Q&A Hero

Q: CASE STUDY: Hunter is a 15-year-old high school sophomore. He was active in sports and the debate team prior to his accident. As a result of a diving accident, Hunter now is a paraplegic. Hunter's legs are completely paralyzed from the accident; he has minimal use of his right arm and moderate use of his left arm. Hunter and his family were totally devastated by his accident and are overwhelmed with the drastic changes that have occurred in their life. What can professionals do to make Hunter's school re-entry an easier transition? What role should his parents have in this transition? Who else might be involved?

Q: Examples of cultural factors that may affect language are A. Beliefs and attitudes. B. Accent and dialect. C. Religion and socioeconomic status. D. Dialect and education level.

Q: Alex is a seventh grader who has a learning disability and an external locus of control. When she succeeds on a science exam, she is most likely to attribute her success to A. Hard work. B. Luck. C. Her science ability. D. Intelligence.

Q: CASE STUDY: Hunter is a 15-year-old high school sophomore. He was active in sports and the debate team prior to his accident. As a result of a diving accident, Hunter now is a paraplegic. Hunter's legs are completely paralyzed from the accident; he has minimal use of his right arm and moderate use of his left arm. Hunter and his family were totally devastated by his accident and are overwhelmed with the drastic changes that have occurred in their life. What are some the greatest concerns that parents of students with physical disabilities are likely to have? What is the responsibility of school personnel to help them address these concerns?

Q: The structure of language and rules that govern it refers to A. Phonemes. B. Semantics. C. Dialect. D. Accent.

Q: Approximately how many students were identified as learning disabled in the 2002"2003 school year? A. 10.9 million B 1.9 million C. 5.9 million D. 2.9 million

Q: CASE STUDY: Hunter is a 15-year-old high school sophomore. He was active in sports and the debate team prior to his accident. As a result of a diving accident, Hunter now is a paraplegic. Hunter's legs are completely paralyzed from the accident; he has minimal use of his right arm and moderate use of his left arm. Hunter and his family were totally devastated by his accident and are overwhelmed with the drastic changes that have occurred in their life. Why is the domain of social and emotional characteristics particularly important to understand in relation to students with physical disabilities?

Q: Professionals can assist parents in effectively interacting with their children with speech and language disorders by A. Providing parents with literature on strategies to use. B. Advising parents to attend to their children's speech. C. Providing parents the names of family counselors. D. Increasing parent awareness and understanding of speech and language development.

Q: The first federal legislation acknowledging learning disabilities enacted in 1969 was A. Education of All Handicapped Children Act (IDEA). B. Children with Specific Learning Disabilities Act. C. Section 504. D. Individuals with Disabilities Act.

Q: CASE STUDY: Hunter is a 15-year-old high school sophomore. He was active in sports and the debate team prior to his accident. As a result of a diving accident, Hunter now is a paraplegic. Hunter's legs are completely paralyzed from the accident; he has minimal use of his right arm and moderate use of his left arm. Hunter and his family were totally devastated by his accident and are overwhelmed with the drastic changes that have occurred in their life. What are examples of strategies that ensure that students with physical disabilities have access to learning? Which of these examples might Hunter use?

Q: One caution when using technology for older students is that A. The students may not know how to use the technology. B. The parents may not want the child to use the technology. C. Age-appropriate programs should be used. D. All of the above.

Q: CASE STUDY: Mrs. Martinez has just accepted a new position at Forest Grove Middle School. She was hired to serve students with special needs in grades 6 through 8. Forest Grove's philosophy is that separate is better in regard to their delivery of services for students with special needs. Mrs. Martinez is a strong advocate for inclusive practices and collaborative professional partnerships. Through discussions with her new co-workers, she has discovered that many of the teachers, paraeducators, and related service professionals feel that it is time for a change in the school's philosophy. Mrs. Martinez has been nominated by her co-workers to present the idea of developing a more collaborative community among the teachers to the principal, Mrs. Jones, in order to begin the process of integrating students with special needs into the general education classroom. Congratulations! You have convinced Mrs. Jones that establishing a more collaborative community within the school faculty and staff is a great idea! She tells you that she will mandate that all professionals and paraprofessionals collaborate once a week to discuss matters concerning students with special needs. What is wrong with this approach? What are the possible outcomes of such a policy? As you work with your colleagues you realize that they are confusing two concepts: collaboration and inclusion. How would you go about clarifying these terms?

Q: CASE STUDY: Hunter is a 15-year-old high school sophomore. He was active in sports and the debate team prior to his accident. As a result of a diving accident, Hunter now is a paraplegic. Hunter's legs are completely paralyzed from the accident; he has minimal use of his right arm and moderate use of his left arm. Hunter and his family were totally devastated by his accident and are overwhelmed with the drastic changes that have occurred in their life. What are the essential questions that must be asked in deciding whether a student with a physical disability is eligible to receive special education services?

Q: Benjamin is a high school student who is unable to communicate verbally. Benjamin was diagnosed with apraxia after suffering brain damage during birth. To communicate his needs Benjamin uses a communication board. This is an example of A. Aided AAC. B. Unaided AAC. C. Personal digital assistant. D. None of the above

Q: CASE STUDY: Mrs. Martinez has just accepted a new position at Forest Grove Middle School. She was hired to serve students with special needs in grades 6 through 8. Forest Grove's philosophy is that separate is better in regard to their delivery of services for students with special needs. Mrs. Martinez is a strong advocate for inclusive practices and collaborative professional partnerships. Through discussions with her new co-workers, she has discovered that many of the teachers, paraeducators, and related service professionals feel that it is time for a change in the school's philosophy. Mrs. Martinez has been nominated by her co-workers to present the idea of developing a more collaborative community among the teachers to the principal, Mrs. Jones, in order to begin the process of integrating students with special needs into the general education classroom. Collaboration is not an overnight occurrence. List and describe some of the most common barriers to professional collaboration and ways in which these barriers can be overcome.

Q: How does the mandate to use assistive technology under IDEA present ethical dilemmas for teachers? Why are children in rural areas and children from economically challenged homes at a disadvantage?

Q: ASHA stands for A. Association for Speech-Language-Hearing of America. B. American-Services-for-Language and Hearing. C. American Speech-Language-Hearing Association. D. None of the above

Q: CASE STUDY: Mrs. Martinez has just accepted a new position at Forest Grove Middle School. She was hired to serve students with special needs in grades 6 through 8. Forest Grove's philosophy is that separate is better in regard to their delivery of services for students with special needs. Mrs. Martinez is a strong advocate for inclusive practices and collaborative professional partnerships. Through discussions with her new co-workers, she has discovered that many of the teachers, paraeducators, and related service professionals feel that it is time for a change in the school's philosophy. Mrs. Martinez has been nominated by her co-workers to present the idea of developing a more collaborative community among the teachers to the principal, Mrs. Jones, in order to begin the process of integrating students with special needs into the general education classroom. Mrs. Jones argues that the school is already a "collaborative school" because the teachers have weekly staff meetings, and they have common planning periods every two weeks if they need them. Explain how these activities are not truly collaborative interactions, and provide an example of a professional collaborative interaction.

Q: How can professionals help families of children with physical or health disabilities cope? Which of these suggestions do you feel is the most critical in addressing the needs of families?

Q: Which of the following is specialized intervention that students with speech and language disorders may need? A. Articulation therapy B. Study buddy C. Fewer math problems D. A scribe

Q: CASE STUDY: Mrs. Martinez has just accepted a new position at Forest Grove Middle School. She was hired to serve students with special needs in grades 6 through 8. Forest Grove's philosophy is that separate is better in regard to their delivery of services for students with special needs. Mrs. Martinez is a strong advocate for inclusive practices and collaborative professional partnerships. Through discussions with her new co-workers, she has discovered that many of the teachers, paraeducators, and related service professionals feel that it is time for a change in the school's philosophy. Mrs. Martinez has been nominated by her co-workers to present the idea of developing a more collaborative community among the teachers to the principal, Mrs. Jones, in order to begin the process of integrating students with special needs into the general education classroom. Why should Mrs. Jones agree to support such a huge undertaking as the implementation of professional collaboration in her school? Explain some of the benefits of professional collaboration.

Q: Students with physical and/or health disabilities have special needs in terms of access to education. Name and describe the type of accommodations that may be necessary. How do the accommodations needed for this population of students differ from students with other types of disabilities?

Q: The most appropriate setting in which students can learn speech and language skills and practice them is in A. Therapy with a speech-language pathologist. B. Resource setting. C. General education classroom. D. The home.

Q: CASE STUDY: Mrs. Martinez has just accepted a new position at Forest Grove Middle School. She was hired to serve students with special needs in grades 6 through 8. Forest Grove's philosophy is that separate is better in regard to their delivery of services for students with special needs. Mrs. Martinez is a strong advocate for inclusive practices and collaborative professional partnerships. Through discussions with her new co-workers, she has discovered that many of the teachers, paraeducators, and related service professionals feel that it is time for a change in the school's philosophy. Mrs. Martinez has been nominated by her co-workers to present the idea of developing a more collaborative community among the teachers to the principal, Mrs. Jones, in order to begin the process of integrating students with special needs into the general education classroom. If you were Mrs. Martinez, how would you explain the concept of collaboration to Mrs. Jones? What are the elements necessary for collaboration to occur?

Q: How do students with physical disabilities at the elementary and secondary level receive their services? Explain the factors that the multidisciplinary team must consider in making this decision. Which of these factors do you fee is most critical in the decision making process? Why?

Q: The way in which speech-language services are implemented depends on A. The nature of the disability. B. The age of the individual receiving services. C. The parents' preference. D. The individual's preference.

Q: Two of the three issues related to collaboration mentioned in the text are the extent of its application in special educators' work with paraprofessionals and the limits to collaboration created by a lack of time to meet with colleagues. Which of these two issues do you feel has the most impact on collaboration and why? Use information from the text as well as your own experiences to support your answer.

Q: How did the awareness of children with physical disabilities emerge? What implications did this awareness change the educational options for students with physical disabilities?

Q: Which approach to providing speech-language services has the benefit of eliminating distractions for the young children? A. In class B. In home C. Pullout D. Indirect services

Q: You have been selected by your co-workers to approach the principal about implementing a more collaborative approach for serving students identified with disabilities. In your attempt to convince the principal to promote the concept of collaboration, please include the following information: What is collaboration? What are the defining characteristics of collaboration? What role does collaboration have in special education?

Q: What are the six sets of standards that are assigned to special education teachers in regard to becoming better prepared to serve students with physical/health disabilities?

Q: Language assessments may include A. Comprehension and processing of sentences. B. Receptive and expressive vocabulary. C. Correct use of grammar. D. All of the above.

Q: What are five barriers to family and professional collaboration? How can professionals overcome these barriers and increase parental participation? List examples of personal experiences that you have had where such barriers affected your interaction with parents.

Q: What are some of the potential stressors siblings of individuals with physical and/or health disabilities may experience?

Q: An example of informal measures used in identifying students with language impairments is A. Test of Adolescent and Adult Language 3. B. Criterion reference tests. C. Parent and teacher interviews. D. IQ tests.

Q: What are three examples of approaches used in co-teaching? Describe each approach and give an example of when each approach may be appropriate.

Q: What is curriculum overlapping?

Q: A speech/language pathologist's assessment methods include A. Gathering a spontaneous language sample. B. Administering standardized test. C. Examining a student's physical structure for producing speech. D. All of the above.

Q: What are the five elements necessary for collaboration to occur? Briefly describe each element and explain why it is necessary for teachers to recognize and examine these elements prior to participating in collaborative partnerships. Which element of collaboration would be the most beneficial for you personally to examine in order to improve your professional collaborative skills?

Q: As students with physical and health disabilities transition from school to post-school options, what decisions must be considered by the individual and his or her family?

Q: An example of a spontaneous language sample is A. Reading a teacher-selected passage. B. Engaging students in a conversation. C. Reciting a poem. D. Singing a song.

Q: Time is the greatest barrier to collaboration. What are the various aspects of time mentioned in the text that impede collaboration among professionals?

Q: What makes a student with physical disabilities eligible for services?

Q: A speech disorder is characterized as A. A problem with voice, fluency, and reading. B. A problem with articulation, voice, or singing. C. A problem with fluency, voice, or reading. D. A problem with articulation, voice, resonance, or fluency.

Q: In what situations are teacher and paraprofessional collaboration appropriate?

Q: How can educators facilitate students " social relationships?

Q: Students with speech and language disorders struggle socially and emotionally because A. They are academically gifted. B. They may be the target of peer teasing. C. They are developmentally delayed. D. They are not in the general classroom.

Q: How can professionals encourage parent participation?

Q: Why does such a large range exist in the cognitive and academic abilities of students with physical disabilities?

Q: Researchers found that the intensity of language disorders for students with emotional and behavior disorders A. Increases as students get older. B. Decreases as students get older. C. Levels off as the students get older. D. Never changes after the age of fifteen.

Q: Describe the parallel teaching form of co-teaching. When is this model of co-teaching appropriate to use?

Q: What are some examples of conditions that fall under the category of other health impairments?

Q: Reading difficulties can be directly related to students' A. Not distinguishing similar sounds. B. Not hearing the rhythm of language in their heads. C. Not understanding how to add prefixes or suffixes. D. All of the above.

Q: What elements make a transdisciplinary team the most collaborative of the special education teams?

Q: What are the differences between chronic, acute, and episodic conditions? Provide one example of each.

Q: Children who have significant speech or language delays are at higher risk for experiencing A. Reading difficulties. B. Math difficulties. C. Science difficulties. D. Social studies.

Q: What is a team? Give an example of a team in which you have participated, and explain why that team was successful or unsuccessful.

Q: In the court case Irving Independent School District v. Tatro, what was the outcome and why was this significant?

Q: Children with speech and language disorders A. Can be considered for dual-disability disorders. B. Are at the same academic level as their peers. C. Are at an academic disadvantage almost from the time they begin school. D. Are never identified.

Q: Define interaction processes. Which type of interaction process is most commonly used in schools?

Q: Siblings usually do not recognize the positive effects of having a brother or sister with a disability.

Q: The movement of tongue, teeth, lips, and palate are all dimensions ofA. Speech.B. Articulation.C. Fluency.D. Phonology.

Q: What are two examples of effective communication skills? What are two examples of ineffective communication skills?

Q: For students with chronic health problems who have frequent absences from school, maintaining contact with the school during absences helps students to feel connected to their classmates and it reminds students and their families of their "other life" without hospitals and treatments.

Q: CAPD stands for A. Chronic Autism Personality Disorder. B. Chronic Auditory Processing Disorder. C. Central Autism Personality Disorder D. Central Auditory Processing Disorder.

Q: What are four of the seven defining characteristics of collaboration? Give an example of each.

Q: Students with physical and health disabilities have cognitive and academic abilities that range from extraordinary giftedness to significant mental retardation.

Q: Misha is a 3-year-old who has just began talking. She has a vocabulary of approximately twenty words. She has language but has acquired it at a much slower rate than children her age. This is called A. Language delay. B. Central auditory processing. C. Aphasia. D. Articulation disorder.

Q: Define collaboration as it is discussed within the text.

Q: The two most common types of cancer among children are leukemia and bone cancer.

Q: The exchange of information and knowledge among participants is A. Collaboration. B. Expressive language. C. Communication. D. Telekinesis.

Q: The majority of school professionals describe the greatest barrier to effective collaboration as a lack of time for shared planning.

Q: Asthma is hereditary.

Q: Jason is 3 years old and seems to understand everything that is said to him. However, he cannot produce language in order to communicate. Which of the following statements is true? A. Jason has good receptive language but poor expressive language. B. Jason has poor receptive language but good expressive language. C. Jason probably has a hearing impairment. D. Both Jason's receptive and expressive language skills should be evaluated.

Q: The first step in professional and family collaboration is listening to the parents" perspective.

Q: Two groups that have limited access to technology are A. Children who live in rural areas and children who live in poverty. B. Children who live in poverty and urban areas. C. Children who are from minority populations and urban areas. D. Children who are from minority populations and rural areas.

Q: In IDEA, which term is used to describe individuals with communication disorders? A. Speech and language disorders B. Speech or language impairment C. Speech and language dysfunction D. Communication disorders

Q: Team members believe that the success of their work is independent of the success of the work of other team members.

Q: Which of the following are among the six sets of standards for special education teachers? A. Physical and health monitoring, adapted assessment, and specialized instruction B. Adapted assessment, specialized instruction, and behavior management C. Specialized instruction, physical and health monitoring, and generalized instruction D. Physical and health monitoring, adapted assessment, and standardized testing

Q: The first formal training programs for speech/language pathologists were established in the A. 1920s. B. 1930s. C. 1940s. D. 1950s.