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Special Education
Q:
Compare and contrast the behaviors of teachers who maintain high expectations with those who have low expectations for their students.
Q:
What are some common characteristics of individuals with multiple-severe disabilities?
Q:
Marianna has an intellectual disability and receives employment support through her state's vocational rehabilitation office, which is an example of a __________ support.
A. natural
B. nonpaid
C. generic
D. specialized
Q:
Briefly explain the difference between an equal education and an equitable education.
Q:
Why do students who are learning a functional curriculum need to receive instruction and training in natural settings?
Q:
Danny's family is looking for natural supports to help him get to and from work. Which of the following is an example of a natural support?
A. having his father drop him off and pick him up on his way to work
B. taking the city bus
C. participating in a car pool
D. taking a special city van for people with disabilities
Q:
What are the two kinds of disproportionate representation? Briefly explain each one.
Q:
What is a functional curriculum?
Q:
Which of the following would NOT be considered a personal outcome for an adult with an intellectual disability who had benefited from a system of supports?
A. independence
B. relationships
C. community participation
D. higher intelligence scores
Q:
Give an example of a statement made using conversational English (BICS) and another example using classroom English (CALP).
Q:
How many students are permitted to take alternate assessments?
Q:
Mr. Venkatesan teaches high school students with intellectual disabilities. He wants to make sure that they are prepared to have acommunity presence when they leave school. What does this mean?
A. He wants them to be able to self-advocate for their needs and desires.
B. They need to be able to vote.
C. He wants his students to be able participate in typical daily life activities like going to work and socializing with friends.
D. He wants them to be highly visible in their communities.
Q:
What are three terms that are often used interchangeably to refer to students who are learning English as their second language?
Q:
What are the four types of accommodations?
Q:
____ was the first to document the basic characteristics of intellectual disability.
A. Jean-Marc-Gaspard Itard.
B. Samuel Gridley Howe.
C. Richard Dugdale.
D. Henry Goddard.
Q:
Why should cultural differences be taken into consideration when considering the child's behavior?
Q:
What does the National Deaf-Blind Equipment Distribution Program do?
Q:
Marnie is pregnant but continues to consume alcohol on a heavy, regular basis. Her unborn infant is at risk for
A. Down syndrome.
B. fragile X syndrome.
C. PKU.
D. FAS.
Q:
Why should teachers avoid cultural stereotyping?
Q:
Reid is a student in your class who has sustained a TBI. List at least three physical symptoms that he may exhibit.
Q:
Emma has a condition where the 21st pair of chromosomes has three rather than the normal two chromosomes. Emma has
A. Tay Sachs disease.
B. Down syndrome.
C. multiple sclerosis.
D. PKU.
Q:
What are four areas in which cross-cultural dissonance may occur?
Q:
List two reasons why cases of TBI may go undetected, or are not detected for a while.
Q:
Which genetic disorder which is the most commonly inherited cause of intellectual disability?
A. fragile X syndrome
B. Down syndrome
C. trisomy 21
D. PKU
Q:
Briefly discuss three behaviors of teachers who hold low expectations for students, and then explain the impact this has on student outcomes.
Q:
What are the two types of brain damage that are the exceptions to a diagnosis of TBI?
Q:
Hunter has an IQ of 60, maintains a steady job, and goes out every Friday night with several friends. Under which level of severity would he be classified?
A. mild intellectual abilities
B. moderate intellectual abilities
C. severe intellectual abilities
D. profound intellectual abilities
Q:
What are some of the school-related disadvantages that students of color face? List at least four.
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:
Jacquey has an IQ of 41) Although she showed marked developmental delays during childhood, she is able to live semi-independently in a group home setting. She has held a steady job for several years, which she found and maintains with the help of a job coach. Under which level of severity would she be classified?
A. mild intellectual abilities
B. moderate intellectual abilities
C. severe intellectual abilities
D. profound intellectual abilities
Q:
Explain the concept of cultural pluralism.
Q:
What is a multiple-severe disability?
Q:
All of the following are defining characteristics of intellectual disabilities EXCEPT
A. impaired cognitive ability.
B. problems with adaptive behavior.
C. need for supports to sustain independence.
D. difficulty with motor skills.
Q:
Mr. Taylor, a high-school algebra teacher, encouraged Sherra to take advanced math courses, helping her plan out her courses. As a result of his encouragement, Sherra became the first person in her family to earn a college degree. In this scenario,
A. Sherra received an equal education.
B. Mr. Taylor's intervention was probably unnecessary.
C. Sherra received special accommodations.
D. Mr. Taylor provided an educational pivotal moment.
Q:
When six-month-old Caylee won"t stop crying, her babysitter shakes her so hard that it causes brain damage. Caylee has
A. prenatal TBI.
B. postlingual TBI.
C. shaken baby syndrome.
D. crying baby syndrome.
Q:
Based upon information regarding the three adaptive skill areas, which of the following is NOT a practical adaptive behavior?
A. counting money
B. getting dressed
C. eating
D. doing laundry
Q:
Lack of knowledge about core subject requirements, unavailability of advanced placement courses, and low teacher referrals for advanced classes are all factors influencing
A. the increasing numbers of female scientists.
B. graduation rates of students of color.
C. the poor postsecondary outcomes for diverse students.
D. the shortage of teachers from diverse backgrounds.
Q:
The group most at risk for TBI is
A. teenage females.
B. teenage males.
C. males between the ages of 5 and 1)
D. females between the ages of 8 and 11)
Q:
All of the following are adaptive skill areas listed in the AAIDD definition of intellectual disability EXCEPT
A. conceptual.
B. practical.
C. social.
D. academic.
Q:
The risk ratio for African American students is 1) 0 in Town A, and 1) 0 in Town B. Which of the statements below is correct?
A. African American students in Town B are twice as likely to be identified as having disabilities as students from other racial groups.
B. Town A has an overrepresentation problem.
C. Town B has an underrepresentation problem.
D. African American students in Town A are two times less likely to have disabilities as students from Town B.
Q:
Joffrey has limited vision and hearing. Which of the following would you recommend that he use when he wants to order from the menu in a restaurant.
A. communication board
B. speech synthesizer
C. Deaf-Blind Communicatorâ„¢
D. portable brailler
Q:
The superintendent of a large school district wonders whether her district has an overrepresentation problem. She compares percentages of the students in each racial group who are receiving special education to their percentages in the overall school population. Which calculation method is she using?
A. risk ratio
B. risk index
C. composition index
D. population density
Q:
Rick Hoyt, a motivational speaker, uses a ____, a device that "speaks" words aloud that he has typed.
A. communication board
B. speech synthesizer
C. Deaf-Blind Communicatorâ„¢
D. portable brailler
Q:
Define opportunities to respond, how this practice can reduce problem behaviors, and why it is not used as frequently with students with EBD.
Q:
Which of the following is NOT an issue brought to national attention through Larry P. v. Riles, Diana v. State Board of Education, and Lau v. Nichols?
A. over-representation of African American children in classes for students with mental retardation
B. alternative assessments used by most school districts for bilingual children
C. misidentification of English Language Learners as having disabilities
D. assessment bias
Q:
During school, D.J. works on learning words such as those found on traffic signs or warning labels, learning basic personal care skills, and participating in leisure activities. These are examples of
A. functional curriculum.
B. general curriculum.
C. community-based instruction.
D. instructional accommodations.
Q:
Discuss the difficulty of calculating the prevalence of schoolchildren with emotional or behavioral disorders, and the impact of gender and race.
Q:
Josefina's teacher supports her learning by restating concepts and instructions, explicitly teaching vocabulary, using visuals and concrete examples, and relating new language skills to students' experiences. Josefina's teacher is using which instructional technique or program?
A. English as a second language (ESL)
B. sheltered English
C. the structured immersion approach
D. bilingual education.
Q:
D.J.'s teacher takes him to the supermarket, where he learns to put items from his grocery list in his shopping cart, place these items on the check-out conveyor belt, and pay the cashier. This is an example of
A. IEP.
B. FBA.
C. AAC.
D. CBI.
Q:
Discuss general, early, and imminent warning signs of students who are at risk for school violence.
Q:
ESL classes conduct instruction primarily in
A. the home language.
B. English.
C. both languages.
D. English with occasional help from paraprofessionals.
Q:
Rohan takes an alternate assessment. Although the rest of the students in his 5th-grade class must demonstrate proficiency in areas such as calculating tax and change on store purchases, Rohan's math assessment on money requires him to identify a penny, nickel, dime, and quarter. What type of assessment did Rohan take?
A. regular assessment with accommodations
B. alternate assessment aligned to grade-level content and achievement standards
C. alternate assessment based on modified standards
D. alternate assessment based on an alternate curriculum
Q:
Describe the broad characteristics that a student identified with oppositional defiant disorder would display.
Q:
Mia is in a school program where her native Italian language is used for her primary instruction. Her teachers continue to work with her in both English and Italian until her command of English is sufficient for school success. Mia is in a(n) __________ program.
A. transitional bilingual
B. developmental bilingual
C. multicultural education
D. ESL
Q:
What percentage of students is eligible to take alternate assessments?
A. 1 percent of all students
B. 1 percent of all students with disabilities
C. 1 percent of all students who receive special education services
D. 1 percent of all students with low-incidence disabilities
Q:
Discuss the differences in the warning signs of childhood depression across age groups.
Q:
One benefit of __________ is that mastery of more than one language has many social, economic, and personal benefits. However, one criticism is that this is a very slow process that can take away from learning content in other areas.
A. sheltered English
B. ESL programs
C. multicultural education
D. bilingual education
Q:
Alizah has multiple-severe disabilities, and is tested on the general education curriculum standards. However, she is tested on fewer objectives. Alizeh is tested using
A. alternate achievement standards.
B. portfolio assessments.
C. functional curriculum.
D. CBM.
Q:
According to your text, once an FBA has determined the function of a behavior, the teacher can choose between three alternatives to address the target behavior. List those three options.
Q:
Approximately how many years does it take to acquire complex language abilities required for academic work?A. 2-3B. 3-5C. 5-7D. 7-8
Q:
A student with TBI who fatigues easily is allowed to take a test over a time period of multiple days. Which type of accommodation is this?
A. scheduling accommodation
B. equipment accommodation
C. response accommodation
D. presentation accommodation
Q:
Discuss the concept of "adulthood" and its relevance to individuals with ASD and their families.Describe the process of Person-Centered Planning for individuals with ASD.Describe issues related to housing and independence for adults with ASD.Describe the mentor model and the job-sharing model for individuals with ASD.Describe issues related to social relationships for adults with ASD.
Q:
In general, all behaviors occur in order to obtain or avoid three things. What are those three things?
Q:
Approximately how many years does it take to acquire conversational skills in another language?A. 2-3B. 3-5C. 5-7D. 7-8
Q:
List five of the guiding principles on transition provided in Chapter 13.
Q:
List the continuum of employment options discussed in Chapter 13.
Q:
A student with fine motor coordination problems puts a light mark on the bubble that indicates the correct answer on his exam answer key. An assistant later goes back and fills those bubbles in completely, and dark enough to be read by the electronic scanner. Which type of accommodation is this?
A. scheduling accommodation
B. setting accommodation
C. response accommodation
D. presentation accommodation
Q:
Describe IDEA (2004) mandates related to transition.
Q:
Why is there a discrepancy between the actual number of students with emotional and behavioral disorders, and the number of students receiving special education services for this disability?
Q:
TRUE or FALSE. Legislation parallel in comparison to that of IDEIA 2004 is stringently implemented in post-secondary education institutes.
Q:
CALP or classroom English is
A. a level of English mastery required to access the general education curriculum and profit from instruction.
B. a level of English mastery that is adequate for general communication, but not necessarily for academic learning.
C. the ability to conceptualize linguistic ability in the home language.
D. the ability to understand abstract language necessary for academic work.
Q:
TRUE or FALSE. The framework of social skills necessary to successfully navigate the social world are often learned in informal situations outside of the supervision of an educator or service provider.
Q:
Can a student with a learning disability and hearing loss be counted in the federal government's multiple-severe disabilities category?
A. Yes
B. Yes, as long as both disabilities are documented.
C. It depends on each state's definition for this category.
D. No
Q:
Match the three potential employment models for an individual with ASDa. Mentor Modelb. Job Sharing Modelc. Training ConsultantPairing with a non-disabled peer allows for the opportunity for solid relationships to formJob coach conducts initial training the co-worker then assumes the role of point of contact for the individualHuman Services agency provides training to co-workers on-site who then support the individual with ASD.
Q:
What types of students are targeted for intervention at each of the PBIS levels or tiers?
Q:
In what year did the review of IDEIA require that transition be addressed starting at age 14 and then reviewed each year after?
a. 2004
b. 1990
c. 1992
d. 1997
Q:
BICS or conversational English is
A. a level of English master required to access the general education curriculum and profit from instruction.
B. a level of English mastery that is adequate for general communication, but not necessarily for academic learning.
C. the ability to conceptualize linguistic ability in the home language.
D. the ability to understand abstract language necessary for academic work.
Q:
Congress established the Helen Keller National Center to provide rehabilitation services to deaf-blind individuals
A. during a time of national crisis caused by a rubella epidemic.
B. because of lobbying efforts of parents of students with deaf-blindness.
C. because three Congressmen serving on education subcommittees had relatives with deaf-blindness.
D. as part of the Special Olympics program.
Q:
Which of these is not an example of self-determination
a. Ability to act autonomously
b. To follow pre-determined, prompted guidelines
c. The capacity to self-regulate behaviors
d. The ability to act in an empowered way
e. Being able to act in a self-realizing manner
Q:
At what point should transition to adulthood be part of a student's IEP?
a. Age 14
b. Age 21
c. Age 16
d. When they Graduate