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Special Education
Q:
Which of the following is not true of content enhancement?
A) It may involve teaching mnemonics.
B) It includes a wide array of teaching techniques
C) It may increase the complexity of the curriculum.
D) It requires the teacher to simultaneously teach content and how to learn the content.
Q:
Ms. Frost gives oral reading fluency tests every week to all her first graders. The lowest performing students receive special reading tutoring until they are reading at a minimally acceptable level. What type of intervention is this?
A) compensatory
B) intensive
C) preventive
D) remedial
Q:
Differences in the rates of social, emotional, intellectual, and physical growth and development experienced by some gifted children is called
A) acceleration
B) asynchrony
C) developmental lag
D) precocity
Q:
Which of the following is not a cause of acquired hearing loss?
A) Down syndrome
B) otitis media
C) meningitis
D) noise exposure
Q:
Mr. Carson is a middle school science teacher in an inclusive classroom. He wants all of his students to be successful, so he plans and sequences instruction to show the commonalities and differences between old and new knowledge. Which principle of effective instructional design does this exemplify?
A) big ideas
B) conspicuous strategies
C) primed background knowledge
D) strategic integration
Q:
Maurice has cerebral palsy and is physically unable to speak. His teacher helps him to learn to use a communication board. What type of intervention is this?
A) compensatory
B) preventive
C) rehabilitative
D) remedial
Q:
What is the prevailing outcome of the education of academically talented young children in most schools today?
A) success
B) boredom
C) underachievement
D) disruptive behavior
Q:
Mrs. Walker's son, Keenan, was born at 26 weeks and has a severe hearing loss. This loss is
A) bilateral
B) congenital
C) postlingual
D) unilateral
Q:
Which of the following is a criterion-referenced test commonly used by special educators?
A) Brigance Comprehensive Inventory of Basic Skills
B) Iowa Tests of Basic Skills
C) Peabody Individual Achievement Test
D) Stanford Diagnostic Mathematics Test
Q:
Which of the following is a characteristic of primary prevention?
A) It is designed to eliminate the effects of risk factors on those so exposed.
B) It is designed to reduce the number of new cases of disabilities.
C) It is designed for people who are already affected by a problem.
D) It is designed to prevent the effects of a disability from worsening.
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:
Which of the following statements is true regarding sensorineural hearing losses?
A) They can be temporary.
B) They can be corrected with surgery.
C) They cannot occur after the age of 3)
D) They cannot be corrected with medication.
Q:
Criterion-referenced tests are most useful for
A) diagnosing a learning disability
B) determining what skills a student has learned
C) measuring small changes in achievement over time
D) Comparing a student's achievement with that of peers of the same age
Q:
No Child Left Behind places special emphasis on determining what educational programs and practices
A) are preferred by parents.
B) are preferred by teachers.
C) meet the needs of most children most of the time.
D) have clearly demonstrated effectiveness through research.
Q:
Which is an example of intraindividual differences?
A) Belle has higher scores in math than Tony, but Tony has higher writing and reading scores.
B) Brenna and Deanna take the same analytical abilities test and have vastly different scores.
C) Mia has grade level scores in math, but after receiving tutoring is scoring well above grade level.
D) Jamie has grade level scores in reading and in mathematics scores typical of children four years older.
Q:
Causes of conductive hearing loss include all of the following except
A) damage to the cochlea
B) improper movement of the ossicles
C) malformations of the auditory canals
D) excessive wax buildup in the auditory canals
Q:
One of the major concerns about using RTI to identify those in need of special education is that
A) culturally diverse students are overlooked
B) professionals are resistant to this approach
C) it takes longer to identify students who need services
D) interventions are not implemented with fidelity in many classrooms
Q:
The ultimate goal of No Child Left Behind is
A) to identify poorly performing schools.
B) that all teachers will be licensed by 2014
C) to reduce funding to poorly performing schools.
D) that all children will be proficient in all subject matter by 2014
Q:
What are the primary emphases of Piirto's concept of talent development?
A) creativity, cultural identity, motivation
B) genetics, personality, environmental influences
C) superior productivity, home/school collaboration, intelligence
D) superior memory, observational powers, curiosity, creativity and rapid learning
Q:
Current research indicates that deaf students experience problems in education due to
A) limitations in cognitive functioning
B) inability to read
C) inadequate development of a first language
D) the mismatch between reading and sign language
Q:
Larry scored below basic level on a statewide achievement test; however, his teacher has evidence that he has made small incremental improvements in both reading fluency and comprehension this year. Which type of assessment is likely to provide this evidence?
A) criterion-referenced assessment
B) curriculum-based measurement
C) norm-referenced assessment
D) summative assessment
Q:
Which of the following is not defined as a major life activity in the Americans with Disabilities Act?
A) caring for oneself
B) enjoying leisure time
C) walking
D) working
Q:
Renzulli's (2003) definition of giftedness is based on the interaction among which three basic clusters of human traits?
A) high intellect, creativity, and task commitment
B) creativity, academic aptitude, and athletic aptitude
C) high intellect, task commitment, and academic aptitude
D) situated problem-solving ability, academic aptitude, and leadership
Q:
In the United States, the majority of people with hearing loss are
A) between the ages of birth and 5
B) between the ages of 6 and 21
C) between the ages of 35 and 60
D) 65 years or older
Q:
An environmental agent suspected as a cause of learning disabilities is
A) poverty
B) food allergies
C) heredity
D) vitamin deficiency
Q:
In what way is IDEA and Section 504 of the Rehabilitation Act of 1973 alike?
A) They are both civil rights laws.
B) They both provide funds for people with disabilities.
C) They both require placement in the most integrated setting possible.
D) They both require public schools and colleges to provide barrier-free environments.
Q:
All of the following are characteristics that may be exhibited by gifted students except
A) early moral and existential concerns
B) perfectionism and the need for precision
C) fascination with basic words and simple ideas
D) resistance to multiple or opposing points of view
Q:
How many deaf students are functionally illiterate when they graduate from high school?
A) 15%
B) 30%
C) 45%
D) 60%
Q:
Which of the four suspected causes of learning disabilities is the least credible today?
A) heredity
B) environmental agents
C) biochemical imbalance
D) brain damage or dysfunction
Q:
Programs for students who are gifted and talented
A) are chronically underfunded.
B) are supported with funds from IDEA.
C) receive an equal share of the K"12 education budget.
D) are supported with funds from higher education agencies.
Q:
True or False
The differentiated curriculum approach best supported by research is acceleration.
Q:
True or False
Terman, a pioneer if the area of giftedness, equated giftedness with high levels of intelligence, and he believed that giftedness was due solely to environmental influences.
Q:
True or False
One paradoxical characteristic of some students who are gifted is that their inquisitive behavior is often viewed as annoying by others.
Q:
True or False
Although creativity is a common component in many definitions of giftedness, the term creativity has no universally accepted definition in this context.
Q:
True or False
If Gardner's theory were followed closely, students would be assessed in all of the areas of intelligence identified by this researcher.
Q:
True or False
Recently, Gardner has added an additional area of giftedness.
Q:
True or False
The term gifted, as it is defined by the Jacob K. Javits Gifted and Talented Education Act, goes beyond the demonstration of just high levels of intelligence to include students with special talents.
Q:
True or False
Jamal is a ten-year-old African American student who has great potential in the area of language. Unfortunately, however, his opportunity to learn has been compromised by factors such as poverty and a poor education. As a result, Jamal has not reached his potential in the area of language. Jamal may still qualify for special services when the federal definition of giftedness is applied.
Q:
True or False
A developmental definition of giftedness reflects the assumption that very young children may display only general ability or specific skills; but, as these children move through the grades, evidence of ability or skills will manifest within specific areas of study.
Q:
True or False
Fourteen-year-old David is a gifted dancer. Under the federal definition of giftedness, David would qualify for special services.
Q:
True or False
Many definitions of giftedness do not address developmental concerns.
Q:
True or False
Most gifted programs favor students who are gifted in the areas of linguistics and mathematics.
Q:
True or False
Movies typically portray gifted individuals in a positive light.
Q:
True or False
Giftedness was added as a separate category of students who qualify for special education as part of the re-authorization of IDEA in 2004.
Q:
True or False
Most students who are gifted are educated in special programs for most of the school day.
Q:
Groups of students who are typically under-identified as gifted include
A) females.
B) students from culturally diverse backgrounds.
C) students who are economically disadvantaged.
D) students with disabilities.
E) all of the above.
Q:
Nine-year-old Camisha has considerable talent in the area of music. She is allowed to compose and then perform a musical about the Civil War for her social studies class. This reflects a strategy known as
A) acceleration.
B) enrichment.
C) curriculum telescoping.
D) differentiated student production.
Q:
Sixteen-year-old Joshua works with his peers on an activity of mutual interest (e.g., photography). This arrangements is known as
A) enrichment.
B) curriculum compacting.
C) cluster grouping.
D) heterogeneous grouping.
Q:
________ refers to techniques that provide topics, skill development, materials or experiences that extend the depth of coverage beyond the typical curriculum.
A) Curriculum compacting
B) Telescoping curriculum
C) Advanced placement
D) Enrichment
Q:
________ refers to techniques that provide topics, skill development, materials, or experiences that extend the depth of coverage beyond the typical curriculum.
A) Curriculum compacting
B) Enrichment
C) Grade skipping
D) Advanced placement
Q:
Kerry took advanced algebra in the eighth grade and received credit for eleventh-grade algebra. This is an example of
A) concurrent enrollment.
B) advanced placement.
C) credit by examination.
D) early entrance.
Q:
Sixteen-year-old Michael is gifted in the area of mathematics. Instead of spending a full year taking calculus, Michael successfully passes a calculus examination. By passing this examination, Michael is given credit for having taken this high school course. This is an example of
A) concurrent enrollment.
B) credit by examination.
C) advanced placement.
D) telescoping curriculum.
Q:
Three (3. of the most common practices used in programs for students with exceptional abilities are
A) curriculum compacting, advanced placement, and credit by examination.
B) telescoping curriculum, combined classes, and grade skipping.
C) acceleration, enrichment, and special grouping.
D) mentorships, correspondence courses, and early entrance into college.
Q:
Nine-year-old Shana has been identified as intellectually gifted in the area of mathematics. To accommodate her special ability, she is currently working on algebraic equations in her general education class. This reflects the practice of
A) acceleration.
B) alternative grouping.
C) enrichment.
D) special grouping.
Q:
When using cooperative grouping, the teacher should
A) expect the student who is gifted to assume leadership in the group.
B) be careful that the bulk of the work does not fall on the student who is gifted.
C) be careful that other students do not mimic the behavior of the student with special gifts.
D) not assign the student who is gifted to such a group.
Q:
The majority of students who are gifted are identified by
A) their parents.
B) their general education teachers.
C) their special education teachers.
D) the results from state wide assessments.
Q:
Clark (2002) distinguished between gifted, highly gifted, and exceptionally gifted students. According to this author's research, when compared to students who are gifted, a student who is highly gifted
A) tends to have more energy, thinks faster, is more focused on his or her interests, and exhibits a higher degree of ability.
B) tends to be more isolated by choice and is more invested in concerns of a"meta-nature."
C) seldom seeks popularity and social acclaim.
D) is often viewed as an underachiever by parents, teachers, and peers.
Q:
Most researchers agree that giftedness results from
A) genetic influences.
B) environmental influences.
C) a combination of genetic and environmental influences.
D) none of the above
Q:
The number of students who display exceptional abilities is uncertain because of the varying definitions and measurements of abilities. The most commonly accepted prevalence rate of giftedness, however, is between ________ and ________.
A) 1%; 2%
B) 2%; 7%
C) 6%; 10%
D) 3%; 5%
Q:
In general, gifted students who are from culturally different populations
A) are over-represented in gifted programs.
B) frequently do not apply for gifted services.
C) are under-represented in gifted programs.
D) none of the above
Q:
Gardner and Hatch's (1989. theory of multiple intelligences comprises ________ areas of ability.
A) eight
B) six
C) seven
D) five
Q:
All of the following components below are included in Renzulli's three-ring conception of giftedness except
A) above-average ability.
B) over-achievement.
C) creativity.
D) task commitment.
Q:
All of the following components are included in the federal definition of giftedness except
A) outstanding talent
B) high performance capacity in intellectual, creative, and/or artistic areas.
C) unusual leadership capacity.
D) outstanding academic capacity.
E) athletics.
Q:
Children and youth who are gifted
A) are an over-represented group of students in special education programs.
B) are an under-identified, under-served, and inappropriately served population.
C) are served under IDEA 2004.
D) are candidates for inclusion under Section 504.
Q:
The vast majority of children and youth who are gifted spend most of their school day in
A) special schools.
B) special classes.
C) general education classrooms.
D) resource rooms.
Q:
Identify at least three (3) indicators of language impairment for youth in the middle and high school grades.
Q:
Identify at least two (2) indicators of language impairment for children in the intermediate grades.
Q:
Identify at least three (3) indicators of language impairment for children in primary grades.
Q:
Describe at least four (4) strategies for identifying and/or referring students with articulation and phonological disorders.
Q:
An elementary teacher frequently encounters students with speech disorders in his or her classroom. Describe ways that the teacher can facilitate the development of good speech in the elementary classroom. Also, discuss when an elementary teacher might need to refer a student for a speech/language evaluation.
Q:
An impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal, and graphic symbol systems is defined as a ___________.
Q:
A ________ is a device that is frequently used by students with no spoken language. This device contains words, phrases, or numbers to assist the student in communicating.
Q:
________ communication includes devices that serve students who are unable to speak.
Q:
________ is a system used to supplement the communicative skills of individuals for whom the production of speech is impossible.
Q:
Reading and listening are examples of ________ language.
Q:
________ language involves encoding or producing a message. Examples include speaking and writing.
Q:
________ language involves receiving and decoding or interpreting language.
Q:
________ is a system used by a group of people for giving meaning to sounds, words, gestures, or other symbols to enable communication with one another.
Q:
________ refers to the pattern of the rate and flow of a person's speech.
Q:
Disorders of ________ involve problems with hypernasality and hyponasality.