Q&A Hero

Q: Communication skills cannot be taught.

Q: Which statement would most likely be offered as advice from a school professional to parents of a child with physical disabilities? A. Parents should not question medical personnel. B. Parents should develop an ideal view of their children "s future. C. Parents should be familiar with helpful materials related to their child's disabilities. D. Parents should have minimal involvement with other parents and neighbors.

Q: CASE STUDY: Milo is a kindergarten student at Highland Elementary School. Milo was identified as having an intellectual disability due to fetal alcohol syndrome (FAS) as an infant. He has been in a inclusive preschool setting from the age of 2. Ms. Young is a new (first year) teacher who has recently been told that Milo will be a student in her classroom. Ms. Young has many concerns about having Milo in her class because she was only required to take one class in her undergraduate program in meeting the needs of children with disabilities. Below is a list of questions that Ms. Young wants to discuss with her assigned mentor, Ms. Farlow, in order to develop a better understanding of how to assist Milo in succeeding within the general education classroom. In what way can Milo's peers have a part in assisting in his daily educational tasks?

Q: A division of labor is necessary in highly collaborative situations.

Q: Curriculum overlapping is an example of A. An aid for learning. B. An aid for communication. C. An aid for mobility. D. A related service.

Q: CASE STUDY: Milo is a kindergarten student at Highland Elementary School. Milo was identified as having an intellectual disability due to fetal alcohol syndrome (FAS) as an infant. He has been in a inclusive preschool setting from the age of 2. Ms. Young is a new (first year) teacher who has recently been told that Milo will be a student in her classroom. Ms. Young has many concerns about having Milo in her class because she was only required to take one class in her undergraduate program in meeting the needs of children with disabilities. Below is a list of questions that Ms. Young wants to discuss with her assigned mentor, Ms. Farlow, in order to develop a better understanding of how to assist Milo in succeeding within the general education classroom. How can Milo be fully integrated within the general classroom setting?

Q: An individual who is employed as a non-certified staff member to assist certified staff in carrying out education programs is a A. Volunteer. B. Speech therapist assistant. C. Paraprofessional. D. One-on-one assistant.

Q: Which is an example of students with physical disabilities accessing education? A. Posture B. Mobility C. Communication D. All of the above

Q: CASE STUDY: Milo is a kindergarten student at Highland Elementary School. Milo was identified as having an intellectual disability due to fetal alcohol syndrome (FAS) as an infant. He has been in a inclusive preschool setting from the age of 2. Ms. Young is a new (first year) teacher who has recently been told that Milo will be a student in her classroom. Ms. Young has many concerns about having Milo in her class because she was only required to take one class in her undergraduate program in meeting the needs of children with disabilities. Below is a list of questions that Ms. Young wants to discuss with her assigned mentor, Ms. Farlow, in order to develop a better understanding of how to assist Milo in succeeding within the general education classroom. In general, children with intellectual disabilities often demonstrate what type of differences in language, social skills, and self-care skills?

Q: Which of the following indirect services would be used as a transition strategy for a student who no longer needs special education services? A. Parity. B. Collaboration. C. Consultation. D. Resolution.

Q: What issues must be addressed as part of the transition plan for post-secondary options for students with physical disabilities? A. Transportation B. Living arrangements C. Career choices D. All of the above

Q: CASE STUDY: Milo is a kindergarten student at Highland Elementary School. Milo was identified as having an intellectual disability due to fetal alcohol syndrome (FAS) as an infant. He has been in a inclusive preschool setting from the age of 2. Ms. Young is a new (first year) teacher who has recently been told that Milo will be a student in her classroom. Ms. Young has many concerns about having Milo in her class because she was only required to take one class in her undergraduate program in meeting the needs of children with disabilities. Below is a list of questions that Ms. Young wants to discuss with her assigned mentor, Ms. Farlow, in order to develop a better understanding of how to assist Milo in succeeding within the general education classroom. How does the physical appearance of children with FAS differ from "normal" children?

Q: The set of steps that are followed using effective communication in order to accomplish the mutual goal of collaboration is A. Consultation. B. Co-teaching. C. Communicating. D. Interaction processes.

Q: Students with significant physical disabilities tend to be educated in A. Separate classes or schools. B. Resource classrooms. C. Inclusive classrooms. D. In their home.

Q: CASE STUDY: Milo is a kindergarten student at Highland Elementary School. Milo was identified as having an intellectual disability due to fetal alcohol syndrome (FAS) as an infant. He has been in a inclusive preschool setting from the age of 2. Ms. Young is a new (first year) teacher who has recently been told that Milo will be a student in her classroom. Ms. Young has many concerns about having Milo in her class because she was only required to take one class in her undergraduate program in meeting the needs of children with disabilities. Below is a list of questions that Ms. Young wants to discuss with her assigned mentor, Ms. Farlow, in order to develop a better understanding of how to assist Milo in succeeding within the general education classroom. What specific characteristics do children born with FAS often exhibit that could adversely affect their academic success?

Q: Ms. Roberts is a special education teacher at the high school level. She is part of a collaborative team that has only recently begun. She has a bad habit of being chronically late to the scheduled meeting times with the other members of the team. Which of the following statements most accurately describes how Ms. Roberts' behavior could affect the group? A. They do not mind because they know she takes time to chat with students between classes. B. The group is resentful because she is showing a lack of interest in and respect for the shared work of the group. C. Mrs. Roberts' tardiness does not matter since she does not contribute much, so the team can start without her. D. The group will change the meeting times to better accommodate her schedule so she can equally contribute.

Q: Approximately what percentage of students with physical disabilities, health impairments, or traumatic brain injury are placed in the general education classroom? A. More than 40 percent B. More than 60 percent C. Less than 40 percent D. Less than 15 percent

Q: Task analysis is an instructional strategy that has been found to be effective with students who have intellectual disabilities. What cognitive purpose does task analysis serve? What is an example of a lesson where task analysis would be appropriate? Describe the task and how you would apply task analysis to your selected topic.

Q: The greatest barrier to effective collaboration in schools is A. Poor attitude toward collaboration. B. Lack of education on how to effectively collaborate. C. Lack of time for shared planning. D. Lack of research supporting collaboration.

Q: The decision for eligibility for special education for students with physical and health disabilities differs in which way? A. Academic and cognitive functioning B. Social and emotional functioning C. Medical and physical functioning D. None of the above

Q: As indicated in your text, only a small percentage of students with intellectual disabilities are in the general education classroom setting more than 80 percent of the day. For what reasons are students with intellectual disabilities still being separated to receive their education? Do you agree or disagree with the idea of fully integrating students with intellectual disabilities into the general education setting? Why or why not?

Q: Which of the following statements is TRUE regarding the role of paraeducators?A. It is often appropriate for paraeducators to contact the parents of students in place of the teacher.B. Paraeducators are assistants and do not have the educational knowledge to be part of a collaborative team.C. Teachers and paraeducators must have a top-down relationship in order to work together.D. In some situations it is appropriate for the teacher to be directive rather than collaborative toward a paraprofessional.

Q: The most critical element of students' social relationships is A. Taking classes to learn how to engage in social interactions. B. Having access to social interactions. C. Having the permission of parents to engage in social relationships. D. Choosing the appropriate friends to socialize with.

Q: In order for individuals to be identified as having an intellectual disability, they must display deficits in adaptive behaviors. What are five of the skill areas that are included under adaptive behaviors discussed in the text? Considering your own profession, which of these areas are the most significant in assessing adaptive behaviors? Why?

Q: An example of appropriate collaboration between a teacher and a paraprofessional is demonstrated in which of the following?A. An appropriate snack time during the week of end-of-grade testingB. The math goals for Mary in which the paraprofessional can assist herC. Calling Mary's parents to discuss her outbursts during mathD. Discussing the removal of a student from class with the principal

Q: Which is an emotional characteristic of students with physical and health disabilities? A. Poor self-esteem B. Anger C. Anorexia D. Bulimia

Q: As stated in the text, intellectual disabilities can have multiple causes. The causes vary depending on the period in an individual's life at which it occurs. Discuss one example of mental retardation from each of the following time periods: prenatal, perinatal, and postnatal. How does the time of onset of an intellectual disability affect a student's prognosis? How does the time of onset affect the families of the child with mental retardation?

Q: Which of the following statements about collaboration is false? A. Collaboration is based on positive and affirming characteristics. B. Collaboration is universally accepted and supported by research. C. Collaboration is an emergent and learned skill. D. Collaboration takes time, skill, effort, and commitment.

Q: Often students with physical and medical disabilities display inappropriate behaviors. Which of the following falls in this category? A. Individuals with brain injury B. Individuals with sickle cell disease C. Individuals with asthma D. All of the above

Q: For what reasons do most professionals agree that the early twentieth century was the lowest point in history of education for individuals with intellectual disabilities? How does the education of individuals with intellectual disabilities today compare with the education these individuals received during that time?

Q: Mrs. Jones opened the IEP meeting by welcoming Marty's parents and thanking them for making time in their busy schedules to attend this important meeting. She then asked, "What concerns do you have about Marty's academic progress so far this year?" Mrs. Jones is A. Inviting parent input. B. Using effective listening. C. Using nonverbal communication. D. Showing understanding.

Q: The likelihood that intellectual ability and academic achievement will be affected in individuals with physical and medical disabilities depends on A. The type of disability. B. The time of onset and the treatment. C. The nature and severity of the disabilities. D. None of the above

Q: How has high-stakes testing changed the educational expectations of students with intellectual disabilities?

Q: Parents and families of children with disabilities are valued members of the special education team because A. Their signature is needed to provide services. B. They can help their children with homework. C. They have a unique and valuable perspective on their child. D. They are needed as volunteers in the school.

Q: Type I or juvenile diabetes is usually diagnosed during which time period? A. Middle school/adolescence B. Before age 3 C. Elementary school D. After age 16

Q: What role does peer-mediated instruction have in the education of students with intellectual disabilities?

Q: Cultural differences can impede collaboration if not properly addressed. Which statement about cultural differences is false? A. Culture is dynamic, and professionals must stay current on such cultural issues. B. Professionals and parents of different cultures cannot interact in a collaborative manner. C. Culture is only one of the many factors that influence ideas and beliefs. D. No cultural group is homogeneous.

Q: One in every 500 African American newborns is affected by A. Type I diabetes. B. Asthma. C. HIV. D. Sickle cell anemia.

Q: In what ways does the age of the child and the type of an intellectual disability alter the perspectives of the parents in regard to their child's educational placement?

Q: Mrs. Price makes a habit of sending home information about the topics to be discussed at all IEP meetings to the parents of her students. By doing this she is creating conditions that encourage meaningful A. Participation. B. Friendship. C. Collaboration. D. Conversations.

Q: Which of the following is TRUE in regard to students with HIV and AIDS? A. All school professionals should use universal precautions in addressing illness and injury. B. Parents must inform the school of their child's HIV or AIDS status. C. Only a school nurse should address illness and injury among students with HIV or AIDS. D. Students must wear a medical alert bracelet while at school.

Q: How is a life skills curriculum different from a general education curriculum?

Q: A common barrier to parent and professional collaboration is A. Some parents just do not care about their child's education. B. Some parents have a lack of resources such as transportation and child care. C. The children do not want their parents involved. D. Most teachers discourage parents from becoming involved.

Q: Another name for epilepsy is A. Nervous system disorder. B. Seizure disorder. C. Seizure handicap. D. Nervous system impairment.

Q: In the identification process of individuals suspected to have intellectual disabilities, what are the three essential questions that must be addressed?

Q: When one professional voluntarily assists another to address a problem concerning a third party (usually a student), this is called A. Venting. B. Collaboration. C. Consultation. D. Co-teaching.

Q: The most common chronic disease of children is A. Asthma. B. Juvenile diabetes. C. Rheumatoid arthritis. D. Epilepsy.

Q: Why is it so important for teachers to be knowledgeable about the physical and medical problems that can occur in individuals with intellectual disabilities?

Q: When two teachers share the instructional responsibility for an entire group, they are demonstrating the concept ofA. Team teaching.B. Alternative teaching.C. Parallel teaching.D. Consultative teaching.

Q: The category of other health impairments includes A. Mental retardation. B. Learning disabilities. C. Diplegia. D. Asthma.

Q: Why do students with intellectual disabilities often have social difficulties?

Q: Mrs. Jones and Mrs. Smith have been co-teaching for two years. For social studies they divide their class in half and both teach the same material simultaneously. This is an example of which approach to co-teaching? A. Parallel B. Station C. Alternative D. One teach, one drift

Q: Which of the following is the most common cause of disability and death among children in the United States? A. Asthma B. Peanut allergy C. Traumatic brain injury D. None of the above

Q: Students with intellectual disabilities have significant difficulties in cognitive functioning. What are three of the six areas of cognitive functioning in which these students struggle?

Q: For co-teaching to be effective, the individuals working together must A. Discuss their instructional philosophies. B. Discuss their own professional strengths and weaknesses. C. Discuss their expectations of themselves and each other. D. All of the above.

Q: Closed head injuries and open head injuries are types of A. Cerebral palsy. B. Traumatic brain injury. C. Spinal cord injury. D. Muscular dystrophy.

Q: Some individuals find the term mental retardation offensive. What are some of the other terms used instead of mental retardation?

Q: Professionals who coordinate their efforts but keep separate the responsibilities traditionally associated with their roles are part of which type of team? A. Trandisciplinary B. Interdisciplinary C. Independent D. Multidisciplinary

Q: Which disability category was NOT added to IDEA until 1990? A. Juvenile rheumatoid diabetes B. Epilepsy C. Cancer D. Traumatic brain injury

Q: What was Christmas in Purgatory and why was it a wake-up call to professionals?

Q: Team effectiveness is based on A. The quality of the outcomes. B. The clarity of the goals. C. Self-monitoring of behavior. D. All of the above.

Q: Which of the following conditions is NOT a musculoskeletal disorder? A. Muscular dystrophy B. Rheumatoid arthritis C. Scoliosis D. Epilepsy

Q: Due to the implementation of high-stakes testing, life skills curriculum is only available for students who have a profound intellectual disability.

Q: Two or more individuals with unique skills and perspectives who interact directly are A. A team. B. Partners. C. Co-teachers. D. Professionals.

Q: Which of the following musculoskeletal conditions occurs only in boys? A. Spina bifida B. Muscular dystrophy C. Duchenne muscular dystrophy D. Rheumatoid arthritis

Q: CWPT stands for classwide peer tutoring.

Q: When implementing problem-solving steps, generating alternatives should include all of the following EXCEPT A. Brainstorming ideas. B. Placing value on all individual suggestions. C. Eliminating unrealistic options. D. Evaluating others' ideas.

Q: Which population is at greatest risk of spinal cord injury? A. 16- to 30-year-olds B. 6- to 12-year-olds C. 30- to 45-year-olds D. over-60-year-olds

Q: Intervention services for children identified with intellectual disabilities cannot be implemented until the child reaches his or her third birthday.

Q: Communicating optimism about success is important in which step of a problem-solving model? A. Identifying the problem B. Creating a climate for problem solving C. Implementing the idea D. Evaluating the outcome

Q: Myelomeningocele is the technical name for a severe form of A. Spina bifida. B. Cerebral palsy. C. Spinal cord injury. D. Rheumatoid arthritis.

Q: IQ scores guide professionals in making decisions about students' needs, but the scores by themselves are not a deciding factor in identifying an individual as having an intellectual disability.

Q: Which is an example of ineffective communication? A. "You"re not considering a peer tutor for Sara, are you?" B. "Your child demonstrates characteristics of attention deficit-hyperactivity disorder, don"t you agree?" C. "I really do not think Spanish immersion is appropriate for Sara. What do you think?" D. All of the above.

Q: Which of the following physical disabilities is considered neurological? A. Cerebral palsy B. Muscular dystrophy C. Juvenile rheumatoid arthritis D. Traumatic brain injury

Q: Fragile-X is often referred to as Trisomy 21.

Q: During an IEP meeting with the parents of a child recently identified as needing special education services, Mrs. Smith provided the parents of the student with the following explanation: Based on the test scores of the WISC III and the Woodcock-Johnson, Jeff had a discrepancy of 23 points in written language, 20 points in reading, and 12 points in math. This indicates that he fits in the category of LD and is eligible to receive services in a resource setting. We will need you to read and sign his IEP in order for Jeff to receive services. Jeff also demonstrates behaviors characteristic of ADHD, which will need to be evaluated further. Mrs. Smith demonstrated which of the following communication strategies? A. Using evaluative language B. Nonverbal signals C. Listening D. Using jargon

Q: After John's stroke, he could only move the limbs on the right side of his body. This could be referred to as A. Monoplegia. B. Paraplegia. C. Hemiplegia. D. Diplegia.

Q: All of the following are postnatal causes of an intellectual disability EXCEPT A. Encephalitis. B. Lead poisoning. C. Fetal alcohol syndrome. D. Brain injury.

Q: Personal belief systems, communication skills, interaction processes, programs and services, and supportive contexts are A. Characteristics of effective collaboration. B. Barriers to effective collaboration. C. Elements necessary for collaboration. D. The results of effective collaboration.

Q: In IDEA, physical disabilities are referred to as A. Orthopedic disabilities. B. Physical handicaps. C. Orthopedic impairments. D. Physical limitations.