Accounting
Anthropology
Archaeology
Art History
Banking
Biology & Life Science
Business
Business Communication
Business Development
Business Ethics
Business Law
Chemistry
Communication
Computer Science
Counseling
Criminal Law
Curriculum & Instruction
Design
Earth Science
Economic
Education
Engineering
Finance
History & Theory
Humanities
Human Resource
International Business
Investments & Securities
Journalism
Law
Management
Marketing
Medicine
Medicine & Health Science
Nursing
Philosophy
Physic
Psychology
Real Estate
Science
Social Science
Sociology
Special Education
Speech
Visual Arts
Special Education
Q:
The increase in the use of informal measures to assess student progress is beneficial to students from diverse populations because
a. they are part of NCLB, so teachers can use ready-made assessment tests.
b. informal measures are easy to develop and are more reliable than formal measures.
c. progress monitoring assessments may be less biased than traditional standardized tests.
d. such assessments cost more, so schools get more federal money for each bilingual student.
Q:
Althoughresponse to intervention has not been validated for non-English speaking or bilingual students, the method has positive implications for culturally diverse students becausea. it relies on quality instruction prior to identification.b. it is part of NCLB, which stipulated that the student's first language must be used for assessment.c. it requires that students who are bilingual remain in regular classrooms for all instruction.d. it uses standardized assessment procedures to enable teachers to understand the students'strengths and weaknesses.
Q:
Compared to students with other disabilities, those with learning disabilities have:
A. Fewer friends
B. Less anxiety
C. Fewer problems with mental health
D. A lower incidence of behavior problems
Q:
Each of the following is a characteristic of autism EXCEPT:
A. Sensory and movement disorders
B. Atypical social development,
C. Typical language development
D. A need for environmental predictability
Q:
Response to intervention relies
a. on the IQ-achievement discrepancy formula.
b. more on curriculum-based measurement.
c. more on testing accommodations.
d. more on standardized tests.
Q:
All of the following are common criticisms of standardized tests EXCEPTa. failing to take cultural diversity into account.b. focusing on deficits of the individual.c. underestimating abilities of students from the majority culture.d. failing to provide information useful in teaching.
Q:
Being organized, engaging in future planning, and solving problems are elements of:
A. Language skills
B. Executive functioning skills
C. Metacognition
D. Social skills
Q:
Quick measurements to determine who may need further assessment are
a. outcome measures.
b. progress monitors.
c. diagnoses.
d. screening measures.
Q:
Compared to European American children, students who are African American or Latino are:
A. Less likely to be diagnosed with an autism spectrum disorder
B. Twice as likely to be diagnosed with an autism spectrum disorder
C. Four times as likely to be diagnosed with an autism spectrum disorder
D. As likely to be diagnosed with an autism spectrum disorder
Q:
An example of a disability with a highly organized subculture isa. mental retardation.b. autism.c. deafness.d. epilepsy.
Q:
An example of executive functioning is:
A. Prioritizing key information
B. Reading in an automatic fashion
C. Remembering facts
D. Decoding words
Q:
What percent of students served by IDEA have autism?
A. 10%
B. 25%
C. 15%
D. 5%
Q:
The disproportionate representation of ethnic minority students in special education points to the need for all of the following EXCEPT to
a. make available strong academic programs that foster success for all students regardless of their achievement.
b. implement effective procedures for referral, assessment, eligibility, classification, placement, and reevaluation.
c. decrease the level of home/community involvement.
d. use diverse community resources.
Q:
Procedural problems, semantic memory problems, and visual-spatial problems are indications of:
A. Language difficulty
B. Reading difficulty
C. Executive functioning
D. Math difficulty
Q:
An example of a culturally linked behavior that might be confused with exceptionality is
a. handedness.
b. eye contact.
c. skin color.
d. killing.
Q:
Compare and contrast product and process evaluation.
Q:
The two primary objectives of multicultural special education are
a. promoting understanding of exceptionality as a microculture and ensuring that exceptionality is included in the multicultural curriculum.
b. ensuring that ethnicity is not mistaken for exceptionality and increasing understanding of disability as a microculture.
c. increasing visibility of people with disabilities in the macroculture and promoting acceptance of people with disabilities by the majority culture.
d. enabling students from culturally diverse backgrounds to succeed in the mainstream and lobbying for services in multicultural educational programs.
Q:
Autism is generally evident before age three and is manifest when the child resists environmental change, displays unusual responses to sensory experiences, and:
A. Fails most academic activities
B. Engages in frequent problem behavior
C. Engages in repetitive activities and stereotyped movements
D. Resists engaging in social activities
Q:
Each of the following is TRUE about teachers and teacher training in multicultural and bilingual education EXCEPT
a. We know a great deal about how best to train teachers to be aware of their own cultural histories and biases.
b. Many people see better teacher education as critically important for improving performance of many students of color.
c. No Child Left Behind (NCLB) act's concept of a"highly qualified"teacher is open to question.
d. Better training of teachers includes helping them to be more knowledgeable about their own cultures.
Q:
A group sharing a set of specific abilities or disabilities that are especially valued or that require special accommodation within a given subculture is called a/an
a. microcultural group.
b. ethnic group.
c. exceptionality group.
d. macrocultural group.
Q:
Difficulty with decoding words, comprehending text, and appropriate speed and fluency are elements of:
A. Language disorder
B. Reading disorder
C. Written language disorder
D. Math disorder
Q:
Describe the schoolwide enrichment model.
Q:
A group that shares an historic origin, culture, heritage, and traditions, and that has its own political and economic interests is called a/an
a. microcultural group.
b. ethnic group.
c. exceptionality group.
d. macrocultural group.
Q:
The use of language is a controversial aspect of multicultural education because of all of the following EXCEPT
a. It may not be appropriate to refer to a group as a"minority"if it constitutes half or more of the population in an area.
b. It is difficult to determine labels and terms that are acceptable for designating various groups.
c. It is generally agreed among professionals that English should be the only language of instruction.
d. It is difficult to decide what language(s) or dialect(s) should be used for instruction.
Q:
Autism is a developmental disability that significantly affects a student's verbal and nonverbal communication, social interaction, and:
A. Educational performance
B. Intellectual abilities
C. Vocational skills
D. Functional skills
Q:
Which of the following is one of the most significant challenges facing students with learning disabilities?
A. Writing difficulties
B. Reading difficulties
C. Behavior difficulties
D. Math difficulties
Q:
Assuming that a cultural identity is sufficient to explain academic achievement or economic success is a form of
a. prognostication.
b. ethnicity.
c. cultural relativism.
d. stereotyping.
Q:
Which two issues particularly complicate teaching about cultures and engendering an acceptance of cultural diversity?
a. the money and time we have for curriculum changes
b. deciding which cultures should be represented and the predominate religious beliefs within a school system
c. deciding which cultures best illustrate the concepts of universality of cultural pride and shame
d. deciding which cultures should be included and how to teach about them
Q:
Describe the autonomous learner model and tell why it is useful for students who are gifted.
Q:
Describe augmentative and alternative communication (AAC) devices and explain why they are so important for students with multiple disabilities.
Q:
What percentage of students with disabilities have specific learning disabilities?
A. About 75%
B. Nearly 43%
C. Almost 26%
D. About 14%
Q:
Each of the following is a general purpose of multicultural education EXCEPT
a. to promote pride in positive aspects of one's own cultural heritage.
b. to foster positive attitudes toward cultural diversity.
c. to satisfy a large, tax-paying constituency.
d. to ensure equal educational opportunities for all students.
Q:
A culture that is associated with or part of a larger culture, but which is not necessarily small, is a
a. subculture.
b. macroculture.
c. microculture.
d. clique or gang.
Q:
Compare and contrast enrichment and acceleration.
Q:
Describe the MAPs process and the eight key questions that are part of the process.
Q:
Each of the following is a major component or element of culture EXCEPTa. skin color.b. values and typical behavior.c. nonverbal communication.d. world views or general perspectives.
Q:
Which one of the following is part of the exclusionary criteria for learning disabilities?
A. An impairment that is caused primarily by poor instruction
B. An impairment that is caused primarily by perceptual difficulties
C. An impairment that is caused primarily by emotional disturbance
D. An impairment that is caused primarily by brain injury
Q:
In considering cultural differences in the context of education, one should
a. realize that the influence of culture on education is a myth.
b. advocate for separate special education for minorities.
c. be cautious not to stereotype.
d. consider charter schools as a viable solution.
Q:
Cultural diversity presents the challenges for special educators in all of these areas EXCEPT?
a. instruction
b. assessment
c. submersion
d. socialization
Q:
Describe the characteristics of students who are gifted and talented.
Q:
Describe the SETT framework for making evaluation decisions.
Q:
Progress in constructing multicultural education has been slow, for all of the following reasons EXCEPT
a. Cultural groups have not found common satisfaction in a specific curriculum.
b. Cultural groups tend to agree on a standard against which all should be judged.
c. Some argue it is more important to identify a common American culture.
d. There is disagreement over whether we should achieve the"melting pot"metaphor or recognize each identifiable group.
Q:
Why is it important for teachers to become partners with parents in advocating for the rights and services of children with disabilities?
Q:
Critics of multicultural education claim that it
a. seeks to socialize students to a multicultural norm of acceptance and respect for people with different cultures.
b. undermines the central purpose of school, which is to ensure academic competence.
c. focuses too much on rebuilding the moral foundation of society.
d. is undemocratic.
Q:
Taking pride in the fact that someone in a group with which you identify yourself has accomplished something notable is referred to as
a. collective pride.
b. ethnic pride.
c. personal pride.
d. community pride.
Q:
What are four ways to integrate critical thinking into daily instructional strategies?
Q:
Which one of the following best describes the purpose of multicultural education?
a. It teaches children of ethnic minorities about their ancestors.
b. It provides bilingual education for non-English speakers.
c. It provides equal educational opportunities to all students.
d. It involves parents in their child's education.
Q:
How can peer tutoring be effective with students who have multiple disabilities?
Q:
Describe how you can enhance family participation in IEP conferences.
Q:
Each of the following is a misconception about multicultural and bilingual aspects of special education EXCEPT
a. It addresses the concerns of ethnic minorities who want their children to learn more about their history.
b. Everyone agrees that it is critical to our nation's future.
c. Educators must make sure that students understand the language of school, not just informal conversation.
d. Disproportionate representation of minorities in special education is no longer a problem.
Q:
Discuss the rationale for "standards-based" reforms and describe problems with how special education fits into this movement.
Q:
What is curriculum compacting?
Q:
Describe problems with determining the intellectual capabilities of students with multiple disabilities, and state general conclusions about their intellectual functioning.
Q:
How does empathetic listening relate to the seven principles of partnerships with families?
Q:
Describe the relationship between the concept of universal design for learning (UDL) and the pros and cons of using available technology in an effort to allow people with disabilities to function more like those without disabilities.
Q:
Compare and contrast the roles of special educators and general educators.
Q:
Discuss the controversy surrounding the relationship between special and general education and describe reasons behind reform proposals.
Q:
How does differentiated instruction affect gifted students?
Q:
What is a task analysis and what are the five steps it follows?
Q:
What are the domains of family quality of life and what is your role as an educator in relation to this concept?
Q:
Describe three practices that contribute to the integration of students with disabilities into the general education classroom and comment on research support for each choice.
Q:
What does the term "least restrictive environment" mean when applied to education for exceptional children? Provide an example to support your explanation.
Q:
Briefly describe possible causes of giftedness.
Q:
Discuss the effect of recent legislation on (a) early intervention and (b) transition.
Q:
Explain partial participation and why it is important.
Q:
Why is it important to have an educational understanding of the meaning of "family?"
Q:
Indicate the purpose of an individualized education program (IEP) and explain why it is not appropriate to make a placement decision for a student before an IEP has been written for that student. Provide an example to clarify your explanation.
Q:
List attributes of giftedness most frequently recognized by different states.
Q:
Describe the Multi-tiered Model for Identification and explain why it is used.
Q:
Describe the relationship between prereferral teams and response to intervention.
Q:
Describe the Apgar test and how it is used.
Q:
Schools are not required to provide employment-related services to students with disabilities.
Q:
How can you as a teacher achieve a high level in the professional competence domain of partnerships?
Q:
Cindy is a gifted student who participates often in classroom discussions. However, she asks so many questions and makes so many comments that there is not time for other students to participate or for you to finish the lesson. How can you help Cindy continue to participate without monopolizing the class?
A. Tell her to be quiet and pay attention.
B. Tell her you will only allow her to ask two questions per class.
C. Ignore her questions and allow others to ask questions.
D. Begin a dialogue journal that Cindy can write her questions in and enable her to research answers during less-active periods.
Q:
What are the causes of multiple disabilities?
Q:
Virtually all early childhood educators agree that young children with disabilities and those considered "at risk" should be in inclusive programs.
Q:
Students with disabilities are not excluded from participation in standardized assessment procedures.
Q:
List 5 tips for improving homework completion.
Q:
Steven is a gifted student who is very bored in class and does not complete his homework. What would be the best way to help Steven become excited about learning again?
A. Don"t require him to complete homework since he knows the material.
B. Have Steven tutor other students.
C. Modify the scope and sequence of Steven's curriculum through acceleration.
D. Don"t be concerned about Steven's behavior since he probably already knows the concepts.
Q:
Supporters of "standards-based" reforms feel that teachers have expected too much of all students.