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Question
CASE STUDY: You have been a special education teacher for fifteen years. You are close friends with an instructor at the local university. You have been asked to come and speak to a group of aspiring special education teachers at the local university to give them a "realistic" perspective on teaching. The instructor of the class gives you a list of the following questions that were generated by the students:How do students identified as gifted or ADHD or at risk receive the services they need? What are these students guaranteed services under the law?
Answer
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Related questions
Q:
CASE STUDY: Brandi is a fourth grader who has a severe communication disorder. Her articulation is so severe that her speech is unintelligible 90 percent of the time. However, she is not embarrassed about her communication difficulties and is very outgoing and friendly. She does not have a lot of friends because her peers often tease her because she talks "like a baby." Brandi ignores this and continues to have a very positive attitude. Surprisingly, Brandi has never been referred for testing. Her math skills seem to be comparable to those of her peers but her reading and written language skills seem to be a challenge for her. As her teacher, you schedule an informal meeting with your school's speech/language pathologist to get answers to the following questions:How might a speech and language disorder, such as Brandi "s, affect her academic achievement? Self-concept? Behavior?
Q:
Kenzie is a 3-year-old who has not yet began talking. She also has difficulty interacting with other children as well as with gross motor skills such as jumping. Kenzie would benefit most from a program that focuses on
A. Developmental delays.
B. Learning disabilities.
C. Autism.
D. Behavioral and emotional disabilities.
Q:
Students who are deaf and blind cannot learn
A. Incidentally.
B. Braille.
C. To communicate.
D. Personal care skills.
Q:
One of the most fundamental issues currently facing professionals in special education and parents of children with learning disabilities is
A. Pullout vs. inclusion.
B. Receiving appropriate services.
C. Eligibility criteria.
D. The use of medication.
Q:
What type of assessment is an ongoing process and occurs within the student's natural environment?
A. Person-centered
B. Direct
C. Authentic
D. Standardized
Q:
What are three examples of articulation disorders?
Q:
Students with severe and multiple disabilities are limited in which of the following areas?
A. Cognitive ability
B. Academic achievement
C. Social and emotional
D. All of the above
Q:
What is the difference between expressive and receptive language?
Q:
Family views in regard to children with disabilities such as being a "gift from God" or a "punishment" are based on
A. Educational level and socioeconomic status.
B. Cultural and religious beliefs.
C. The beliefs of extended family and neighbors.
D. The type and severity of the child "s disability.
Q:
What is the difference between an ophthalmologist and an optometrist?
Q:
Values and behavior patterns are two critical elements of culture. Explain these concepts and provide and example of each.
Q:
Visually impaired students usually need direct instruction on the development of social skills.
Q:
Kala is a sixth grader who was identified as having an intellectual disability. In addition to her low cognitive ability, she cannot perform daily skills necessary for independence such as brushing her teeth or taking a bath. These types of skills are referred to as
A. Independent behavior.
B. Learned behavior.
C. Adaptive behavior.
D. All of the above
Q:
Visual impairment is termed a low-incidence disability because it is not as reported and documented as other disabilities.
Q:
In the survey conducted by Leyser and Heinze (2001) of parents of children with visual impairments, what were the findings in regard to inclusive practices?
A. Most parents preferred their child to be in a resource setting.
B. Most parents preferred their child to be home-schooled.
C. Most parents were generally supportive of inclusive practices.
D. Most parents preferred their child to be in a specialized school.
Q:
CASE STUDY: Tia is a 15-year-old African American student who has been diagnosed with bipolar disorder. Her other siblings as well as her mother have been identified with emotional and behavior disorders. She has attended multiple public schools but has either been asked to leave or has been removed from the school by her mother. Tia has a long history of verbal outbursts with school professionals and severe periods of depression and withdrawal. Tia"s mother and sister report she has frequent verbal outbursts at home and has become violent on a few occasions. Due to the years of negative experiences with school professionals, Tia is no longer in school. She feels very rejected as a human being by teachers and peers because of her disorder. As a result, her self-esteem, self-efficacy, and her motivation are practically nonexistent. Tia states that she does want an education but will not participate in a traditional school setting any longer. Although she does not have a history of violent behavior in school, she does use offensive language when upset or when she feels threatened by a teacher. She has an indifferent attitude toward life in general.
What steps could be taken to build Tia's motivation?
Q:
Two of the most important issues facing the field of visual impairment are
A. Assistive technology funding and personnel shortages.
B. Funding and personnel shortages.
C. Personnel shortages and limited continuum of placement options.
D. Limited placement options and assistive technology funding.
Q:
What is positive behavior support and how does it relate to the concept of prevention among young children?
Q:
Leila is a second-grade student who has a severe visual impairment. In addition to her visual impairment, she has other physical disabilities. Which setting would be most appropriate for Leila?
A. Resource
B. General education
C. Residential
D. Self-contained
Q:
An alternative to the current system for young children is
A. Portfolio and performance assessments.
B. Standardized tests and medication.
C. Universal screening and early intervention.
D. Parent education as participation.
Q:
Showing favoritism toward a particular group that occurs at multiple levels within a society or institution is called
A. Cognitive style.
B. Teacher attitude.
C. Systemic bias.
D. Knowledge construction.
Q:
Depending on the state, what are two criteria used to determine a student's eligibility for special education services under the category of visually impaired?
A. Functional and clinical
B. Intellectual and clinical
C. Functional and intellectual
D. Intellectual and mobility
Q:
Students with low vision are typically assessed by which of the following?
A. Learning media assessment.
B. Functional vision assessment.
C. Optical assessment.
D. Visual acuity assessment.
Q:
A physician specializing in the eye is a/an
A. Ophthalmologist.
B. Optometrist.
C. VI specialist.
D. Pediatrician.
Q:
Poverty and systemic bias are factors that contribute to
A. Multicultural education.
B. Equity pedagogy.
C. Disproportionate representation.
D. Dominant culture.
Q:
Braille readers need additional tools for gathering information because
A. Their reading rate is generally slower than students with typical vision.
B. Their reading rate is generally faster than students with typical vision.
C. Some words cannot be translated into Braille.
D. None of the above.
Q:
Studies have shown that vision loss affects all developmental skills EXCEPT for
A. Language.
B. Reading.
C. Writing.
D. Math.
Q:
PDA stands for
A. Personal digital assistant.
B. Professional digital assistant.
C. Personal daily actions.
D. Personal daily agenda.
Q:
The inclination to take a particular approach or orientation to thinking and learning is
A. Cognitive knowledge.
B. Co-teaching.
C. Metacognition.
D. Cognitive style.
Q:
A disease that can occur in premature babies that causes severe visual impairments or blindness is called
A. Retinal detachment of prematurity.
B. Retinal degeneration of prematurity.
C. Retinopathy of prematurity.
D. None of the above.