Q&A Hero

Q: There is some controversy surrounding the intelligence of emotionally and behaviorally disabled students. Explain the reasons for this controversy.

Q: Which of the following is not a parent involvement component of the No Child Left Behind Act of 2001? A) Schools must notify parents of their improvement status. B) Schools must collaborate with parents in developing a school improvement plan. C) Schools must include strategies to promote effective parent involvement in an improvement plan. D) Schools must meet or exceed academic improvement goals established by parents or face sanctions.

Q: Picking up a toy, using a crayon, and tying a shoe are examples of what kind of motor control? Define this area of development.

Q: It is extremely useful for teachers to know the legal definition of blindness.

Q: Explain the difference between externalizing and internalizing behaviors and provide at least four examples of each type of behavior.

Q: 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.

Q: Define and give examples of biological risk conditions.

Q: Usually, a person's visual field deteriorates rapidly.

Q: Discuss the advantages of the definition of emotional and behavioral disorders proposed by the Council for Children with Behavioral Disorders.

Q: The first parent group to advocate for children with disabilities was A) the Association for Persons with Severe Handicaps B) the National Association for Retarded Citizens (now called the ARC) C) the National Society for Crippled Children D) the United Cerebral Palsy Association

Q: Define and give examples of established risk conditions.

Q: Visual impairments have both legal and educational definitions.

Q: Teachers' ratings of young children's behaviors are good predictors of behavior at an older age.

Q: Which of the following statements about parent involvement and special education is true? A) Parent involvement is an essential element of special education. B) Parent involvement is generally discouraged by special educators. C) Parents spend an exorbitant amount of time communicating with special educators. D) Parents generally perceive special educators as experts and are hesitant to become involved in educational decisions.

Q: Testing a child's ability in the ______ area or domain might involve evaluating his ability to share toys, take turns with others, or resolve conflicts. Why is this domain important?

Q: What is contained in the "expanded core curriculum" for students with visual impairments?

Q: There is a universally accepted definition of emotional and behavioral disorders.

Q: Discuss the disproportionate representation of culturally diverse groups in special education. Include the suspected contributing factors.

Q: Testing a child's ability in the _____ area or domain might involve evaluating her ability to wash her hands, use the toilet, or brush her teeth. Why is this domain important?

Q: What is the most effective classroom adaptation for students with low vision?

Q: Children with emotional and behavioral disorders usually identify themselves.

Q: Explain the controversy regarding full inclusion.

Q: Define and give examples of environmental risk conditions.

Q: What are the four visual motor skills?

Q: Parents are to blame for their child's emotional problems.

Q: Explain the steps in the special education process.

Q: All of the following are conditions that can be detected by a newborn blood test screening except A) cystic fibrosis B) hyperoxia C) hypothyroidism D) pheynlketonuria

Q: What do people who have lost their sight report as their biggest social difficulty?

Q: Schizophrenia is usually caused by environmental factors.

Q: What components must be included in a student's individualized education program?

Q: How are IDEA regulations for services to young children similar to those for school-age children? A) The regulations specify who must receive services. B) Outside agencies may contracted to provide services to both groups. C) Children in both groups must be labeled with a specific disability to receive services. D) The regulations specify that IEPs for children in both groups must include suggestions for parents.

Q: Briefly explain the social interaction and interaction of children with visual impairments compared to normally sighted children.

Q: Internalizing behaviors are more often displayed by girls with emotional and behavioral disabilities.

Q: Explain the continuum of service and placement options in order from least to most restrictive.

Q: Which of the following has been referred to as the most important legislation enacted for young children with developmental delays? A) IDEA B) No Child Left Behind C) P. L. 99-457 D) Section 504 of the Rehabilitation Act of 1973

Q: Name and describe the two refractive errors.

Q: Sixty percent of students with emotional and behavioral disorders drop out of high school.

Q: Least restrictive environment and inclusion are not synonymous.

Q: Two factors that are highly related to the effectiveness of early intervention services are A) availability of resources and staff/child ratio B) severity of disability/and availability of resources C) severity of disability and parents' education level D) intensity of intervention/ and level of family/child participation

Q: Name an item of assistive technology that children who are blind might use.

Q: Most students with emotional and behavioral disorders perform on grade level academically.

Q: In a resource room placement, a child is with other children with disabilities for most of the day.

Q: In IDEIA, early intervention is intended to enhance the development of children ages A) birth"2 B) birth"3 C) 3"5 D) 3"9

Q: Name and define the two terms that describe the age of onset of visual impairments.

Q: Internalizing behaviors are usually mild and temporary.

Q: Most general education teachers feel comfortable participating in IEP meetings.

Q: Which of the following best exemplifies a toy with multisensory appeal? A) a watercolor paint set B) blocks that can be stacked and jumped over C) roller skates that can be adjusted to only roll forward D) a toy car that lights up and rolls forward when touched

Q: List and explain the three educational classifications of visual impairments?

Q: Teachers can sometimes strengthen deviant behavior.

Q: An IEP is a curriculum for a student with a disability.

Q: Which of the following is an indicator that a child with a disability may need more support in the classroom? A) He/she may seem tired. B) He/she may refuse to participate in activities. C) He/she may switch from one activity to another. D) He/she may become over dependent on adult help.

Q: How does the federal government define legal blindness?

Q: Explain what a group-oriented contingency is, and give an example.

Q: Studies of actual IEPs support the consistency between what is written and what is implemented.

Q: Which best describes the treatment and control groups of the Abecedarian Project? A) children receiving early intervention services in school-based settings vs. those receiving them at home B) parents receiving consultation from a parent trainer vs. those provided readings on child development C) children receiving medical, nutritional, and social services vs. those who received the same plus early intervention D) teachers with special early childhood endorsements vs. those without special certification from their state boards of education

Q: Accelerated and compressed speech enable students with visual impairments to listen at speeds of A) up to 275 words per minute B) up to 300 words per minute C) up to 350 words per minute D) up to 375 words per minute

Q: What are the five dimensions by which behavior can be objectively measured?

Q: School districts may exceed the requirements of the law when creating an IEP.

Q: Which of the following is not a core principle of developmentally appropriate practice (DAP)? A) Learning must involve all of the senses. B) Knowledge must inform decision making. C) Goals must be challenging and attainable. D) Teaching must be intentional to be effective.

Q: Which of the following statements about the hearing ability of people who are blind is true? A) Blind people have super hearing ability. B) Blind people listen better than sighted persons. C) Blind people use their hearing more efficiently. D) Blind people develop better hearing to compensate for the loss of sight.

Q: Who is more likely to be labeled with emotional and behavioral disorders, girls or boys? Describe what types of behaviors is displayed by the group you identify.

Q: Having two teachers in a classroom ultimately improves instructional effectiveness.

Q: Home-based early intervention services may be least effective for A) teenage mothers B) mothers with college degrees C) mothers who live in rural areas D) mothers with more than two children

Q: Which of the following devices can read street signs and announce traffic signals for people with visual impairments? A) a Connecticut Cane B) a Global Positioning System C) the Mowat Sensor D) the Sonic Guide

Q: List 10 externalizing behaviors.

Q: Co-teaching is commonly used in self-contained classes.

Q: Tamara is three days old and weighs almost 2 pounds. Her parents just learned that she has Down syndrome. What is the most likely setting for her early intervention services? A) center based B) combined home"center based C) home based D) hospital based

Q: Guide dogs A) are used by 25% of people who are blind B) are most useful for independent travel in large cities C) are most useful to blind people with multiple disabilities D) are generally not recommended for people over the age of 50

Q: A fearful and depressed child who complains about nonexistent symptoms is exhibiting what kind of behavior? Explain why this group is in danger of not being identified.

Q: Culturally and linguistically diverse students are both over- and underrepresented in special education.

Q: Which of the following is an example of an embedded learning activity? A) Four-year-old Darius eats lunch with peers who are not disabled. B) Three-year-old Shelby listens to the ABC song and sings it during circle time. C) Five-year-old Madison learns to tie her shoes, and then teaches a classmate the skill. D) Melvin works on throwing and catching in occupational therapy so his teacher includes a bean bag game in centers.

Q: A long cane serves as all of the following except A) a tool for independent travel B) a probe for detecting changes in travel surfaces C) a bumper for protection from obstacles such as doors D) a bumper for protection from low hanging tree branches

Q: What percentage of students with emotional or behavioral disorders drop out of school? Explain why this is the case.

Q: School districts must use RTI to identify students with learning disabilities.

Q: Four-year-old Darrell is participating in comprehensive assessments in adaptive, cognitive, language, motor, and social development to determine if he needs early intervention services or special education. What is the most likely purpose of these assessments? A) diagnosis B) evaluation C) program planning D) screening

Q: Which of the following statements about orientation and mobility (O&M) is most accurate? A) The terms are synonyms. B) O&M skills must be taught at an early age. C) More time is spent on specific mobility skills than orientation. D) O&M instruction is not required as a related service unless a student is blind.

Q: What are the two major functions of student behavior that a functional behavior assessment can help identify?

Q: RTI can prevent placement in special education.

Q: Mrs. Clyburn is teaching Otis to ask and answer questions during conversations. She knows that this skill will increase his ability to interact with people in his daily environment. Which quality indicator is the focus of this objective? A) functionality B) generality C) hierarchical relationships D) instructional context

Q: Which of the following premises about low vision and its effects is true? A) People with low vision have lesser aesthetic experiences. B) People with low vision do not use their visual abilities. C) People with low vision view the environment as stationary and clear. D) Using low vision is the most efficient and preferred way of functioning.