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Special Education
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:
Which of the following describes how a student uses vision in a variety of natural environments and activities?
A. Environmental observations
B. Teachers and parents
C. Functional vision assessments
D. Learning media assessments
Q:
The majority of students with intellectual disabilities have IQ ranges in which of the following?A. 50-55 to approximately 70B. 35-40 to 50-55C. 20-25 to 30-40D. IQ below 20-25
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:
Color blindness and poor contrast sensitivity result from damage to the:
A. Cones
B. Optic nerve
C. Retina
D. Lens
Q:
Students with intellectual disabilities have an IQ that is which of the following?
A. Within two standard deviations of the mean.
B. Two standard deviations above the mean.
C. Two or more standard deviations below the mean.
D. One standard deviation below the mean.
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:
Cataracts, or clouding of vision, results from damage to the:
A. Retina
B. Lens
C. Cornea
D. Cones
Q:
Students with lower IQs tend to have which of the following?
A. Fewer needs for supports to function in school
B. Greater needs for supports to function at school
C. Fewer needs for supports to function in other settings
D. No educational benefit from school
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:
What kind of visual impairment do students who experience vision loss after having unimpaired vision have?
A. Congenital
B. Adventitious
C. Acquired
D. Prenatal
Q:
According to the U.S. Department of Education, what percentage of school age children identified to receive special education services receives services for intellectual disabilities?
A. About 7%
B. Only 2%
C. Nearly 15%
D. Over 20%
Q:
Describe three school- and classroom-level actions that teachers can control to promote student progress in the general education classroom.
Q:
Having a poor sense of one's ability to effect change in one's life is associated with limitations in:
A. Range and variety of experiences
B. Incidental learning
C. Ability to get around
D. Interaction with the environment
Q:
Two major characteristics of intellectual disabilities are limitations in intellectual functioning and which of the following?
A. Low IQ
B. Limitations in adaptive behavior
C. Speech and language limitations
D. Behavior disorders
Q:
Describe the "inclusion debate" and the two major issues at the heart of the debate.
Q:
Problems with early motor development are related to limitations in:
A. Range and variety of experiences
B. Incidental learning
C. Ability to get around
D. Interaction with the environment
Q:
Which of the following means providing services, resources, and personal assistance on a constant basis?
A. Limited
B. Intermittent
C. Extensive
D. Pervasive
Q:
Describe supplementary aids and services in your own words and explain how they facilitate inclusion in general education settings.
Q:
Each of the following may be a reason why touch is not always an effective substitute for vision except that some objects are too:
A. Heavy
B. Big
C. Dangerous
D. Fragile
Q:
Services, resources, and personal assistance for enabling a person to develop, learn, and live effectively are called:
A. Transitions
B. Supports
C. Supplements
D. Advocates
Q:
What does "progress in the general education curriculum" mean? (Describe three practices or laws that essentially require that progress.)
Q:
Although people with visual impairments are a heterogeneous group, they have one characteristic in common:
A. Limited ability to learn to read
B. Limited ability to develop independent skills
C. Limited ability to learn incidentally
D. Limited ability to interact with others
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:
What is the concept of universal design and how does it apply to education (give examples of UD and of UDL)?
Q:
Almost as soon as babies are born, vision helps them to organize, synthesize, and:
A. Give meaning to their perceptions
B. Learn prereading skills
C. Develop strong motor skills
D. Develop strong auditory skills
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:
Identify the four key characteristics of inclusion.
Q:
Best estimates indicate that how many students have a visual disorder that interferes with learning?
A. 1 or 2 in 1,000
B. 3 or 5 in 100
C. 1 or 2 in 100
D. 3 or 5 in 1,000
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:
Identify the six educational placement categories for students with disabilities designated by the U.S. Department of Education.
Q:
A person is legally blind if:
A. Their acuity is 20/20 even with glasses
B. Their acuity is 20/10 even with glasses
C. Their field of vision is less than 80 degrees
D. Their field of vision is less than 20 degrees
Q:
Explain the concept of and the steps of errorless learning and give examples of prompts used in the process.
Q:
How does universal design for learning facilitate progress for all students?
Q:
Individuals who typically use braille for efficient reading and writing are considered which of the following?
A. Low vision
B. Functionally blind
C. Totally blind
D. Legally blind
Q:
Describe accommodations for students with hyperactivity impulsivity and suggest classroom arrangement features to minimize distractions related to hyperactive impulsivity.
Q:
List two possible advantages of and two possible disadvantages of the impact of standards-based reform for students with disabilities.
Q:
Which of the following is determined by having an individual read the letters on a chart, each line of which is composed of letters written with a certain size print?
A. Field of vision
B. Tunnel vision
C. Functional blindness
D. Visual acuity
Q:
Summarize the possible causes of ADHD.
Q:
In your own words, explain the history of inclusion.
Q:
Most individuals with visual impairments:
A. Use braille
B. Read print
C. Use audiobooks
D. Rely on others to read to them
Q:
Describe the intellectual, academic, and behavioral/emotional characteristics of students with ADHD.
Q:
Sheila is a student with a learning disability who receives instruction in the general education curriculum. Which of the following would be an appropriate accommodation for Sheila when taking the standardized state test?
A. Not requiring Sheila to take the test.
B. Allow Sheila to take the test home to complete.
C. Allow Sheila extra time to complete the test.
D. Allow Sheila to take an alternative assessment.
Q:
Describe pros and cons of using education interpreters (include the inverted pyramid of responsibility in your description).
Q:
Compare and contrast the three types of ADHD.
Q:
Anthony is a first grade student who has been struggling in his general education setting. The parents and teacher have discussed their concerns about Anthony's lack of progress and frustration. Using the response to intervention model, what is the likely first step to implement for Anthony?
A. The teacher should implement high-quality, research-based interventions and monitor Anthony's progress.
B. The teacher should request that Anthony be tested for special education services.
C. The parents should have Anthony assessed by his pediatrician.
D. The teacher and parents should wait until Anthony gets a bit older before acting on their concerns.
Q:
Summarize methods of testing hearing and indicate at which age levels different tests are most appropriate.
Q:
Explain a T-chart and its uses when working with students with ADHD.
Q:
Jacqui is a well-behaved ninth grader who is reading four grade levels below the rest of the ninth-grade class. Mr. Atom, the science teacher, wants to include her with the rest of the class, but he is unsure how to accommodate Jacqui due to her reading disability. Which of the following suggests an inappropriate accommodation for Jacqui?
A. Pair Jacqui with a lab partner who can help with reading, but hold Jacqui accountable for completing the labs and writing up her results.
B. Allow Jacqui to complete easier science labs from the fifth grade science book because this book is at her reading level.
C. Provide Jacqui with audiotapes of the labs and textbook chapters, so she may listen to them at her convenience.
D. Allow Jacqui to have her science tests read orally, or allow her to use technologies that "read" print for her.
Q:
Describe academic achievement issues of students with hearing impairments and how it relates to intelligence and inclusion.
Q:
Describe the goal attainment scaling process for determining student progress.
Q:
A systems-level, problem-solving oriented, data-based approach to reducing problem behavior, improving appropriate behavior, and achieving important academic, social, and communication outcomes throughout the school building is:
A. Response to intervention
B. Universal Design for Learning
C. Alternative assessment
D. Positive behavior supports
Q:
Describe the different communication options and suggest pros and cons of each.
Q:
Discuss the usefulness of video self-monitoring for students with ADHD.
Q:
Each is a school- or classroom-level action to promote student progress in the general education curriculum EXCEPT:A. Create effective learning environmentsB. Design effective units and lessonsC. Create separate classrooms for those with disabilitiesD. Implement schoolwide instructional strategies
Q:
Differentiate between the educational definitions of deaf and hard of hearing and the technical definitions.
Q:
Describe multimodal treatments for students with ADHD.
Q:
What does the "A" in the ABCD goal format stand for?
A. Audience
B. Antecedent
C. Action
D. Auxiliary Services
Q:
What are four suggestions to follow when teaching students with hearing impairments at the elementary and middle school levels?
Q:
Explain the purpose of a 504 plan.
Q:
Each of the following are ways the IEP team will consider inclusion, except?
A. Determine Specially Designed Instruction
B. Specify Related Services
C. Determine Test Accommodations or Alterations
D. Weigh the Cost of Inclusion
Q:
Briefly summarize causes of hearing loss.
Q:
Casey lacks motivation to complete her work and participate in class. What motivational strategy might help Casey?
A. Send frequent notes to Casey's parents so they can talk to her.
B. Use goal attainment scaling as a way for Casey to see her progress.
C. Give Casey good grades to motivate her to work in class.
D. Develop a behavior plan for Casey with consequences for not completing work.
Q:
The IEP team must consider five "special factors" when developing an IEP, including each of the following, EXCEPT:
A. The student's home life setting
B. Strategies to address a student's behavior that impedes learning
C. Language needs of students with limited English proficiency
D. Instruction in Braille for students who are blind
Q:
Briefly describe how sound is heard, using the terms outer ear, middle ear, inner ear, cochlea, auditory nerve, and temporal lobe.
Q:
Jos is a student with ADHD combined type. He is inattentive, withdrawn, restless, and impulsive. Which would be the most appropriate intervention to help Jos with his behavior?
A. Send him to the principal's office where there are less distractions.
B. Offer Jos reading materials below his reading level to decrease frustration.
C. Teach Jos organizational and goal-setting skills.
D. Help Jos's parents seek medication to control his behavior.
Q:
What is the hallmark of special education?
A. Inclusion
B. Individualization
C. Specialized placements
D. Accommodations
Q:
What are decibels and hertz and what are the levels of each for normal sounds?
Q:
Shane has difficulty finishing assignments, often loses things, is easily distracted, and has poor attention to detail. Which of the following best identifies Shane?
A. ADHD predominantly inattentive type
B. ADHD predominantly hyperactive type
C. ADHD predominantly hyperactive-impulsive type
D. ADHD combined type
Q:
There is almost universal agreement that students with disabilities gain benefits in which areas from their involvement in inclusive settings?
A. Social and communication
B. Social and academic
C. Communication and achievement
D. Communication and mathematics
Q:
Explain the term "Deaf community."
Q:
A recommended assessment accommodation for students with ADHD is:
A. Provide them with a shortened test
B. Allow the student to take extra breaks
C. Allow them to take the test with a partner
D. Allow them to take the test as an open-book test
Q:
Eliminating the continuum of placement and increasing the amount of time students spend in the general education classroom are two issues of:
A. No Child Left Behind
B. IDEA
C. Inclusion
D. Special education
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:
Which of the following allows teachers to track two aspects of a behavior together?
A. A checklist
B. A T-chart
C. Curriculum-based measurement
D. Goal attainment scaling
Q:
Services that range from the most typical and most inclusive settings to the most atypical and most segregated settings refers to:
A. The principle of natural proportions
B. Restructuring and teaching and learning
C. Age- and grade-appropriate placements
D. The continuum of services
Q:
Chelsea, a student with a mild hearing loss, often has difficulty following the teacher's directions in class, particularly when the teacher is doing work at the whiteboard. Which of the following suggestions would be a most appropriate first step for the teacher to try to improve Chelsea's behavior?
A. Repeat all directions directly into Chelsea's ear.
B. Do not give directions when facing the board.
C. Provide an interpreter for Chelsea.
D. Have another student write down all assignments for Chelsea.
Q:
Which of the following involves identifying five potential outcomes of instruction and graphing results to compare progress?
A. Comparative analysis
B. A T-chart
C. Curriculum-based measurement
D. Goal attainment scaling
Q:
Which of the following holds that students with exceptionalities be placed in schools and classrooms in a similar ratio of the occurrence of exceptionality within the general population?
A. The principle of natural proportions
B. The principle of natural ratios
C. Age- and grade-appropriate placements
D. The continuum of placements
Q:
Marcus is a student who is hearing impaired. His speech is difficult to understand but he knows sign language. Other students are uncomfortable communicating with him, which limits Marcus's participation in group activities and social situations. How can you encourage peer interaction for Marcus?
A. Arrange instruction for peers to learn some sign language.
B. Tell the peers that Marcus has a problem but they must communicate with him.
C. Arrange for speech therapy for Marcus.
D. Force Marcus to practice speech during group activities and social situations.