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Special Education
Q:
________ are disorders that hinder physical mobility or the ability to use one or more parts of the skeleton"muscular system of the body.
Q:
Recent studies have suggested that secondary homework practices present major challenges for students with disabilities. Which of the following would be most helpful for adolescents with disabilities?
A) Do not give grades on homework.
B) Assign homework early in the year and on a regular basis.
C) Assign mainly new learning items.
D) Assign only group projects for homework.
Q:
True or False
Spina bifida is caused by an abnormal amount of mucus throughout the body.
Q:
Accommodations for students with disabilities at the secondary level
A) are usually unnecessary.
B) are the focus of instruction in content classrooms.
C) are evident in most classrooms but not documented.
D) are usually not implemented.
Q:
True or False
Human immunodeficiency virus (HIV) can be transmitted by saliva.
Q:
Which of the following is the federal law that prohibits discrimination against individuals with disabilities in the areas of employment, transportation, public accommodations, and telecommunications?
A) the Americans with Disabilities Act
B) the Individuals with Disabilities Education Act
C) Section 504 of the Rehabilitation Act of 1973
D) the Developmental Disabilities Adult Education Act
Q:
True or False
Symptoms of muscular dystrophy first appear between the ages of ten and twelve years.
Q:
The majority of secondary students with disabilities are educated in
A) special education classrooms.
B) vocational education classrooms.
C) alternative schools.
D) general education classrooms.
Q:
True or False
Students with TBI may be provided services under IDEA or Section 504.
Q:
Which of the following statements is most accurate regarding the development of individualized transition plans?
A) Transition plans, though not mandated by federal legislation, are essential to ensuring positive employment outcomes for students with disabilities.
B) Though not mandated, most elementary schools are using them.
C) More and more, transition plans are being developed for all students, not just those with disabilities.
D) Many studies suggest that in general, many states have failed to meet minimal levels of compliance.
Q:
True or False
Traumatic brain injury is the most common cause of death and disability among children in the United States.
Q:
Recent studies about transitioning suggest that many states
A) have moved too quickly in implementing transition service requirements.
B) have been too slow in implementing transition service requirements.
C) have started too early in implementing transition service requirements.
D) have focused too much on daily living skills.
Q:
True or False
Children who take medication for epilepsy do not have seizures.
Q:
Follow-up studies have shown that adults with disabilities, relative to their non-disabled peers,
A) are more likely to work in business-oriented jobs.
B) are working longer hours.
C) are getting more part-time, but better paying jobs.
D) are less likely to be employed.
Q:
True or False
Epilepsy occurs in females slightly more than males.
Q:
The transition IEP
A) should be completed by the school counselor.
B) should be completed by the general education teacher.
C) should be completed by the special education teacher.
D) should be completed with the student and his/her family.
Q:
True or False
Children with Type I diabetes must take daily injections of insulin.
Q:
Many changes occurred as a result of the educational reform movements in the 1980s and 1990s. In general, each of the following statements is true except for which of the following?A) In many instances, more courses are required in math and science.B) In many states, students have to pass a high school competency exam in order to graduate.C) The graduation rates for students in general education have declined since these reforms were implemented.D) These reform movements have not resulted in more positive outcomes for students with special needs.
Q:
True or False
Asthma is an inherited disease.
Q:
According to the 23rd Annual Report to Congress, approximately what percentage of students with disabilities drop out of school?
A) 15%
B) 56%
C) 3%
D) 28%
Q:
Seventeen-year-old William has cerebral palsy and uses a communication board because he is unable to communicate verbally. His use of this device represents a form of
A) lateral communication.
B) augmentative communication.
C) facilitated communication.
D) alternative communication.
Q:
One negative impact of secondary reform movements is
A) an increase in the school achievement of all students.
B) an increase in the number of high school dropouts among students with disabilities.
C) a decrease in the number of students who take and pass secondary college-preparatory courses.
D) an increase in the number of students enrolled in vocational education programs.
Q:
Traumatic brain injury
A) is the most common cause of death and disability among children in the U.S..
B) can be present at birth.
C) causes social but no learning issues.
D) has a positive prognosis no matter the severity, location, and extent of the injury.
Q:
Curriculum for secondary students with special needs
A) should focus on skills at the student's performance level.
B) should be based on long-term outcomes and current needs.
C) is significantly different than general education curriculum.
D) should focus only on socialization.
Q:
Spina bifida
A) can be controlled with medication.
B) is the result of the body's antibodies reacting to antigens.
C) results in an abnormal amount of mucus throughout the body.
D) is a neural tube defect characterized by bones in the spinal column not connecting properly.
Q:
In many instances, as students with disabilities reach high school
A) their academic achievement gap widens.
B) they may have difficulty performing the higher-level cognitive tasks that are characteristic of the secondary school curriculum.
C) they may encounter teachers who are content specialists and who may not individualize instruction to meet their needs.
D) they may have difficulty meeting the requirements (e.g., minimum competency tests, increased core requirements) of the secondary curriculum.
E) all of the above.
Q:
Symptoms of muscular dystrophy
A) are present at birth.
B) first appear between the ages of 2 and 6 years.
C) occur in adulthood.
D) are exhibited more often in females.
Q:
Young students with special needs commonly experience difficulties in five (5) specific areas. Describe those.
Q:
A student who has cerebral palsy
A) would most likely have tics.
B) would have problems with coordination and mobility.
C) needs daily injections.
D) has seizures even with medication.
Q:
Discuss at least five (5) considerations for teachers when grading students with disabilities.
Q:
Characteristics of Tourette's Syndrome include
A) motor tics.
B) inappropriate laughing.
C) peculiar verbalizations.
D) all the above
Q:
Describe three (3) ways to adapt the classroom arrangement for students with disabilities.
Q:
Which of the following is not true about muscular dystrophy?
A) Muscular dystrophy is genetically transmitted.
B) Females are not affected by muscular dystrophy.
C) Adaptations are academic.
D) Muscular dystrophy is characterized by weakness of muscle fibers.
Q:
Describe three (3) ways to adapt the temporal environment for students with disabilities.
Q:
Which of the following is not a symptom of diabetes?
A) Increased mucus production
B) Increased thirst and appetite
C) Weight loss
D) Fatigue
Q:
Describe five (5) strategies for helping students to follow instructions and complete assignments.
Q:
________ is an inherited, fatal disease that results in an abnormal amount of mucus throughout the body, most often affecting the lungs and digestive tract.
A) Heart conditions
B) Diabetes
C) Epilepsy
D) Cystic fibrosis
E) Asthma
Q:
Distinguish between the terms, accommodations and modifications and give an illustrative example of each.
Q:
________ is a group of chronic conditions affecting body movement and muscle coordination.
A) Asthma
B) Cystic fibrosis
C) Cerebral palsy
D) Diabetes
Q:
Discuss how to implement a classwide peer tutoring program.
Q:
________ results in tightening of the lungs causing repetitive episodes of coughing, shortness of breath, and wheezing.
A) Cerebral palsy
B) Asthma
C) Cystic fibrosis
D) Diabetes
Q:
Describe three (3) typical steps in the pre-referral process.
Q:
Prognosis for recovery of TBI depends on all of the following except
A) chronological age of the individual.
B) severity.
C) visibility of the injury.
D) educational intervention.
Q:
Discuss three (3) instances in which collaboration among educators is essential at the elementary level.
Q:
Health impairments that are considered a disability include
A) Heart condition.
B) Asthma.
C) Epilepsy.
D) All the above.
Q:
Describe two (2) ways that educators can help students with special needs to make the transition from elementary school to middle school successfully.
Q:
Low-Incidence Disabilities include all of the following except
A) Learning Disabilities.
B) Orthopedic Impairments.
C) Other Health Impairments.
D) Traumatic Brain Injury.
Q:
Give five (5) illustrative examples of the skills needed by students with disabilities to make the transition from elementary school to middle school.
Q:
Distinguish between the terms, social skills and social competence.
Q:
Describe the advantages of whole language approaches to reading.
Q:
Describe the advantages and disadvantages of a basal reading program.
Q:
Describe three (3) of the four qualities of a comprehensive curriculum.
Q:
You are a preschool teacher who is given the task of preparing your children for the transition to primary schools. Describe how your program will prepare your preschoolers for this important transition in the following areas:(1) early academic (readiness) skills(2) social skills(3) responsiveness to instructional styles(4) responsiveness to the structure of the school environment
Q:
Develop a philosophy of grading for your classroom by integrating the content discussed in the textbook. A part of your philosophy should address the purposes of grading. In your philosophy, be sure to address those grading practices that are acceptable to you (and state why they are acceptable) and those that are unacceptable to you (and state why they are unacceptable). The end result of your philosophy should be a delineation of grading practices that you are willing to implement in your classroom.
Q:
You are given the task to provide an in-service education program to faculty in your school. The topic of your program is,"Strategies for Teaching Reading to Elementary Students with Disabilities."Write a script for your presentation.
Q:
Develop a lesson plan for a third grade class, using the information provided in the"Tips for Adapting an Elementary Lesson Plan"features as a format. You may choose any subject/topic of your choice. This lesson plan should address the needs of the following students:Nine-year-old Sasha, a student with learning disabilities, recognizes only a few sight words. Despite her poor reading skills, Sasha learns well when material is presented orally and enjoys interactive, hands-on activities.Troy is a student with mild intellectual disabilities. Troy"s IEP accommodations include a modified curriculum that emphasizes life skills and career education.Derrick has ADHD. He is often out-of-his seat, talks excessively and is very impulsive. Derrick responds well to novelty and when physical movement is incorporated into a lesson.Make sure you describe how your lesson is being adapted for each of these students.
Q:
Nine-year-old Steven has learning disabilities in addition to ADHD. He is having considerable difficulty in his reading class in areas related to reading comprehension, handwriting, and sustained attention. Describe the strategies you might use to facilitate his success in your inclusive classroom.
Q:
You are a new teacher who is being interviewed for a teaching position in an inclusive school. During the interview process, you are asked by the principal to share your perspectives regarding cooperative learning. Respond to this principal's question.
Q:
Compare and contrast the teaching of computational and problem-solving in the area of mathematics. Describe important concerns related to teaching mathematics in both of these areas.
Q:
You are the curriculum coordinator for your school system. Your task this year is to design a flexible curriculum that addresses the needs of all learners, particularly those with special needs. Describe the critical features of your flexible curriculum, and provide a rationale for why you have included these features.
Q:
The authors of your textbook highlighted three (3) common approaches to teaching reading at the elementary level: basal series, direct instruction, and whole language. Provide an overview of each of these approaches, and describe your position regarding the most effective reading approach.
Q:
________ are changes in content or standards.
Q:
_________ are changes in processes in teaching and assessment.
Q:
In Ms. Kelsey's history class, students are divided into heterogeneous learning groups. Each group is given the task of creating a play about the early pioneers. Each group member has a specific task (e.g., writing, editing, creating props). This is an example of a ________.
Q:
________ includes classroom strategies that involve students in group learning activities, in which recognition and reinforcement are based on group, rather than individual, performance.
Q:
________ is the process whereby a student is placed in his or her least restrictive environment and provided with the necessary support to be successful.
Q:
________ approaches primarily emphasize meaning in the beginning of the reading process and stress an integrated approach to reading.
Q:
________ is a sensitivity to the sounds inherent in our language system.
Q:
A ________ curriculum takes into account the reality that students are enrolled in school on a time-limited basis and that future environments should be considered in curriculum design and development.
Q:
True or False
In a study conducted by Bursuck et al. (1996), the vast majority of teachers reported that grading adaptations for students with disabilities were unfair to students without disabilities.
Q:
True or False
The results of a study by Bursuck et al. (1996) indicated that the majority of general education teachers felt that grading adaptations were fair.
Q:
True or False
Elementary teachers identified grades based on IEP objectives as the most helpful grading adaptation.
Q:
True or False
There is an increasing trend for special educators and general educators to share grading responsibilities relative to students with disabilities.
Q:
True or False
Research suggests that graphic organizers can help students with disabilities learn content.
Q:
True or False
In general, teachers are more willing to provide modifications (rather than accommodations) for students with disabilities.
Q:
True or False
Cooperative learning is a promising approach as an inclusive practice.
Q:
True or False
Career education and life skills education are most appropriately taught initially to students with disabilities at the high school level.
Q:
True or False
Students with severe disabilities often spontaneously develop social skills when included in the general education classroom.
Q:
True or False
The first priority in a social skills program is to teach students with disabilities who are taught in inclusive settings those skills related to social perception.
Q:
True or False
For elementary students with disabilities, success in the general education classroom is often dependent on their social skills.