Q&A Hero

Q: Educational programs for twice-exceptional students should incorporate gifted education methods as well as __________ for areas in need of remediation. A. inferential learning B. direct instruction C. creativity training D. lowered expectations

Q: Summarize the Kennedy family's contributions to the treatment of individuals with disabilities, particularly those with intellectual disabilities.

Q: In addition to a statement of current levels of performance, an IEP should include A. measurable goals related to the general education curriculum. B. circumstances under which it would be all right if those annual goals were not met. C. academic levels that the child must attain by the end of the year. D. annual goals that are more difficult to measure, such as "enjoyment of science" or "appreciation of art."

Q: Justin is twice-exceptional. This means that he A. is gifted in two of Gardner's intelligences. B. has gifts and talents. C. was identified as gifted as a preschooler, and again in elementary school. D. is gifted and also has a disability.

Q: Describe the method for classifying intellectual disabilities by severity that uses IQ scores.

Q: What is added to IFSPs as a child gets older? A. maintenance of typical developmental milestones B. transition to services available for 3- to 5-year-olds C. transition to general education classroom D. pre-reading skills

Q: Why is there no precise count of the number of gifted and talented students being served by special programs nationwide? A. Most states keep inaccurate paperwork. B. Funding cuts have slowed data collection procedures. C. Gifted education is not covered under the authority of IDEA, so there is no reporting requirement for states. D. Arguments about which students qualify as gifted have hindered accurate reporting methods.

Q: What are four sources of lead poisoning in children?

Q: An IFSP is evaluated A. annually. B. every six months with the family. C. every month with a specialist. D. every three years.

Q: When IQ scores are broken into groups, each group is called a(n) A. mode. B. IQ range. C. mean. D. standard deviation.

Q: Ayame is a job coach for young adults with intellectual disabilities. What is the primary purpose of her job?

Q: IFSPs are designed for students ages A. birth to 1) B. 3 to 1) C. birth to 1) D. 14 to 21)

Q: __________ is/are the most traditional method through which students are determined to be eligible for gifted programs. A. IQ tests B. Tests of creativity C. Grade analysis D. Screening devices for problem-solving skills

Q: Meghan works in a supported employment setting. What does this mean?

Q: What happens when students with disabilities reach the age of majority? A. They are no longer eligible for special education services. B. Decision-making authority transfers from the parents to the student C. They are eligible for due process procedures. D. Students are able to attend their own IEP meetings.

Q: Which of the following statements explains the current national perspective about the education of gifted students? A. "Gifted education is imperative in order for the United States to continue to lead the world in technological advances." B. "Students in gifted education deserve separate programs in separate schools in order to maximize their educational potential." C. "These children do not require special supports, as they can make it on their own." D. "Gifted education is important, but we just aren"t going to provide funding for it."

Q: Give an example of a skill that a student might work on in a functional curriculum in reading, writing, and mathematics.

Q: All of the following are procedural safeguards provided to parents through IDEA EXCEPT A. Parents have the right to place their child in private school at public expense. B. Parents must be invited to all meetings held about their child's educational program. C. Parents must give permission for their child to be evaluated and to obtain independent evaluations. D. Parents can resolve complaints through the use of mediation, due process hearings, state-level appeals, and civil actions.

Q: The Jacob K. Javits Gifted and Talented Students Education Act A. does not guarantee funding for gifted programs. B. guarantees full protections for students, similar to those in IDEA. C. requires states to provide special services to gifted and talented students. D. was initially passed in 2005, thanks to the efforts of Leta Hollingworth.

Q: What is a functional curriculum?

Q: The term __________ refers to equipment or services used to enhance a student's functional capabilities. A. universal design for learning B. assistive technology C. related services D. itinerant services

Q: What event spurred the government into action to create programs for giftedness? A. the end of the Great Depression B. the launch of Sputnik C. the end of the Vietnam war D. the civil rights movement

Q: Imagine that you have decided to work on self-determination skills with a middle-school student who has an intellectual disability. What are some of the broad skills that you would be addressing?

Q: Laurinea has a communication disorder and her speech is hard to understand. Which related service provider would she work with? A. physical therapist B. occupational therapist C. school counselor D. speech-language pathologist

Q: Which of the following statements is INCORRECT? A. "Gifted children exhibit extreme sensitivity." B. "Gifted children may have uneven abilities." C. "Gifted children perform with high intensity." D. "Gifted children have an immature sense of humor."

Q: What is Rosa's Law?

Q: Which related service provider works on motor skills? A. physical therapist B. occupational therapist C. school counselor D. speech-language pathologist

Q: An engineer and a scientist both exhibit which of Gardner's intelligences? A. logical-mathematical B. spatial C. body-kinesthetic D. musical

Q: What are the three leading causes of intellectual disabilities?

Q: Mrs. de la Rosario teaches math, reading, language arts, science and social studies in a self-contained classroom. According to NCLB and IDEA '04, she A. must demonstrate competency in all five subjects in order to be highly qualified. B. must pass a state academic subject test in at least four of the subject areas. C. should demonstrate competency in math and reading. D. can be considered highly qualified if other highly qualified teachers in each of the five academic areas approve her lesson plans each week.

Q: A child who has the ability to notice and respond to other people's needs demonstrates which of Gardner's intelligences? A. linguistic B. spatial C. intrapersonal D. interpersonal

Q: What are the three adaptive skill areas?

Q: If thought about in the traditional sense of a continuum, which of the following would constitute the most restrictive placement? A. general education classroom B. resource room C. self-contained classroom D. special school for students with disabilities

Q: A dancer and an athlete both exhibit which of Gardner's intelligences? A. logical-mathematical B. spatial C. body-kinesthetic D. musical

Q: Briefly define the main characteristics of an intellectual disability.

Q: Jesse remains in his general education class for most of the day, but goes to a special education class for help with reading and language arts. What type of service delivery is Jesse receiving? A. resource room B. full inclusion C. self-contained special education D. consultation

Q: Gardner proposes that there are __________ intelligences. A. eight B. twelve C. three D. five

Q: Which statement related to childhood lead poisoning is accurate? A. Lead continues to seep into the environment because it is still used in jet fuel and in some industries. B. Lead is still used in household paint. C. Leaded gasoline is still sold in some states and in the District of Columbia. D. The incidence of childhood lead poisoning should disappear within the next decade due to strenuous environmental cleanup efforts.

Q: If __________, then a medical service cannot be considered to be a related service. A. a service requires the use of medical equipment B. a doctor must perform the service C. a school nurse can provide the service needed by the student in school D. the student requires a service more than once a day

Q: Arya is extremely motivated, focused, task oriented, and demonstrates great perseverance. She demonstrates characteristics of A. creativity. B. task commitment. C. special talents. D. acceleration.

Q: Which virus can be prevented, and the incidence of intellectual disabilities reduced, through immunization? A. rubella B. FAS C. HIV D. herpes

Q: Mr. and Mrs. Chakraborti want their daughter to be educated with her non-disabled peers as much as possible. Which acronym represents the principle of IDEA that guarantees this right? A. ERA B. FAPE C. LRE D. CCD

Q: Sansa, a 5th grader, takes the SAT because 5th-grade level tests cannot measure her advanced skills. This is an example of A. acceleration. B. above-level testing. C. enrichment. D. achievement testing.

Q: Which of the following promotes e-mail communications between individuals with intellectual disabilities and peer volunteers without disabilities? A. Special Olympics B. Best Buddies C. e-Buddies D. supported employment

Q: Ms. Holley, a speech/language pathologist, goes into Mr. Johnson's general education classroom to provide speech therapy to a student there. This is an example of A. itinerant teaching. B. collaborative teaching. C. co-teaching. D. pull-in programming.

Q: Which school district will probably have a larger number of students receiving gifted services? A. District A, uses Renzulli's model for identification purposes B. District B, uses IQ score as sole means of identification C. District C, uses WISC-III for identification purposes D. District D, uses Terman's criteria for identification

Q: ) Alexei, a young man with an intellectual disability, has been placed in a paying job with significant assistance, including job development, job coaching, and coworker training. This is an example of A. job development. B. supported employment. C. job coaching. D. assisted living.

Q: Mr. Thomas, a special education teacher, serves as a resource to the general education teachers in his school. He determines appropriate accommodations for the students in class, and helps design services and supports that the teachers can implement in their classrooms. Mr. Thomas A. provides pull-in programming. B. is a consulting teacher. C. co-teaches with his colleagues. D. provides pull-out programs for students with special needs.

Q: Ms. Dencko, a preschool teacher, suspects that one of her young students is gifted. What is one method that she can use to determine whether her hunch is right? A. IQ tests B. EKG tests C. Comparison of developmental milestones D. Screening devices for problem-solving skills

Q: Mr. Derrick is works with adults who have intellectual disabilities, providing vocational skills training and supervision in the community and in actual job settings. Mr. Derrick is a A. paraprofessional. B. job coach. C. special education teacher. D. adapted physical education teacher.

Q: Ms. Whelan, a general education teacher, and Ms. Church, a special education teacher, teach together in the same classroom for the entire day. They are practicing A. consultation. B. collaborative teaching. C. co-teaching. D. pull-out programming.

Q: Tyrion exhibits inquisitiveness, imagination, exceptional resourcefulness, and an innate ability to "think outside the box." Tyrion is exhibiting A. giftedness. B. special talents. C. creativity. D. multiple intelligences.

Q: Which adult with an intellectual disability will probably express the highest level of satisfaction with his or her life? A. Taran, who is unemployed B. Titan, who works in a day center for people with intellectual disabilities C. Tyson, who is employed in a sheltered workshop D. Thais, who is employed in a store in her community

Q: Which stage of the IEP process determines whether the student is meeting the goals and objectives specified in the IEP? A. eligibility B. evaluation and reviews C. development of the IEP D. implementation of the IEP

Q: Marland's definition of giftedness does NOT include A. a specific time period for identification. B. areas of demonstrated achievement. C. a minimal IQ score. D. a consideration for potential ability.

Q: Reading street signs and taking phone messages are examples of A. a functional curriculum. B. task analysis. C. direct instruction. D. incidental learning.

Q: Emmett has just been found eligible for special education services. The next step in the IEP process is A. evaluation and reviews. B. implementation of the IEP. C. development of the IEP. D. identification.

Q: According to ____'s definition, gifted and talented children exhibit achievement or potential in intellectual, creative, academic, or leadership abilities. A. IDEA B. NCLB C. Terman D. Marland

Q: When learning self-determination skills, individuals with intellectual disabilities must A. be provided with paid escorts to monitor their choices when in the community. B. not be allowed to make hard choices in order to avoid confusing them. C. receive explicit instruction and practice in real-life settings. D. verify decisions with another adult to determine if they are appropriate.

Q: During the IEP Development step of the IEP process, the team must A. develop an individualized education plan. B. determine whether the student qualifies for special education services. C. review the student's IEP on an annual basis. D. provide services outlined in the IEP.

Q: Terman believed giftedness was A. fixed and determined by heredity. B. determined by parental enrichment. C. determined by heredity and environment. D. enhanced with instruction.

Q: Ethan has an intellectual disability. Part of his educational program involves helping him to make decisions, choose preferences, and exercise the self-advocacy needed for independent living. These skills are all examples of A. instructional accommodations. B. instructional modifications. C. functional skills curricula. D. self-determination skills.

Q: Baylor has just gone through the Assessment step of the IEP process, where it was determined that he did NOT have a disability. What will happen next? A. He will be given more tests until a disability is discovered. B. The IEP process will be discontinued. C. His parents will be sent a bill to cover the costs of assessment, which are free only if the child is discovered to have a disability. D. He will receive individualized services through Section 501)

Q: Which child is most likely to receive services in an inclusive educational setting? A. a preschooler B. a third-grader C. a middle school student D. a high school student

Q: All of the following occur during the at the Eligibility step of the IEP process EXCEPT A. to determine whether a child has a disability B. to determine whether special education is required C. to determine how much time the child should spend in the general education classroom D. to determine what types of services are needed

Q: Two-year-old Jalaya is receiving early intervention services from a PT and SLP in her home. What will most likely happen when she turns 3? A. She will be ineligible for these services. B. She will transition to a preschool program, where she will continue to receive these services. C. She can continue to receive these services, but at their offices or a clinic. D. Nothing will change; her services remain constant until she starts kindergarten.

Q: A special requirement of IDEA that assists in the referral process by identifying children who may benefit from special education, even if they are not in school yet, is A. the children's placement service. B. The Child at Risk. C. child find. D. child referral.

Q: Which of the following is an acceptable explanation for why many high school students with intellectual disabilities are not educated in general education classrooms? A. They are uncomfortable in general education classrooms because they have few friends among the students. B. The academic content of high school classes is too hard for students with intellectual disabilities. C. They are receiving a specialized education in the form of community-based instruction. D. The high school teachers will not allow these students to enroll in their classes.

Q: Discuss the challenges that many diverse students face getting admitted to college.

Q: Describe the steps to implementing community-based instruction.

Q: __________ is based on the premise that people with intellectual disabilities should experience life's challenges and not be overprotected. A. Normalization B. Dignity of risk C. Deinstitutionalization D. Systems of support

Q: Explain how you would create a culturally responsive learning environment in your classroom.

Q: Describe the four categories of accountability systems for students with disabilities.

Q: Alejandro, an adult with an intellectual disability, wants to live independently and go to work just like everyone else. This is consistent with the philosophy of A. dignity of risk. B. institutionalization. C. normalization. D. systems of support.

Q: List at least four characteristics of a culturally competent teacher.

Q: Give an example of how each of the four types of accommodations might be used with a student with TBI or who is deaf-blind.

Q: The members of the Jukes family A. were the first to challenge the pre-IDEA school systems about the right to a quality education for individuals with intellectual disabilities. B. advocated strongly for the change in terminology from mental retardation to intellectual disability. C. became mired in the U.S. judicial system as a result of bias and prejudice against individuals with intellectual disabilities. D. were fictional people created to illustrate that individuals with intellectual disabilities were a menace to society.

Q: Give an example of a classroom situation that could create cross-cultural dissonance, and what a teacher can do to prevent this from occurring.

Q: Briefly list at least four of the educational characteristics associated with TBI. What other disabilities have some of the same characteristics?

Q: Why did the organization formerly known as the AAMR promote the change of terms from mental retardation to intellectual and developmental disabilities? A. because of the negative stigma associated with the term mental retardation B. to give more visibility to developmental disabilities in young children C. because of political infighting within the organization D. to acknowledge the contributions of the organization's outgoing president