athletic and otherwise.
d. brain tumors.
Q:
Janice is described as being able to detect some objects in the environment when they are fully lit. This is an example of a skill a teacher might note when performing a
a. functional vision assessment.
b. visual acuity assessment.
c. learning styles assessment.
d. visual disinterest assessment.
Q:
Each of the following is a limitation of the Snellen Chart EXCEPT
a. It measures visual acuity for distant but not near objects.
b. It does not accurately indicate visual efficiency.
c. It depends on a person's ability to recognize letters.
d. It does not accurately indicate how a person uses vision in natural settings.
Q:
The colored portion of the eye that contracts or expands depending on the amount of light striking it is the
a. pupil.
b. lens.
c. iris.
d. cornea.
Q:
The watery substance found between the cornea and lens of the eye is the
a. aqueous humor.
b. vitreous humor.
c. cornea.
d. iris.
Q:
The structure in the eye that refines and changes the focus of the light rays is the
a. lens.
b. pupil.
c. vitreous humor.
d. retina.
Q:
The transparent gelatinous substance inside of the eye is known as the
a. aqueous humor.
b. cornea.
c. vitreous humor.
d. retina.
Q:
Blindness occurs most often in
a. adulthood.
b. adolescence.
c. early childhood.
d. preadolescence.
Q:
What percentage of school-aged children does the federal government classify as visually impaired?
a. 0.4%
b. 0.04%
c. 4.0%
d. 0.004%
Q:
All of the following are common vision problems caused by errors of refraction EXCEPT
a. Hyperopia.
b. Astigmatism.
c. Glaucoma.
d. Myopia.
Q:
The educational definition of legally blind
a. Refers to a person who has visual acuity of 20/200 or less.
b. Stresses the method of reading instruction.
c. Refers to a person with 20/20 vision
d. Refers to a person who has 20/70 vision.
Q:
For educational purposes, individuals who are blind
a. are able to use a magnifying device.
b. can still read print if it is large enough.
c. have absolutely no sight.
d. must use braille or aural methods.
Q:
The educational definition of blindness and low vision stresses
a. the method of reading instruction.
b. using visual acuity as a predictor of how people will function.
c. the method of vision assessment.
d. using whatever remaining sight a person has.
Q:
A common criticism of legal definitions of blindness is that visual acuity
a. is difficult to measure objectively.
b. doesn"t predict how well people use their remaining sight.
c. is defined in different ways by different professionals.
d. doesn"t provide information about the cause of blindness.
Q:
Even though he has visual acuity of 20/20, Jeff is considered legally blind. This is possible if he has severely restricted
a. angular vision.
b. peripheral vision.
c. partial vision.
d. low vision.
Q:
The legal definition of blindness involves assessment of
a. color perception and visual acuity.
b. field of vision and depth perception.
c. visual acuity and field of vision.
d. depth perception and color perception.
Q:
As a disability of children, blindness is
a. one of the most prevalent disabilities.
b. about average in prevalence compared to other sensory disabilities.
c. the least prevalent disability.
d. increasing rapidly in prevalence.
Q:
Describe the challenge faced by students with hearing impairment with respect to postsecondary education and employment.
Q:
Why is language development so controversial for parents and professionals in early intervention?
Q:
There is considerable disagreement among professionals and parents with respect to inclusion for students who are deaf. Describe two arguments against inclusion for these students.
Q:
Compare and contrast American Sign Language and signing English systems: As communication systems, what features do they share? What are the relative advantages and disadvantages of each for students with deafness?
Q:
Describe advantages and disadvantages of the approaches to communication: oral (auditory-verbal approach), total, or bicultural-bilingual.
Q:
Describe four factors that demarcate the Deaf community as a true culture.
Q:
Identify and describe two factors that affect the social adjustment of individuals with hearing impairment.
Q:
Discuss the effects of hearing impairment on intellectual development and describe recent changes in knowledge associated with this issue.
Q:
Discuss procedures for measuring hearing in infants.
Q:
Describe the process of hearing within the context of the anatomy and physiology of the ear.
Q:
Most standardized assessments are biased against learners who are deaf or hard of hearing.
Q:
Students with hearing loss are served in special schools or residential settings more than any other disability category.
Q:
Cued Speech is used by the majority of people with hearing impairments.
Q:
Children who are deaf who have parents who are deaf have higher reading achievement than those who have hearing parents.
Q:
When performance tests are used, there is no difference in IQ scores between those who are deaf and those who are hearing.
Q:
Intellectual development is dependent on the acquisition of spoken language.
Q:
Children who are deaf reach language development milestones in sign later than hearing children do in spoken language.
Praxis: I.B.
CEC: CC2K1
Q:
A mutation in the connexin-26 gene is the most common cause of congenital deafness.
Q:
From an educational perspective, deafness is defined as a hearing loss of more than 90 dB in either ear.
Q:
Most people who are deaf have some residual hearing.
Q:
Students who are deaf who do not go on to postsecondary training may face increased obstacles to employment in the future because
A) increasingly fewer employers are willing to employ workers who sign.
B) the manual trades that they typically prepare for are disappearing.
C) antidiscrimination laws do not cover students with inadequate training.
D) there will be increased competition for the same jobs by individuals with other disabilities.
Q:
What percentage of deaf children have hearing parents?
A) 10%
B) 5%
C) 50%
D) 90%
Q:
Sign language interpreters
A) use ASL.
B) use transliteration.
C) use a hybrid of ASL and transliteration, Signed American Sign Language (SASL).
D) can use either ASL or transliteration.
Q:
Until the mid-1960s the only institution specifically for postsecondary education of students with hearing impairments was
A) Rochester.
B) Gallaudet.
C) Stanford.
D) Georgetown.
Q:
Frank, who is deaf, is the six-month-old son of hearing parents. To interact effectively with Frank, his parents should
A) emphasize lip movements.
B) encourage verbal babbling.
C) attend to eye gaze.
D) avoid use of speech.
Q:
Children with deafness who have parents who are also deaf
A) develop language more slowly than do infants with deafness who have hearing parents.
B) tend to be overly dependent on their parents when they reach school age.
C) develop ASL at a rate similar to the rate at which hearing infants develop English.
D) have difficulty relating to hearing children when placed in mainstream preschool settings.
Q:
The focus of early intervention for children with hearing impairments is on
A) social skills.
B) language development.
C) play.
D) self-esteem.
Q:
Which statement about the assessment of progress of students who have hearing impairments is true?
A) Curriculum-based measurement is not an appropriate method for measuring reading fluency for these students.
B) Most standardized assessments are biased towards the majority culture.
C) Research does not support the development of phonics-based reading skills for these students.
D) Several standardized measures of reading ability are available for these students.
Q:
Many in the Deaf community believe that residential schools for children who are deaf are necessary to
A) perpetuate the Deaf culture and use of ASL.
B) ensure that students learn age-appropriate social skills.
C) provide jobs for those who are deaf as workers in the schools.
D) overcome the negative effects of many home situations.
Q:
In recent years, many people within the deaf community have questioned the trend toward inclusion of children with hearing impairment because
A) it creates too much work for the general education teacher.
B) they do not get along with the other students.
C) it forces students to lose their deaf identity.
D) they do not have the cognitive or academic skills to succeed in the mainstream.
Q:
Currently, approximately what percentage of students with hearing impairments attends classes in their local schools?
A) 86%
B) 8%
C) 10%
D) 18%
Q:
A TT, also referred to as TTYs, is a device for
A) decoding closed captions on TV.
B) accessing teletext service.
C) printing sign language texts.
D) communicating via telephone.
Q:
Virtually all new television programs are captioned for use by people with hearing impairment. Federal law requires that TVs over 13 inches must
A) contain a chip that produces captions.
B) come with a decoder.
C) come with a VCR.
D) come with a teletypewriter.
Q:
FM systems are used in conjunction with hearing aids to
A) amplify sound.
B) increase reverberation.
C) provide individualized instruction.
D) broadcast the schedule of daily events.
Q:
A principle underlying the bicultural-bilingual approach is
A) teaching the history of the Deaf culture instead of that of the dominant culture.
B) providing a foundation in spoken English to serve as a basis for ASL.
C) stressing that ASL is the primary language, and English is secondary.
D) encouraging hearing people to learn ASL as a second language.