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Special Education
Q:
Describe functional vision assessment (FVA).
Q:
What are e-readers and how can they be beneficial to students with intellectual disabilities?
Q:
This school year you have very culturally diverse students. In order to enhance your self-awareness of culture, you should do all of the following EXCEPT:
A. Examine your cultural values.
B. Talk to each student's parents.
C. Become aware of your biases.
D. Expect your students to conform to the majority value system.
Q:
Describe incidental learning and its challenges for students with visual impairments.
Q:
Define adaptive behavior and list its three domains.
Q:
Juanita, a second grader who recently arrived from Mexico with rudimentary English skills, was referred for a special education assessment after displaying sustained poor academic performance in the classroom. With permission from her parents, the team began the assessment process. Juanita's scores on the intelligence exam (WISC-III) demonstrated an IQ similar to students with moderate intellectual disabilities. She also performed poorly on the school's standard reading, spelling, and writing tests. However, her adaptive and social living skills were above average. Before the team recommends Juanita for special education, which principle of IDEA should they be concerned that they may have violated?
A. Nondiscriminatory assessment
B. Free appropriate public education (Zero reject)
C. Individualized Education
D. Due process
Q:
Differentiate between the legal and educational definitions of visual impairment.
Q:
What four risk factors are associated with causes of intellectual disabilities (provide an example of each)?
Q:
Each of the following is a component for delivering culturally responsive instruction except which one?
A. Integrate content into your curriculum.
B. Help students understand cultural assumptions and biases.
C. Use your curriculum and teaching methods to modify your students' unacceptable racial attitudes.
D. Make students' decisions for them regarding their education.
Q:
What is the focus of early childhood education and how does collecting "tangible memories" facilitate this?
Q:
What factors influence the prevalence of intellectual disabilities and what characteristics are associated with each?
Q:
Which of the following exists when teachers modify their teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, and social-class groups?
A. Content integration
B. Knowledge construction process
C. Equity pedagogy
D. Prejudice reduction
Q:
What are orientation and mobility skills?
Q:
In order to be identified as having an intellectual disability, a child must demonstrate significantly below average intellectual functioning and which of the following?
A. Related limitation on two or more areas of adaptive skills
B. Genetic abnormalities
C. Seizure syndrome and brain dysfunction
D. A discrepancy between ability and achievement
Q:
Teachers helping students to understand, investigate, and determine how the implicit cultural assumptions, frames of references, perspectives, and biases within a discipline influence the ways in which knowledge is constructed within it is:
A. Content integration
B. Knowledge construction process
C. Equity pedagogy
D. Prejudice reduction
Q:
List three things a teacher of students with visual impairments (TVI) can do to support a general education teacher mathematics teacher.
Q:
Two tests that could be used to identify a student as having intellectual disabilities are which of the following?
A. WISC-IV and the Adaptive Behavior Scale
B. WJ Cognitive Battery and WJ Tests of Achievement
C. MMPI and Meyers-Briggs
D. Stanford-Binet and Scales of Independent Behavior
Q:
Which of the following involves teachers using examples and content from a variety of cultures and groups to illustrate key concepts, principles, generalizations, and theories in their subject area?
A. Content integration
B. Knowledge construction process
C. Equity pedagogy
D. Prejudice reduction
Q:
Describe the role of a low vision specialist.
Q:
Marisa is a student with an intellectual disability who participates in a job-training program. Marisa is very shy around coworkers. What could you do to help Marisa with her social skills on the job?
A. Tell her she will never get a job unless she learns to interact with others.
B. Tell her coworkers that Marisa does not talk.
C. Include social skills training as a component of her transition instruction.
D. Reward Marisa every time she speaks to another person.
Q:
Content integration, knowledge of the construction process, an equity pedagogy, prejudice reduction, and empowering school culture and social structure are elements of:
A. Increasing knowledge and experiences of other cultures
B. Culturally responsive instruction
C. Enhancing self-awareness
D. Cultural reciprocity
Q:
Briefly describe the causes of visual impairments.
Q:
All of the following are typical testing accommodations for students with intellectual disabilities except:
A. Dictating responses to a scribe
B. Exemption from taking tests
C. Having test items read to them
D. Extended time
Q:
Learning about the family's strength, needs and preferences; inviting the family to describe their cultural values; identifying disagreements or alternative perspectives; and showing respect for differences are steps to which of the following?
A. Increasing knowledge and experiences of other cultures
B. Culturally responsive instruction
C. Enhancing self-awareness
D. Cultural reciprocity
Q:
Marla is a student with visually impairment who is a loner on the playground, choosing to play or walk alone. How can you help Marla play with others?
A. Require Marla to join a group to play at recess.
B. Set up games or other activities that Marla can play with her peers.
C. Leave Marla alone, if she chooses to be alone she must be happy.
D. Seek help from the school counselor.
Q:
Which type of data would be most appropriate to collect to indicate student performance that is not related to tests?
A. Response by response data
B. Instructional and test data
C. Error data
D. Anecdotal data
Q:
Using cultural reciprocity, capitalizing upon instructional consultation teams, and implementing response to intervention are strategies for:
A. Increasing self-awareness
B. Implementing culturally responsive instruction
C. Increasing knowledge and experiences of other cultures
D. Advocating for systems change
Q:
Sherry is functionally blind and seems uninterested during class demonstrations or teacher-directed activities. What can you do to help Sherry become an active member of the class?
A. Ignore her inattentive behavior.
B. Seat Sherry in the front of the room.
C. Provide large print materials for Sherry.
D. Develop a behavior plan for Sherry.
Q:
Which type of data would be most appropriate to collect to assess how well a student learned a task that was broken into various steps?
A. Response by response data
B. Instructional and test data
C. Error data
D. Anecdotal data
Q:
Examining our own cultural values, bias, stereotypes, and prejudices is:
A. Increasing knowledge and experiences of other cultures
B. Cultural reciprocity
C. Enhancing self-awareness
D. Culturally responsive instruction
Q:
Jessica is a student with visual impairments. She doesn"t say hello to peers in hallways or acknowledge peers' presence when entering the room. How can you help Jessica with her social interaction and greetings to peers?
A. Teach peers to say both her name and their own in greeting.
B. Tell Jessica she appears unfriendly and needs to speak to her friends.
C. Have a conference with Jessica's parents to discuss Jessica's aloofness.
D. Tell Jessica's peers to ignore her until she speaks to them.
Q:
What percent of students with intellectual disabilities spend 80-100% of their time in general education settings?
A. 48%
B. 8%
C. 27%
D. 17%
Q:
Each of the following is an example of a majority value except:
A. Independence
B. Competition
C. Contentment
D. Achievement
Q:
Informal measures used to determine students' skill levels include all of the following except:
A. Teacher observations
B. Evaluation of needed prompt levels
C. Curriculum-based tests
D. Parent interviews
Q:
Community-based instruction is most effective when it is based on a(n):
A. Ecological inventory
B. Life-space analysis
C. Prelinguistic milieu
D. Universal design for learning
Q:
The stage of language proficiency in which students understand about 500 words, but cannot use them is:A. Early production stageB. Receptive or preproduction stageC. Speech emergence stageD. Intermediate language proficiency stage
Q:
Teachers of older visually impaired students should emphasize career-awareness skills, social skills, knowledge of human sexuality, self-help skills, and:
A. Reading skills
B. Writing skills
C. Math skills
D. Advocacy skills
Q:
Transition programs are effective when students with intellectual disabilities achieve each of the following except:
A. Are integrated into and participate in their community
B. Learn work-related skills
C. Live in a group home or institution
D. Engage in a full array of leisure activities
Q:
Which statement about suspensions and expulsions in grades 6"12 is TRUE?
A. Black students are expelled about 13 times more than White students
B. Black students are suspended about 13 times more than White students
C. Asian/Pacific Islander students are suspended about 2 times more than White students
D. Hispanic students are expelled 3 time more than Black students.
Q:
Which of the following programs emphasizes strategies that enhance a student's acquisition of body image, language, early self-help skills, sensorimotor skills, concepts, orientation, and early social interactions?
A. Transition
B. Early childhood
C. Functional
D. Academic
Q:
Which of the following involves three phases with a typical problem-solving process to promote middle school students' progress in achieving the goals of the general curriculum?
A. The self-determined learning model
B. Community-based instruction
C. Prelinguistic milieu teaching
D. Universal design for learning
Q:
Three special education categories where educators have the greatest leeway for exercising their judgments about students' abilities and needs are learning disabilities, emotional-behavioral disorders, and:
A. Intellectual disabilities
B. Speech and language disorders
C. Autism spectrum disorders
D. Orthopedic impairments
Q:
Early intervention programs for young children with visual impairments are generally:
A. Home-based
B. Held in a private facility
C. School-based
D. Hospital-based
Q:
Which of the following teaches children with intellectual disabilities who do not speak to make frequent, clear requests or comments with gestures or sounds while looking at the person with whom they are communicating?
A. The self-determined learning model
B. Community-based instruction
C. Prelinguistic milieu teaching
D. Universal design for learning
Q:
Each of the following is a key microculture associated with disproportionate representation in special education EXCEPT:
A. Race/ethnicity
B. Income level
C. Education level
D. Language
Q:
An IDEA-related service for students with visual impairments to know where they are in their environment and how to move around that environment safely is:
A. Environmental Education
B. Kinesthetic instruction
C. Orientation and mobility training
D. Transition services
Q:
An e-reader that is more cognitively accessible than those typically available is:
A. Kindle
B. Nook
C. Rocket Reader
D. Apple iPad
Q:
Which of the following students are most likely to experience inclusive settings?A. WhiteB. HispanicC. Asian/Pacific IslanderD. Black
Q:
Effective teaching strategies for teaching daily living skills to students with visual impairments include each of the following except:
A. Hand-over-hand demonstrations
B. Gradual fading of prompts
C. Written instructions
D. Significant practice
Q:
Appropriate roles for paraprofessionals include each of the following except which one?
A. Providing individualized instruction to groups of students
B. Facilitating friendships among students with and without disabilities
C. Providing primary instruction to students with disabilities
D. Assisting students with personal care
Q:
Which of the following students are the least likely to spend time in the general education classroom and more time in special settings?
A. White
B. Hispanic
C. Asian/Pacific Islander
D. Black
Q:
Which of the following enlarges an image to the desired size and projects it onto a television or computer screen?
A. Optical character reader
B. The cloze procedure
C. Closed captioning
D. Closed circuit television
Q:
What test is currently being developed to measure adaptive behavior that is normed on the general population rather than people with impairments in adaptive skills?
A. Diagnostic Adaptive Behavior Scale (DABS)
B. Adaptive Behavior Scale-School (ABS-S)
C. Diagnostic Criteria for Behavior (DCB)
D. Normed Behavior Scale (NBS)
Q:
The proportion of students served in special education by disability and race/ethnicity; the percentage of students in special education in difference educational environments by race/ethnicity; and the percentage of student in racial/ethnic groups receiving special education are:
A. Data sources related to disproportionate representation
B. Data sources related to tracking
C. Data sources used in the Brown v. Board of Education case
D. Data sources related to nondiscriminatory evaluation
Q:
What is the curriculum used for teaching literacy skills to students with visual impairments whose first language is not English?
A. Modified language instruction
B. Adapted ESL
C. Bilingual language instruction
D. There is none
Q:
How much more likely than students from families with incomes in the bottom 20% are students from families with incomes in the top 20% to have intellectual disabilities?
A. 10 times more likely
B. 4 times more likely
C. Twice as likely
D. 8 times more likely
Q:
Comparing the proportion of a specific racial/ethnic group receiving special education services to the proportion among the total combined other racial/ethnic groups receiving special education is:
A. Discriminatory evaluation
B. Segregation
C. Risk ratio
D. Cultural discrimination
Q:
Adapted materials for students with visual impairments may include braille and large-print maps, measuring devices, graph paper, writing paper, calendars, and:
A. Computers
B. Flash cards
C. Children's stories
D. Rubrics
Q:
Which social, behavioral, or educational factor is associated with intellectual disabilities more than with any other disability?
A. High divorce rate
B. Large family size
C. Poverty
D. Poor nutrition
Q:
The court case in California that paved the way for the abandonment of standardized testing alone as a means for determining whether or not a student was placed in special education was:
A. Brown v. Board of Education
B. Larry P. v. Riles
C. Diana v. Board of Education
D. Lau v. Nichols
Q:
Each is recommended for math teachers to make their instruction more accessible except:
A. Speak about math consistently and clearly
B. Verbalize whatever you write
C. Avoid using manipulatives for activities
D. Give advance copies of transparencies and notes
Q:
The risk factors that interact with each other and with biomedical risk factors to influence the existence and extent of intellectual disabilities include each of the following except:
A. Behavioral
B. Social
C. Educational
D. Familial
Q:
One early consequence of the efforts at school racial desegregation was that, as enrollments of culturally and linguistically diverse children in previously all-white schools increased, their enrollment in self-contained programs increased for which of the following?
A. Students with learning disabilities
B. Students with autism
C. Gifted students
D. Students with mild intellectual disabilities
Q:
Some students may need specialized instruction related to writing braille with a:
A. Slate and stylus
B. Tactile tool
C. Braille recorder
D. Pen and paper
Q:
Risk factors that have been identified to possibly cause intellectual disabilities include each of the following except which one?
A. Biomedical factors
B. Social factors
C. Behavioral factors
D. Family factors
Q:
Which of the following ordered schools to desegregate by race with all due deliberate speed?
A. Brown v. Board of Education
B. Larry P. v. Riles
C. Diana v. Board of Education
D. PASE v. Hannon
Q:
When designing IEPs for students with visual impairments, some important decisions to consider are provision of instruction to support student success, location of services, and:
A. The school's budget
B. Nonacademic priorities
C. Staffing needs
D. Braille services
Q:
The cause of intellectual disabilities is unknown in what percent of cases?
A. Nearly 100%
B. About 50%
C. Only 25%
D. Approximately 75%
Q:
The belief that racial and class inequity are reproduced over time to maintain the status quo at the expense of less privileged groups is associated with:
A. Cultural deficit theory
B. Eugenics
C. Cultural reproduction theory
D. Genetic deficit theory
Q:
Each of the following is a valuable method for determining the level of functioning of students with visual impairments in the expanded core curriculum except:
A. Observation in natural environments
B. Authentic assessments
C. Standardized assessments
D. Performance assessments
Q:
Which of the following refers to the time of onset of the disability as being before birth?
A. Prenatal
B. Perinatal
C. Postnatal
D. Perinatal
Q:
Procedures for seeking to improve the human race by encouraging birth of children with allegedly "good" hereditary qualities and discouraging or preventing the birth of those with allegedly "undesirable" hereditary qualities is:
A. Cultural deficit theory
B. Eugenics
C. Cultural reproduction theory
D. Genetic deficit theory
Q:
The expanded core curriculum includes all of the following areas except which of the following?
A. Compensatory skills and communication modes
B. Reading, writing, and math skills
C. Recreation and leisure skills
D. Orientation and mobility skills
Q:
People with intellectual disabilities have significant limitations in adaptive behavior as expressed in conceptual, practical skills, and:
A. Behavioral skills
B. Intellectual skills
C. Social skills
D. Vocational skills
Q:
Which theories reemerged with publication of The Bell Curve?
A. Cultural deficit and genetic deficit
B. Eugenics and cultural deficit
C. Cultural difference and genetic deficit
D. Genetic deficit and eugenics
Q:
Which of the following includes a functional vision assessment, student's approaches to new situations, the nature and stability of the eye condition, visual stamina, and motivation?
A. Environmental observations
B. Teachers and parents
C. Learning media assessment
D. Functional vision assessment
Q:
Students with intellectual disabilities have difficulty transferring knowledge or behavior learned for doing one task to another task for each of the following reasons EXCEPT:
A. Expectations vary in different settings
B. They do not have the intellectual capacity to learn the skill
C. Non-school settings tend to have greater complexity and more distractions
D. They have challenges using working memory in novel situations
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:
What term is used to describe the options for the format of reading and literacy materials?
A. Braille
B. Instructional format
C. Audiotapes
D. Learning medium
Q:
The ability to transfer knowledge or behavior learned for doing one task to another task and to make that transfer across different settings or environments is which of the following?
A. Long-term memory
B. Working Memory
C. Generalization
D. Short-term memory