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Question
Which of the following is the least powerful argument for family involvement in special education?A) Family members can teach students new skills.
B) Family members need to feel that they are important.
C) Family members must live with the outcomes of decisions made by IEP teams.
D) Educational outcomes are more likely to be significant if family members are involved.
Answer
This answer is hidden. It contains 1 characters.
Related questions
Q:
List the six levels of Bloom's taxonomy in the correct order, giving both the traditional and revised terminology.
Q:
Mrs. Sawyer is a general education teacher with a class of 26 students. Six of those students have been identified as gifted and talented. Mr. Lucas, a teacher who is certified in teaching gifted and talented students, spends one fourth of his time providing differentiated instruction to these students in the general education classroom. This arrangement is known as
A) cluster ability grouping
B) cluster performance grouping
C) dual differentiation
D) like ability cooperative learning groups
Q:
Which of the following is the most recent type of special school for gifted and talented students?
A) high schools for gifted girls
B) magnet schools in urban areas
C) charter schools for the gifted and talented
D) high schools for the visual and performing arts
Q:
Mrs. Stewart provides a basic lesson on figurative language. All students are expected to identify examples of similes and metaphors. Some students are expected to generate examples of similes and metaphors and others are expected to identify and generate more complex examples of figurative language. This approach to differentiation is known as
A) advanced placement
B) curriculum compacting
C) response to intervention
D) tiered lessons
Q:
Enriching the content of instruction includes all but which of the following?
A) accelerating content
B) independent study
C) mentorships
D) investigating topics in greater detail
Q:
For students who are twice exceptional, which of the following is NOT recommended for supporting their social and emotional needs?
A) encourage students to succeed
B) teach strategies for coping with frustrations
C) provide support in establishing and maintaining social relationships
D) use conventional or nontraditional measurement tools as well as nonverbal measurement
Q:
Which of the following is an external variable that impedes the identification and education of girls who are gifted and talented?
A) lack of female geniuses
B) parental pressure to excel
C) poor academic choices at the secondary level
D) general disinterest in math and science curriculum
Q:
What is primarily to blame for the underrepresentation of students from culturally diverse groups in programs for the gifted and talented?
A) biases inherent in the identification process
B) the increasing numbers of culturally diverse students in the school population
C) reduced numbers of minority students entering fields requiring math and science skills
D) students in culturally diverse groups lack the qualities of students who are gifted and talented
Q:
Which is not descriptive of Maker's (2005) DISCOVER assessment procedure?
A) It "levels the playing field" for students from culturally diverse grounds.
B) It involves decreasingly less structured problem-solving tasks.
C) It includes tasks which require both convergent and divergent thinking.
D) It has been found to be inequitable when used with girls or diverse cultural groups.
Q:
Which of the following are misconceptions associated with gifted students?
A) They tend to be aggressive and snoopy.
B) They tend to be independent and introverted.
C) They have an intense need for intellectual stimulation.
D) They have a highly developed sense of moral judgment.
Q:
Three of the dimensions of cognitive creative behavior in Guilford's structure of intellect model are
A) novelty, fluency, flexibility
B) fluency, application, production
C) novelty, insight, contribution
D) flexibility, divergence, convergence
Q:
Which best characterizes the 1993 federal definition of gifted and talented presented in the "National Excellence" report?
A) Its primary criterion is intellectual ability.
B) It added psychomotor talent as a criterion for eligibility.
C) It eliminated the term "gifted" as it did not indicate developing ability.
D) It required demonstrated performance of high levels of accomplishment.
Q:
Which best describes early federal attempts to define giftedness?
A) The focus was exclusively on academic aptitude.
B) Multiple forms of giftedness were included in the definition.
C) Multiple talents and creativity were included in the definition.
D) The focus was exclusively on students who scored in the top 2% on standardized intelligence tests.
Q:
Explain the important components for an instructional program for Tess, a fourth grader with severe disabilities.
Q:
TRUE/FALSEContusions usually accompany mild brain injuries.
Q:
TRUE/FALSE
Most students with multiple disabilities also have deaf-blindness.
Q:
Compare and contrast open and closed head injuries.
Q:
Although no specific set of behaviors is common to all individuals with severe or multiple disabilities, the author provides a list of frequently observed behaviors. List five of the seven.
Q:
What is PECS an acronym for? How is PEC useful?
Q:
What is the best placement for a student with severe disabilities?
Q:
Which of the following is true regarding shared meaning?
A) The less skilled partner will eventually develop speech.
B) Shared communication is dependent on the form or mode used.
C) The more skilled partner should take more responsibility for communication.
D) The more skilled partner should follow the lead of the less skilled partner to initiate communication.
Q:
What does SLP stand for? Describe the role of this individual.
Q:
Tammy's teacher tells her that she will be in hot water if she doesn"t stop talking. Tammy says "I will be good! Please don"t burn me!" This confusion probably reflects a problem with
A) morphology
B) pragmatics
C) semantics
D) syntax
Q:
All of the following tests are components of a comprehensive evaluation to identify communication disorders except
A) aptitude
B) hearing
C) articulation
D) language function
Q:
Which of the following is an example of BICS?
A) writing a letter to a friend
B) having a conversation about recess with a friend
C) answering computer generated questions to prepare for a quiz
D) participating in an online Discussion Board about the planets
Q:
Mrs. Crosby has been asked to evaluate Hector for a possible communication disorder. Hector's family came from Miami but they speak very little English. Mrs. Crosby has assessed Hector in both English and Spanish. What else can she do to be sure that she has adequately measured his true communicative competence?
A) interview his parents
B) administer a second test in Spanish
C) listen when Hector is involved in authentic conversational behavior
D) interview his teachers
Q:
Tests for communication disorders that have been translated into other languages for English language learners
A) are readily available for a variety of English language learners
B) usually are more reliable than assessments administered in English
C) may actually be a disservice because of improper translations
D) may actually hinder a child's motivation to demonstrate new communication abilities
Q:
Which of the following is NOT true about stuttering ?
A) stuttering is situational
B) stuttering occurs more often in twins
C) stuttering affects more girls than boys
D) stuttering is in some ways least understood
Q:
A child with a communication disorder is eligible for special education services when the disorder
A) has an adverse effect on learning
B) has persisted for at least three years
C) is evident when the child enters school
D) has become worse despite the use of research-based interventions
Q:
Which of the following statements about speech-sound errors are true?
A) Treatments to address them are relatively simple.
B) Treatments must be implemented before the age of 7.
C) They result from a defect in the operation of the speech apparatus.
D) They result from problems recognizing or processing the sounds of language.