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Special Education
Q:
What are the three types of restraint?
Q:
Describe the SETT Framework, as described in Chapter 12.
Q:
Elba is learning to speak English as her second language. Which of these is NOT a current term used to describe Elba?
A. language minority student
B. limited English proficiency
C. English learner
D. English language learner.
Q:
Children with TBI typically DO NOT experience which related physical problem?
A. breathing difficulties
B. headaches
C. seizures
D. paralysis
Q:
List and describe examples of technology solutions to increase access and as instructional tools in each of the following types: no-tech, low-tech, medium-tech, and high-tech.
Q:
List and describe the seven areas of human function according to which AT can be categorized, providing examples of each.
Q:
What is manifestation determination?
Q:
List and describe the four AT competencies discussed in Chapter 12.
Q:
Guillermina speaks Spanish as her native language. Guillermina is considered
A. linguistically diverse.
B. culturally assimilated.
C. to have a language disorder.
D. historically overrepresented.
Q:
Define Computer-Assisted Instruction (CAI).
Q:
According to the IDEA definition, TBI
A. can be caused by injuries induced by birth trauma.
B. can be the result of a stroke.
C. can be caused by a brain tumor.
D. can include open or closed head injuries.
Q:
Give an example of praise and an example of specific praise.
Q:
Mr. Reid has two students who are recent immigrants, one from Bosnia and one from Colombia. Whenever possible, he incorporates aspects of the students' languages and cultures into his teaching, while also instructing them in the expectations and culture of the school. This is an example of
A. sheltered instruction.
B. mutual accommodation.
C. culturally-dominant programming.
D. code switching.
Q:
Define and provide examples of AAC.
Q:
List the seven areas of human function according to which AT can be categorized.
Q:
List the four major AT competency areas discussed in Chapter 12.
Q:
Many children with TBI are educated like their peers with
A. learning disabilities.
B. mental retardation.
C. behavior disorders.
D. visual disabilities.
Q:
What are four components of effective early intervention programs for children with EBD?
Q:
The South Valley School District's curriculum is infused with lessons that incorporate aspects of many different cultures to help teach concepts and enhance the learning of its diverse population. This is an example of a __________ curriculum.
A. scientifically validated
B. culturally neutral
C. culturally responsive
D. culturally competent
Q:
Define Assistive Technology.
Q:
TRUE or FALSE. The use of Computer Assisted Instruction (CAI) can have a significant detrimental effect on the gains of autistic children.
Q:
Which of the following is correct?
A. Before 1975, people with TBI were primarily served in the mental retardation category.
B. TBI became a separate special education category in the 1990 reauthorization of IDEA.
C. TBI is not a separate special education category under IDEA.
D. Children with TBI did not receive special education services until the 1997 reauthorization of IDEA.
Q:
Are students with EBD over- or under-identified? Based on your answer, discuss whether these students are receiving appropriate supports and treatment.
Q:
TRUE or FALSE. Consideration of AT devices required must be discussed during development of IEPs and IFSP s
Q:
Match each Technology to their functional categorya. No-techb. Low-techc. Medium-techd. High-techSpeechHearing AidAdaptive KeyboardsVelcro FastenerVirtual reality devices
Q:
Ms. Mondragon understands the cultural standards of the Hispanic, African American, and Native American students in her classroom. Ms. Mondragon would be considered
A. diverse.
B. a code switcher.
C. culturally responsive.
D. culturally competent.
Q:
Students with ASD who have fine and/or gross motor difficulties as well as sensory difficulties may require support from devices in this functional category.
a. Travel and Mobility
b. Body, support, protection, and positioning
c. Environmental interaction
d. Education and transition
Q:
Brayden sustained a serious head injury during football practice. As a result, he has significant difficulty with cognitive tasks, maintaining attention, and he's become very impulsive. Brayden has
A. multiple-severe disabilities.
B. autism.
C. TBI.
D. deaf-blindness.
Q:
In addition to academic and behavioral supports, list two other types of supports that students with EBD may need.
Q:
VOCA is an example of a _________ communication device.
a. Aided
b. Unaided
Q:
Identify the technology that incorporates devices or adaptations that may require batteries, electronics or no electrics.
a. No-tech
b. Low-tech
c. Medium-tech
d. High-tech
Q:
Ms. Campbell learns that her student Kendall is of Hawaiian heritage. Ms. Campbell should
A. assume that Kendall ascribes to traditional Hawaiian cultural beliefs and adjust her instruction to match.
B. expect that Kendall has become acculturated to mainstream American culture.
C. learn more about Kendall and her culture and plan her instruction accordingly.
D. ask to be invited to Kendall's house for dinner when they are eating a traditional Hawaiian meal.
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:
During the beginning, application stages, the following should be done.
a. Due consideration to family / culture
b. Ignore teachable moments
c. Formal, frequent instruction over short period of time
d. A and C
e. All of the above
Q:
Briefly explain the difference between skill deficits, performance deficits, and fluency problems.
Q:
List, describe, and provide examples of the seven sensory systems.
Q:
One thing that teachers can do to reduce cross-cultural dissonance is to
A. engage in critical self-reflection regarding their expectations, beliefs, and behaviors.
B. expect all children to adhere to mainstream cultural norms.
C. utilize the SIOP model when planning lessons.
D. watch TV to learn about the communication styles of people from different cultures.
Q:
List and describe the three types of Sensory Processing Disorders described in Chapter 11, including subtypes.
Q:
Define Sensory Diet.
Q:
Hand over hand is
A. a tactile form of sign language used by individuals with deaf-blindness.
B. not a validated practice for students with deaf-blindness.
C. used less with individuals with deaf-blindness to the increased use of incidental learning.
D. another term for the use of braille.
Q:
List four types of internalizing behaviors.
Q:
List the seven sensory systems.
Q:
Ivelisse, an immigrant from the Dominican Republic, notices that none of the characters in her literature stories seem familiar, nor does she understand many of the activities in which they engage. Further, she learns nothing about the history of her former country, nor the contributions of its people, in her social studies or geography classes. In which area is Ivelisse experiencing cross-cultural dissonance?
A. curricular representation
B. behavioral expectations
C. learning experiences and preferences
D. communication styles
Q:
List the three types of SPD and their subtypes.
Q:
Define Sensory Integration Theory.
Q:
Becoming aware of one's environment, changing locations, and seeking protection from danger are all components of
A. orientation.
B. purposeful movement.
C. mobility.
D. functional assessment.
Q:
Define Sensory Processing Disorder.
Q:
Give a brief definition of emotional or behavioral disorders.
Q:
Ms. Waters initially interacts with her student Mario in the same manner as the rest of her students. Yet, in Mario's culture, the way she uses praise, humor, and personal space are all considered inappropriate. As a result, Mario views her with distrust. Sensing this, she in turn decides that he has "an attitude" and begins to view him negatively. This is an example of
A. multiculturalism.
B. cross-cultural dissonance.
C. code switching.
D. inconsistency of educational programming.
Q:
TRUE or FALSE. Animal Assisted therapy for sensory disorders has show to decrease language skills in those with ASD.
Q:
TRUE or FALSE. One accommodation for sensory disorders is sensory diets.
Q:
Possibly the greatest challenge for individuals with deaf-blindness is
A. gaining acceptance from peers.
B. overcoming resentment and hostility from family members.
C. moving from place to place.
D. learning to communicate.
Q:
One important premise of PBIS is
A. prevention.
B. medical intervention.
C. reducing overrepresentation.
D. rewarding appropriate behavior.
Q:
Vinna is from a cultural group that is not Eurocentric or of mainstream America. She is considered to be
A. linguistically diverse.
B. culturally diverse.
C. limited English proficient.
D. historically overrepresented.
Q:
All of the following are challenges of deaf-blindness that teachers and families must address EXCEPT
A. feelings of isolation
B. problems with communication
C. problems with mobility
D. student preferences for one sense over another
Q:
TRUE or FALSE. Postural disorders are characterized by poor motor control, poor stability, or poor balance due to an imbalance in muscle tone.
Q:
In response to his noncompliance, Miguel's teacher has confined him to a small room where he is physically prevented from leaving. Miguel's teacher is implementing
A. restraint.
B. corporal punishment.
C. seclusion.
D. an effective means for dealing with student misbehavior.
Q:
Match the following sensory functions to their disorders
a. Sensory Modulation Disorder
b. Sensory-based Motor Disorder
c. Sensory Discrimination Disorder Dyspraxia Vestibular Sensory Underresponsivity Taste/Smell Postural Disorders
Q:
Larger schools with higher student-teacher ratios and more inexperienced teachers
A. tend to have fewer students of color in attendance.
B. tend to provide higher-quality instruction, thanks to programs like Teach for America.
C. have fewer students with emotional or behavioral disorders.
D. provide unequal educational opportunities for students from diverse backgrounds.
Q:
Many individuals with deaf-blindness have
A. enough residual vision to allow them to read enlarged print, see sign language, and move about in their environment.
B. more functional use of hearing than vision.
C. no vision or hearing abilities at all.
D. stronger expressive than receptive language skills.
Q:
This SMD is characterized by poor motor control, poor stability or poor balance
a. Dyspraxia
b. Postural Disorder
Q:
Olfactory refers to
a. Taste
b. Smell
c. Touch
d. Hearing
Q:
Principal Skinner has just prohibited paddling and spanking in his school. In other words, he has just banned
A. restraint.
B. corporal punishment.
C. seclusion.
D. an effective means for dealing with student misbehavior.
Q:
Mrs. Brocklebank provides many opportunities for her students to respond in class. When she asks a difficult question, she gives a student plenty of time to think and respond. Further, when a student answers incorrectly, she guides them through the necessary reasoning until they can ascertain the correct answer. Mrs. Brocklebank
A. is not considered to be a hard teacher.
B. has probably not been teaching for very long.
C. has high expectations for her students.
D. has low expectations for her students.
Q:
This sensory system involves receptors in the muscles, joints and tendons providing us with an awareness of joint position and movement.
a. Proprioceptive System
b. Vestibular System
c. Olfactory System
d. Gustatory System
Q:
This sensory system is comprised of chemical receptors on the tongue
a. Proprioceptive System
b. Vestibular System
c. Olfactory System
d. Gustatory System
Q:
This is a decreased sensory registration requiring more intense sensory input to register sensation.
a. Sensory Overresponsivity
b. Sensory Seeking
c. Sensory Underresponsivity
Q:
Cayden has very limited use of both his vision and his hearing. Cayden has
A. multiple-severe disabilities.
B. autism.
C. TBI.
D. deaf-blindness.
Q:
Carlo's behavioral outbursts have been attributed to his disability, but he currently has no behavioral intervention plan in place. What is the first step his IEP team should take?
A. change his educational placement to a more restrictive setting
B. identify whether manifestation determination applies
C. notify his parents that he has been suspended
D. conduct a functional behavioral assessment and implement a behavioral intervention
Q:
The students at Northside High School are able to engage in many enrichment activitiessports, theatre, summer camps, trips to national parksall of which are paid for by their parents. The students at Southside High School are unable to engage in any of these activities because their parents cannot afford them. This scenario illustrates an example of
A. a composition index.
B. the achievement gap.
C. disproportionate representation.
D. the opportunity gap.
Q:
This is a preference for extreme or intense sensory input.
a. Sensory Overresponsivity
b. Sensory Seeking
c. Sensory Underresponsivity
Q:
Children with this sensory disorder tend to be lethargic and apathetic
a. Sensory Overresponsivity
b. Sensory Seeking
c. Sensory Decay
d. Sensory Underresponsivity
Q:
Individuals with multiple-severe disabilities ____ in order for independence and community participation to be accomplished.
A. require limited supports
B. vary in the types and levels of supports they require
C. require extensive and pervasive
D. typically require full-time, one-on-one assistance
Q:
Sensory Processing Disorders affect approximately ____ children
a. 1 in 50
b. 1 in 10
c. 1 in 70
d. 1 in 20
Q:
Carlo is a student with an emotional or behavioral disorder. He got in a fight with another student who does not have a disability. That student was placed in the in-school suspension program for 5 days. Which of the following may happen to Carlo, according to IDEA?
A. Carlo cannot be suspended because he has a disability.
B. Carlo must be returned to his current placement within five days.
C. Carlo can be placed in in-school suspension, but his IEP services must be provided in that setting.
D. Nothing can happen to Carlos, as manifest determination applies.
Q:
The students at Northside High Schoolwho come from predominantly White, middle- or upper-income familieshave much higher scores on state-wide tests than do students from Southside High School, who come from predominantly lower-income Latino and African American families. This scenario illustrates an example of
A. a risk ratio.
B. the achievement gap.
C. disproportionate representation.
D. nativism.
Q:
Describe what Schreibman (2005) describes as an appropriate situation for successful inclusion of learners with ASD.
Q:
What are the six core components/themes to be included in effective programming for students with ASD?
Q:
The IDEA definition of multiple disabilities stipulates that
A. students' needs must be so severe that they cannot be accommodated in special education programs designed for students with only one impairment.
B. deaf-blindness is included in this category.
C. students must make use of special education services until they turn 21 or risk losing rehabilitation counseling services as adults.
D. this is an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment.
Q:
Define and provide an example of Modifications.