Q&A Hero

Q: Describe the areas of adaptive skills that are a challenge for students with multiple disabilities.

Q: Public school systems must make extensive efforts to screen and identify all children and youths of school age who have disabilities.

Q: Partial participation refers to the practice of having students with disabilities integrated for part of the school day and in a special class for the remainder of the day.

Q: Most students with disabilities spend the majority of their school day in special education, self-contained classrooms.

Q: Describe the Circle of Friends.

Q: June has an IQ of 140 and is more than four years ahead of her third-grade peers in reading and writing. Her parents and teachers have agreed that acceleration would be best for June. Which of the following would be a good type of acceleration for June? A. June attends seventh-grade English class. B. Have June take the seventh-grade state English test. C. Have June tutor sixth- and seventh-grade students in English. D. Have June skip English class until she enters seventh grade.

Q: The least restrictive environment (LRE) is not always the general education classroom.

Q: The individualized education program (IEP) is not required to be a written statement; however, the parents must agree to the teacher's plans before the student is enrolled.

Q: Research evidence suggests that response to intervention is more effective than prereferral teams at reducing the number of students referred for special education.

Q: Standardized tests a. have no place in special education. b. should be used to compare students with disabilities before and after they receive special instruction. c. can be used effectively to compare students with disabilities to those without disabilities. d. are useful for making instructional decisions.

Q: Wesley is unable to communicate his needs or wants using words. This is an issue in the classroom because he is often unnoticed. What is an appropriate strategy to help Wesley in the classroom? A. Use assistive technology to enable him to communicate. B. Allow him to be an observer rather than a participant. C. Ask for a speech therapy evaluation. D. When Wesley has a need encourage him to verbalize it.

Q: Accommodations for evaluation procedures of students with disabilities might include all of the following EXCEPT a. altering the time given for responding. b. changing the setting in which assessment is done. c. providing verbal prompts to the student during testing. d. using an alternative format for presentation of tasks or the type of response allowed.

Q: What is the purpose of PTIs, CPRCs, P2P, and F2F HICs?

Q: Assessments that compare a student's performance with that of other students are all of the following EXCEPT a. outcome measures. b. standardized assessments. c. progress monitoring assessments. d. measures of student achievement.

Q: Written agreements between a student and teacher that describe the outcomes of student learning are: A. Learning contracts B. Behavioral contracts C. Teaching contracts D. Instructional contracts

Q: Which statement about the standards-based reform movement is TRUE? a. There are fully funded, Federal programs that provide enriched learning experiences for all students. b. The curriculum for students with disabilities has sometimes differed from the curriculum in general education. c. IDEA requires inclusion of all students with disabilities, except those with sensory impairments, in national assessments of educational progress. d. Extracurricular programs that are being eliminated tend to be those that students with disabilities are typically excluded from or fail at anyway.

Q: Each of the following is an issue/controversy concerning universal design or the use of technology for people with disabilities EXCEPT a. deciding when the limits of universal design have been reached. b. deciding when the use of technology is in a person's best interest. c. unnecessary cost associated with having to consider the relatively small population of people with disabilities when designing technology. d. the potential for dependence on technology at the cost of learning to do something independent of technology.

Q: Kate is a student with multiple disabilities who has tantrums and hits herself and others. Which of the following is the most appropriate action for Kate's behaviors? A. Write a behavior plan for Kate. B. Learn to identify cues that trigger problem behavior. C. Discipline Kate when she acts out. D. Isolate Kate from other students.

Q: Considering the needs of all potential users, including those with disabilities, when developing a technology is referred to as a. inclusive technology. b. universal design. c. intuitive planning. d. intuitive design.

Q: What is family quality of life?

Q: All of the following statements about the Common Core State Standards Initiative are true EXCEPT a. some are fearful that the standards will not be in the best interests of many students with disabilities. b. Research documents that, when states mandate that students with disabilities must take a Common Core State Standards test, the achievement of these students improves dramatically. c. There is a heavy emphasis on access to the general education curriculum for students with disabilities. d. Questions remain, such as should special accommodations be made in assessing progress toward a standard.

Q: Which of the following involves active student participation and responsibility in the assessment process? A. Kid watching B. Portfolios C. Written tests/projects D. Reflective evaluations

Q: Michael is a student with multiple disabilities. His educational and functional skills are very limited but he is included in the general education setting for portions of the school day. What should the teachers do for Michael to enhance his general education experiences? A. Let him complete tasks that are within his abilities. B. Determine another placement for Michael since he cannot handle the regular education setting. C. Create opportunities for him to benefit from peer tutoring. D. Let Michael sit in the back of the classroom and sleep.

Q: Ms. Mann, a sixth-grade teacher, arranges a parent-teacher conference with Mr. and Mrs. Dixon to discuss a problem she is having with their son Bobby, who has learning disabilities. Most authorities would recommend that Ms. Mann: A. Emphasize positive things about Bobby, along with the negative. B. End the conference by summarizing Bobby's deficit areas. C. Start with business first rather than informal social conversation. D. Use professional language so that the Yubas will view her as a professional.

Q: The Common Core State Standards Initiative's document, "Application to Students with Disabilities," states that students with disabilities a. should not be held accountable regarding the general education curriculum. b. should be allowed to have a copy of the test one-week in advance of its administration. c. should not receive any accommodations on the test. d. might need to have instructional supports by, for example, by presenting material in multiple ways.

Q: Observing and learning from a student's comments or work is: A. Portfolio assessment B. Process evaluation C. Product evaluation D. Curriculum evaluation

Q: The key to improving special education is a. knowledge of special education law. b. management of serious behavior problems. c. exceptional instruction. d. use of technological advances.

Q: Special education teachers must attain special expertise in a. delivering large-group instruction. b. using technology. c. cooperative learning. d. counseling.

Q: The dimension of instruction that refers to the speed of introducing new concepts is a. intensity. b. persistence. c. pace. d. structure.

Q: Portfolio-based and other alternative assessments rely on the use of rubrics with specific: A. Formats B. Instructions C. Criteria D. Guidelines

Q: Sally's parents both work to support their family. They do not attend Sally's conferences, IEP meetings, or other school functions because they say they cannot spare the time. The teachers feel it is very important for Sally's parents to be more involved in her education. What can the teachers tell Sally's parents to help them understand that their participation is needed? A. Tell the parents that Sally cannot continue in special education unless they attend the IEP meeting. B. Tell the parents that Sally cannot continue in the school unless they become involved. C. Explain that Sally's school success and family quality of life will improve if they can participate. D. Ask Sally's older sibling to attend meetings and school functions.

Q: Which of the following primarily involves written tests? A. Portfolios B. Process evaluation C. Product evaluation D. Curriculum-based assessment

Q: What makes special education "special" is a. instruction that it alone uses. b. the more qualified teachers involved in it. c. instruction that is altered to meet the needs of exceptional learners. d. the quantity of services provided.

Q: Before making a referral for special education, a general education classroom teacher should do all of the following EXCEPT a. modify or adapt the student's instructional program. b. communicate concerns to parents. c. examine student's school record. d. administer diagnostic tests.

Q: Which statement about standardized testing of students with disabilities is TRUE? A. Few students with disabilities actually receive any accommodations in assessment and testing. B. Most students with disabilities are not able to take state accountability assessments, even with assessments. C. IDEA does not allow for the creation of alternative assessments. D. Students with the most significant cognitive deficits may take alternative assessments.

Q: Ahmed and his family moved to the United States from the Middle East. Ahmed and his parents speak English very well but during conferences Ms. Smith, Ahmed's teacher, is uncomfortable with the parents' behavior. Ahmed's mother does not speak in the meetings, and the parents do not make eye contact. How can Ms. Smith make the meetings more comfortable for all involved? A. Learn about Ahmed's culture and plan meeting participation to meet the parents' needs. B. Talk to Ahmed's mother alone to get information. C. Have the school principal conduct the conferences. D. Confront Ahmed's parents about their unusual behaviors.

Q: Ms. Lopez, a second grade teacher, has concerns about Delroy's progress in math. Before she makes a referral for special education, she should a. discuss her concerns with Delroy. b. administer an intelligence test. c. discuss her concerns with Delroy's parents. d. consult with specialists at a diagnostic-prescriptive center.

Q: Two ways of monitoring the progress of students who are gifted are product evaluation and: A. Standardized tests B. Process evaluation C. Portfolios D. IQ tests

Q: Which of the following is an expectation for general education teachers? a. knowledge of special education law b. instruction of students with serious learning problems c. management of serious behavior problems d. participating in writing individualized education programs

Q: All teachers should expect to participate in educating students with disabilities. Which one of the following responsibilities is a general education classroom teacher LEAST likely to have? a. evaluating academic abilities b. managing serious behavior problems c. participating in writing individualized educational programs d. collaborating with other professionals

Q: The use of data-based decision techniques is: A. IEP-linked body of evidence B. Performance assessment C. Rubrics D. Portfolio-based alternative assessment

Q: What percent of parents reported that they have considered legal action to secure an appropriate special education program for their children? A. Nearly 50% B. Only 2% C. About 25% D. Approximately 16%

Q: A student who performs or behaves poorly in school and appears likely to fail or fall short of his or her potential is a. at risk. b. disabled. c. handicapped. d. challenged.

Q: Starting in kindergarten or college early, skipping one or more grades in order to experience higher levels of instruction, and/or attending a higher grade level program for part of the school day is: A. Cluster grouping B. All-school enrichment program C. Acceleration D. Enrichment

Q: All teachers must be prepared to work with exceptional students for all of the following reasons EXCEPT a. Most exceptional students are in the general education classroom for part of the day. b. Most teachers have the supports needed to work in the general education classroom with students of all exceptionalities. c. Many students who are not identified as being in need of services share characteristics of those who are. d. Radical reforms of special education threaten special education as a separate, identifiable part of education.

Q: According to one point of view, general education and special education teachers should work together but have distinctive roles. This point of view suggests that a. general education teachers are content specialists who should be trained by a special education coach. b. general education teachers can gradually take the place of special education teachers. c. special educators have no more specialized expertise in teaching individualized curricula than do general educators. d. the popular co-teaching model of collaboration provides the required kind of intensive instruction needed by students with disabilities.

Q: Which of the following is when teachers collect student products, similar to portfolio assessment, but use them to illustrate how well a student has mastered content aligned with standards? A. IEP-linked body of evidence B. Performance assessment C. Rubrics D. Portfolio-based alternative assessment

Q: Which of the following statements about parents' satisfaction with special education programs is TRUE? A. About half of parents of secondary school students are dissatisfied with their children's schools. B. Parents with lower incomes are more dissatisfied with their children's education. C. Parents of younger African American students are less likely to be satisfied with their children's school experiences than are parents of White or Hispanic students. D. Parents of children with disabilities are more satisfied with their children's education than are parents of children in general education.

Q: When teachers provide choices of activities on a single topic that vary in difficulty, they are using a. watered-down curriculum. b. accommodations. c. partial participation. d. tiered assignments.

Q: Which of the following addresses the top 20 percent of students in the school through special-interest groups, specialized instruction in small groups, and mentoring on individual projects? A. Cluster grouping B. All-school enrichment program C. Accelerative method D. Enrichment

Q: Bill is a student with low vision. His teacher provides him with a set of large-type notes at the beginning of each lecture. This is an example of a. accommodation. b. adaptation. c. tiered assignment. d. partial participation.

Q: For students with disabilities, the objective of partial participation is a. exposure to activities experienced by all students. b. opportunity to model social skills and increased vocational training. c. maximize time on task and enhance self-esteem. d. mastery of functional academics and improved self-help skills.

Q: Literal counts of the number of times a behavior occurred or the number of intervals in which a behavior occurred is: A. Frequency counts B. Time sampling C. Event recording D. Field observation

Q: Each of the following statements about parents helping their children with homework is true EXCEPT: A. Students in general education whose parents help with homework usually experience more self-confidence. B. Students with disabilities whose parents help with homework show no more improvement in academic achievement, but they have a more positive attitude. C. Students in general education whose parents help with homework take more responsibility for completing their work. D. Students in general education whose parents help with homework have a more positive attitude about homework.

Q: In cooperative learning, a. students work together in small homogeneous groups to solve problems or practice responses. b. students without disabilities tutor those with disabilities in small groups. c. students with and without disabilities work together in small groups to solve problems or practice responses. d. students with disabilities tutor those without disabilities in small groups.

Q: In co-teaching, a. students take turns assuming the role of teacher. b. general and special educators teach together in the same classroom. c. general and special educators provide in-service training for each other. d. teachers and students take turns assuming the role of teacher.

Q: Some leaders in gifted education are concerned about the lack of each of the following in school curriculum EXCEPT: A. Variety B. Depth C. Breadth D. Specificity

Q: Recording the occurrence or nonoccurrence of specific behaviors during short, predetermined intervals is: A. Portfolio-based assessment B. Time sampling C. Event recording D. Field observation

Q: Children with emotional or behavioral disorders who have circles of friends: A. Maintain those friendships throughout their school years B. Are more socially accepted than those who do not C. Are unable to make friends on their own D. Have more friendships as adults than children who did not have circles of friends

Q: In collaborative consultation, the special education teacher a. teaches students with disabilities in the general education classroom. b. acts as an expert in providing advice to the general education teacher. c. shares daily decisions about programming with the regular education teacher equally. d. pulls out students with disabilities for special instruction in a resource room.

Q: Assigning three to six students who are gifted and talented to the same general education classroom so that they can work together is: A. Cluster grouping B. All-school enrichment program C. Accelerative method D. Enrichment

Q: Each of the following is a basic strategy for helping students with disabilities to participate in the general education classroom EXCEPT a. homogeneous grouping. b. accommodations and adaptations. c. collaborative consultation. d. curriculum and instruction modifications.

Q: Children under the age of six and older teenagers and young adults identified for special education services more often attend separate schools than do children of the usual school age for all of the following reasons EXCEPT a. They tend to have more severe disabilities. b. School systems often do not have general education classes for preschoolers and young adults. c. There are no laws protecting educational rights of people in these age groups. d. Work-related programs for young adults with disabilities frequently already exist apart from regular high schools.

Q: Which of the following involves simply observing and recording in an anecdotal format what the student is doing? A. Portfolio-based assessment B. Time sampling C. Event recording D. Field observation

Q: Nationwide, what percentage of students with disabilities is educated primarily in general education classrooms? a. less than 5 b. nearly 15 c. about 35 d. more than 50

Q: Each is a way to effectively, and legally, collaborate with parents in developing IEPs EXCEPT: A. Prepare in advance by appointing a service coordinator B. Connect and start meetings with informal conversations and snacks C. Prepare the document in advance so all the parent needs to do is sign it D. Give parents written copies of all evaluation results, ahead of time if possible

Q: An inquiry-oriented activity in which most or all of the information that students use comes from the internet is: A. Web-circle B. Research paper C. Technology report D. WebQuest

Q: Which of the following requires the teacher to accumulate permanent products that exemplify the student's work? A. Portfolio-based assessment B. Formative analysis C. Summative analysis D. Field observation

Q: Some educators have suggested that the phrase "least restrictive environment" is not appropriate for describing the placement of students. Which term do they suggest as more accurate? a. most enabling environment b. most specialized environment c. least isolated environment d. most dedicated environment

Q: Jasper is a ten-year-old student with intellectual disabilities. According to IDEA, if he is placed in the least restrictive environment possible, he will receive instruction in a. his own home. b. a general education classroom with consultation by a special educator. c. both a general education classroom and a resource room. d. a general education classroom for the whole day.

Q: When parents and educators have a history of conflict, it is helpful to have a person from outside the school who can objectively structure the meeting. This person is a(n): A. Facilitator B. Broker C. Mediator D. Intermediary

Q: Estella has a learning disability. Her primary placement is most likely a a. self-contained special education class. b. regular classroom. c. resource room. d. special day school.

Q: Which of the following focuses on resources that promote creative thinking, problem solving, and critical-thinking skills? A. Type I enrichment B. Type II enrichment C. Type III enrichment D. Type IV enrichment

Q: What percent of students with multiple disabilities spend all of their time in separate educational settings? A. 16% B. 46% C. 24% D. 14%

Q: Homebound instruction is most often used for students who have a. a visual impairment. b. physical disabilities. c. mental retardation. d. a hearing impairment.

Q: Of the following, the special education intervention that represents the highest level of specialization is a. instruction by an itinerant teacher. b. instruction in a diagnostic-prescriptive center. c. consultation by a special educator. d. instruction in a self-contained special education classroom.

Q: Each of the following is generally true of IEP conferences EXCEPT: A. Professionals tend to dominate discussions B. Multiple family members usually attend C. Professionals tend to dominate decision making D. Parents often feel confused, intimidated, and disrespected

Q: Which level of the Schoolwide Enrichment Model provides opportunities for applying interests, acquiring advanced-level understanding of the content and process used within particular disciplines, and developing authentic products? A. Type I enrichment B. Type II enrichment C. Type III enrichment D. Type IV enrichment

Q: Maria is enrolled in a general education classroom but is taught by a special education teacher in a special education classroom for an hour a day. What type of special education services does Leslie receive? a. She receives itinerant services. b. She receives resource services. c. She receives consultation services. d. She receives diagnostic-prescriptive services.

Q: Mrs. Cain is a regular third-grade teacher. She teaches most subjects to all of her students; however, Mrs. Cleveland, a special educator, provides reading and math instruction to exceptional students in the class. She also teaches organizational and study skills to all the students. What type of intervention is modeled by these teachers? a. co-teaching b. consultation c. itinerant services d. resource services