Q&A Hero

Q: Which person is generally considered to have been the first to officially document characteristics in children now associated with ADHD? A) Kurt Goldstein B) Dr. George Still C) Alfred Strauss D) Heinz Werner

Q: Each of the following is an assumption regarding the definition of intellectual disabilities except: A. Limitations must be considered within the context of community environments typical of the person's age, peers, and culture. B. Valid assessments, considering cultural and linguistic diversity and differences in communication, sensory, motor, and behavioral factors, must be used. C. The condition is permanent, and even with personalized supports over a sustained period it does not improve. D. Limitations within an individual coexist with strengths.

Q: Blaming the academic failure of students from diverse backgrounds on the inherent disadvantages that existed within their own cultures is associated with: A. Cultural deficit theory B. Eugenics C. Cultural difference D. Genetic deficit theory

Q: Mary Elizabeth has an intellectual disability. She is not required to master all of the objectives in the general education curriculum, and is allowed to complete alternative assignments. For example, instead of a required 5-page paper on ecosystems in her science class, she drew a poster of a rainforest ecosystem. These changes to Mary Elizabeth's education are referred to as A) part of UDL. B) differentiated instruction. C) instructional modifications. D) instructional accommodations.

Q: What are three reasons that students with low-incidence disabilities have relatively low participation rates in the general education classroom?

Q: Describe pros and cons of using education interpreters (include the inverted pyramid of responsibility in your description).

Q: According to IDEA, intellectual disabilities must manifest: A. During the developmental period B. Before 18 years of age C. Before 3 years of age D. During the first 12 months of age

Q: Briefly discuss some of the considerations regarding motor patterns and positioning for parents and teachers of young children with physical and health disabilities.

Q: Jimmy Ray has ADHD. He is eligible for services under IDEA A) if his diagnosis was made by a medical doctor. B) if he is on medication. C) if his condition adversely affects his educational performance. D) under the ADHD category.

Q: Audrey Beth has a learning disability. She is required to learn the same content as her peers, but is allowed to give her worksheet answers orally in some classes, and receives extra time to complete assignments in other classes. These changes to Audrey Beth's education are considered to be A) part of UDL. B) differentiated instruction. C) instructional modifications. D) instructional accommodations.

Q: Which of the following holds that white people are genetically superior to nonwhite people? A. Cultural deficit theory B. Eugenics C. Cultural difference D. Genetic deficit theory

Q: Summarize methods of testing hearing and indicate at which age levels different tests are most appropriate.

Q: Intellectual disabilities are characterized by significant limitations both in: A. Intellectual functioning and IQ scores B. Intellectual functioning and functional behavior C. Intellectual functioning and academic achievement D. Intellectual functioning and adaptive behavior

Q: What are the five outcomes for families that professionals in the field hope they can achieve?

Q: The extent to which research and practice in instruction and assessment take into consideration the cognitive, linguistic, and social assets of an individual that are culturally determined and shape the ways in which that individual learns and makes sense of his or her experiences is: A. A micro culture B. Culture C. Cultural responsiveness D. A macro culture

Q: Briefly describe the different types of seizures that may be experienced by individuals with neuromotor impairments.

Q: ADHD first received government attention in the A) No Child Left Behind Act. B) Americans with Disabilities Act. C) 2004 reauthorization of IDEA. D) 1997 reauthorization of IDEA.

Q: Ms. Acosta uses flexible grouping practices that include either same-ability or mixed-ability groups. The pace of instruction varies as students solve problems or complete assignments together. Which of the following has Ms. Acosta differentiated? A) instructional level B) instructional content C) instructional delivery D) instructional materials

Q: Describe academic achievement issues of students with hearing impairments and how it relates to intelligence and inclusion.

Q: Explain the concept of and the steps of errorless learning and give examples of prompts used in the process.

Q: How many students are permitted to take alternate assessments?

Q: Race/ethnicity, language, income, religion, disability, gender, sexual orientation, age, and geography are which of the following? A. Micro cultures B. Cultures C. Considerations of cultural responsiveness D. Macro cultures

Q: Describe the different communication options and suggest pros and cons of each.

Q: Describe accommodations for students with hyperactivity impulsivity and suggest classroom arrangement features to minimize distractions related to hyperactive impulsivity.

Q: Briefly explain the criteria for a student to qualify for special education services under the "orthopedic impairment" or "other health impairment" categories.

Q: Which term below is NOT associated with ADHD? A) developmental delay B) hyperactive C) impulsive D) inattentive

Q: Customary beliefs, social forms, and material traits of a racial, religious, or social group; and the characteristic features of everyday existence shared by people in a place and time is which of the following? A. Micro culture B. Culture C. Cultural responsiveness D. Ethnicity

Q: Mr. Jackson teaches all the students in his 6th-grade social studies class the same content, but he uses different instructional methods that match various learning needs, preferences, and styles. Mr. Jackson uses____ in his classroom. A) accommodations B) procedural safeguards C) modifications D) differentiated instruction

Q: Why are most children with very lowincidence disabilities identified at a very early age?

Q: Give at least two examples of how service or assistance animals can provide support to people with physical or health disabilities.

Q: Differentiate between the educational definitions of deaf and hard of hearing and the technical definitions.

Q: Summarize the possible causes of ADHD.

Q: Describe three school- and classroom-level actions that teachers can control to promote student progress in the general education classroom.

Q: What are the benefits listed in your text regarding the advantages of using RTI to identify learning disabilities?

Q: Jeremiah uses an electronic version of his textbook to listen to the printed material, even though he cannot read. Jeremiah is using A) a CCTV. B) an e-book. C) a Perkins Brailler. D) audiodescriptions.

Q: Reid is a student in your class who has sustained a TBI. List at least three physical symptoms that he may exhibit.

Q: What are four suggestions to follow when teaching students with hearing impairments at the elementary and middle school levels?

Q: Describe the intellectual, academic, and behavioral/emotional characteristics of students with ADHD.

Q: What are the testing accommodations that are used the most often?

Q: Briefly state the criticisms of using the IQ/ discrepancy formula to identify students with learning disabilities.

Q: Describe the "inclusion debate" and the two major issues at the heart of the debate.

Q: Briefly summarize causes of hearing loss.

Q: Compare and contrast the three types of ADHD.

Q: One common element that supports UDL is A) a small group format. B) the use of accommodations. C) technology. D) individualization.

Q: Describe supplementary aids and services in your own words and explain how they facilitate inclusion in general education settings.

Q: List two reasons why cases of TBI may go undetected, or are not detected for a while.

Q: Briefly describe how sound is heard, using the terms outer ear, middle ear, inner ear, cochlea, auditory nerve, and temporal lobe.

Q: Why has the federal health disabilities category experienced such a large increase?

Q: Explain how a learning disability can impact social competence.

Q: __________ help(s) all students with instructional activities, while providing greater access for people with disabilities by removing or reducing barriers. A) Universal design for learning B) Modifications C) Accommodations D) Adaptations

Q: Explain a T-chart and its uses when working with students with ADHD.

Q: What are the two types of brain damage that are the exceptions to a diagnosis of TBI?

Q: What does "progress in the general education curriculum" mean? (Describe three practices or laws that essentially require that progress.)

Q: What are decibels and hertz and what are the levels of each for normal sounds?

Q: What steps can you take in your classroom to prevent asthma attacks?

Q: Can attributions, learned helplessness, and motivation of students with learning disabilities be altered? If so, how?

Q: Describe the goal attainment scaling process for determining student progress.

Q: Special education is most clearly defined as A) a place. B) a curriculum or instructional program. C) modifications or supports to the instructional or assessment situation. D) individualized education for students with special needs.

Q: What is the concept of universal design and how does it apply to education (give examples of UD and of UDL)?

Q: The combination of hearing and visual loss often presents three important characteristics or challenges for students that teachers and families must consider. List these three challenges.

Q: Explain the term "Deaf community."

Q: Explain the three main types of cerebral palsy, as defined by movement.

Q: Discuss the usefulness of video self-monitoring for students with ADHD.

Q: Give an example of "unexpected underachievement" by describing a child's skills.

Q: Identify the four key characteristics of inclusion.

Q: Sheila is a deaf student in your class who has a sign language interpreter to help her during class instruction. At times, Sheila does not understand what is happening in the class because she misses contributions of her peers. What can you do to help Sheila fully participate in class? A. Tell her to ask her interpreter what was said. B. Tell the interpreter it's her job to keep Sheila on-task. C. Ensure that the peers face Sheila when talking and raise their hand to give Sheila a visual cue. D. Seat Sheila in the back of the classroom so she can see when others are talking.

Q: What are the six common features of effective special education?

Q: What is a multiple-severe disability?

Q: Describe multimodal treatments for students with ADHD.

Q: Identify the six educational placement categories for students with disabilities designated by the U.S. Department of Education.

Q: Discuss first aid procedures for generalized tonic-clonic seizures.

Q: According to your text, what are three questions that students with learning disabilities and their families should ask when considering attendance at a particular college?

Q: Desiah is a first-grade student identified as having a disability. What are the seven considerations involved in meeting his needs in the least restrictive environment?

Q: Ms. Dawkins works with a deaf-blind student and creates access to visual and auditory information for him. She is a(n) A) functional behavioral assessor. B) intervener. C) speech/language therapist. D) occupational therapist.

Q: Briefly describe juvenile arthritis.

Q: What are the three important transition domains in person-centered transition planning?

Q: Explain the differences in the terms "disability" and "handicap."

Q: As Pietro prepares to leave high school, he is involved in many decisions, including the type of job he would like, where he would like to live, and whether he would like a roommate. This is an example of A) community based instruction. B) transitional agreement. C) a functional assessment. D) person-centered planning.

Q: Give three examples of neuromotor impairments.

Q: List some helpful accommodations for college students with learning disabilities.