Q&A Hero

Q: An example of a community-based inclusive setting would be: a. Head Start b. Neighborhood play group c. Child development center d. All of the above

Q: When caring for young children in groups it is not important to create a. Small group sizes b. A bond between a child and an instructor of the same gender c. Continuity of care d. Cultural and familial continuity

Q: The term "natural environments" means a. The least restrictive environment b. And environment where technology is available c. An environment where children without disabilities participate d. Services provided in the home

Q: Public Law 99-457, The Education of the Handicapped Act Amendments of 1986, a. Authorized Individual Family Services Plans (IFSPs) b. Requires statements about mental retardation c. Tightened eligibility requirements for infants and toddlers d. All of the above

Q: The far-reaching law that guarantees equal opportunity in employment, public accommodation, transportation, state and local government services, and telecommunications is: a. Americans with Disabilities Act (ADA) of 1990 b. The Education of the Handicapped Act Amendments of 1990 c. The Education of the Handicapped Act Amendments of 1990 Part H d. The First Chance Program (HCEEP) in 1968

Q: Montessori developed a: a. Nursery school for children who are gifted b. Day-care center for young Italians in New York City c. Casa dei Bambini in Rome d. A test to determine if children are retarded

Q: Public Law 94-142 was enacted in: a. 1935 b. 1955 c. 1975 d. 1979

Q: Legislation requires that __________ of children in Head Start be children with disabilities. a. 10% b. 15% c. 20% d. 25%

Q: Today children with any disabling condition should a. Always be placed in regular classrooms with special help b. Be educated in the least restrictive appropriate environment c. Be taught from the earliest possible time by teachers who are trained in special education d. Be evaluated and identified according to disabling conditions

Q: Early childhood curricula usually include experiences in a. Exploration b. Sharing c. Interaction with peers d. All of the above

Q: Inclusion support activities for the ECE who has a child with special needs in the class might include a. Ongoing observation and assessment of the child b. Inservice information to staff members about the child's disability c. Demonstration of specific intervention techniques d. All of the above

Q: Strong parent organizations that aided children with special needs were first created a. After World War I b. After World War II c. In the 1990s d. In 2004

Q: The least restrictive environment is a. In a regular classroom if appropriate b. Always in a regular classroom c. Usually in a special education classroom d. Never in a special education classroom

Q: Children a. May not be able to learn spontaneously from play a. Learn in exactly the same way that other children do b. Always learn more slowly and with great difficulty c. Need highly structured lessons to learn

Q: At the present time it is thought that the best way to provide learning opportunities for children with special needs is a. In classrooms called non-categorical b. In classrooms with typically developing children c. In classrooms for developmentally delayed d. In classrooms especially equipped for their disability

Q: A common inclusion support model approach isa. Peer coachingb. Co-teachingc. Administrative supportd. Inclusion therapy

Q: The child who is most likely to have concept and vocabulary affected is a child who has a disability ofa. Hearing lossb. Visual impairmentc. Cognitive impairmentd. Autism

Q: According to Erikson's stages of psychosocial development, when do children begin to develop a conscience?a. Oneb. Twoc. Fived. Seven

Q: Anything that happens after a behavior is calleda. Consequencesb. Contingenciesc. Antecedentsd. Reinforcers

Q: Adequate planning time is an essential component of co-teaching.

Q: An inclusion support specialist is usually a therapist who sees the child in an inclusive setting.

Q: One of the major barriers to successful inclusion is the philosophical differences between ECSC and ECE staff.

Q: As mandated by IDEA (P.L. 105-17), toddlers and preschoolers who have disabilities should be served in special education classrooms.

Q: The ways in which young children with special needs are supported in inclusive settings is highly variable.

Q: Teacher-initiated evaluations should not be necessary because teaching assistants can learn most from self-evaluations.

Q: Teachers cannot avoid focusing on the paraprofessional's personality when giving constructive criticism to the paraprofessional.

Q: Planning is the key for using a paraprofessional's time and talents.

Q: Extreme disillusionment with one's job is common among paraprofessionals.

Q: One-on-one assistants should be viewed as temporary whenever possible.

Q: A one-on-one assistant is a great help to the classroom teacher because the assistant will meet the needs of that one child, thus freeing the teacher to help the others.

Q: The use of a one-on-one assistant can actually impede the progress of a child.

Q: Performance effectiveness of paraprofessionals should be evaluated only in an informal session with the teacher.

Q: A paraprofessional need only have the motivation to serve to be a good aide or volunteer.

Q: All states are required by IDEA to develop training for paraprofessionals.

Q: In a structured learning experience centered on fine motor activities in an inclusive early education classroom, which is the desired makeup of children and adults in groups? a. One large group with adults in groups b. Small groups with the children with disabilities making up one group with one adult c. Small groups of children with and without disabilities in each group with one adult. d. Small groups of children with and without disabilities in each group without an adult

Q: An optimal working relationship between teacher and paraprofessional is highly dependent on a. Recognition of the paraprofessional's job b. Independence of the paraprofessional c. Skills of the paraprofessional d. Communication between early interventionist and paraprofessional

Q: The job design is the responsibility of the a. Teacher b. Paraprofessional c. Team including parents d. Both a and b

Q: A service or services commonly provided by teaching assistants are a. Planning individual goals for the children b. Greeting the children and assisting with all routines c. Representing the teacher in IEP meetings d. All of the above

Q: One-to-one assistants should a. Provide whatever degree of intervention they think is necessary b. Act as a buffer between the child and her peers c. Avoid stigmatizing the child as the only one in the class who requires a personal assistant d. View their position in the classroom as permanent

Q: Which of the following does not contribute to effective Co-teaching? a. Adequate planning time b. The one teaching, one supporting structure c. Commitment to collaboration d. Strict adherence to one's own teaching philosophy

Q: Which of the following is not a reason for professional burnout among paraprofessionals? a. Recognition of a job well done b. Inadequate training that keeps them off the team c. Undefined role description d. No opportunity for advancement

Q: Which role is not appropriate for the teacher in the teacher-paraprofessional relationship? a. Role model b. Manager c. Leader d. Boss

Q: Which of the following give an indication that a paraprofessional knows how to begin successful involvement with young children? a. Say that he/she loves children b. Get on eye level with the children c. Show a real interest in the families d. Has raised children of his or her own

Q: A job description for a paraprofessional should be a. Kept on the wall of the classroom b. Written and kept by the teacher c. Written at least once a year d. Written by the principal

Q: Important components of effective collaboration include a. Effective communication b. Problem solving c. Conflict resolution d. All of the above

Q: The preferred consultation approach in education today is a. Collaborative consultation model b. Clinical consultation model c. Itinerant consultation model d. ECSE consultation model

Q: Itinerant consultant strategies and activities should include a. Ongoing therapy b. Lesson plans c. Observation d. Only working directly with the child, to give the staff release time

Q: Examples of support that an inclusion specialist might provide include:a. Inservice and information to staff membersb. Ongoing observation and assessment of childc. Demonstration/modeling of specific interventionsd. All of the above

Q: Which of the following is not a factor in the successful inclusion of a child with special needs in a community-based setting? a. Well-trained, flexible ECE staff b. Family involvement c. Potty trained d. Mutual respect between ECE staff and special education therapeutic staff

Q: The most obvious characteristic of children with intellectual delay is their slower rate of development.

Q: Symbolic play usually comes before functional play.

Q: A good game for object permanence is peek-a-boo.

Q: Teaching must be activity-based.

Q: Object permanence is mastered in children without disabilities by the sensorimotor substage 3 at 5 to 8 months.

Q: Children are able to master rote memory almost from birth.

Q: Most teachers tend to teach predominately through talking.

Q: The term "developmental delay" can be misleading because it implies that children will eventually "catch up" to their peers who do not have disabilities.

Q: A cognitive skill appropriate for a preschool child is symbolic representation.

Q: Preschool programs should emphasize the direct instruction of reading with reading readiness activities.

Q: When Frederick was 5 months old, he looked at his favorite ball, but when it rolled out of his view, he did not search for it. Now at 9 months old moves around to search for it, reflecting the presence of: a. Object permanence b. Schema c. Symbolic ability d. Assimilation

Q: Children with significant intellectual disabilities a. Have short-term memory deficits and language problems b. Have difficulty focusing and sitting still c. Have difficulty solving problems and using symbolic play d. Have significant motor problems and are talkative

Q: _________, or ordering according to relative differences, is thought to be an early step towards understanding number concepts. a. Assimilation b. Cognition c. Object permanence d. Seriation

Q: In the preoperational stage, children can a. Perform logical thinking and reasoning b. Engage in symbolic, pretend play c. Use processes for hypothesis testing d. Decenter

Q: Children without disabilities begin to act out "what would happen if..." scenarios at about age a. 1 or 1 years b. 2 or 3 years c. 4 or 5 years d. 6 or 7 years

Q: The child who uses simple manipulation in play by banging and throwing objects is showing a. Intentionality b. Intuitive ability c. Imitation d. Functional play

Q: The 18- to 24-month-old toddler shows that he or she has the ability to think by showing a. Intuitive ability and intentionality b. Deferred imitation and pretend play c. Concrete operations and formal operations d. Acting out future scenarios

Q: When young children learn to discriminate in shape, size, distance, and color, they are getting ready for a. Object permanence b. Symbolic representation c. Short-term memory storage d. Phonemic awareness

Q: The three basic cognitive processes are a. Attention, perception, memory b. Phonemic awareness, phonological awareness, symbolic ability c. Construction of reality, intentionality, problem solving d. Focus, assimilation, accommodation

Q: Piaget identified the sensorimotor period of development as a. Between birth and age 5 b. Between ages 2 and 6 c. Between birth and age 2 d. After age 3

Q: Pragmatic language includes nonverbal as well as verbal behaviors.

Q: The professional responsibility for testing hearing in order to make sure that a child receives the most from his residual hearing is an audiologist.

Q: A significant advantage of the PECS system is that is requires social interaction.

Q: Teaching nonspeech communication, like sign, interferes with learning speech.

Q: The foundations of language are laid during the first year of life.

Q: Communication and language are complex skills that are best understood with a context of social interaction.

Q: Children develop "narrative" skills at about 2.

Q: When a child begins an AAC system, he or she should start with the most high-tech equipment that is likely to be needed.

Q: The first language is learned in predictable ways in an interactive environment but the second language must be taught in a different way.

Q: An augmentative communication system should only be used when it appears that a child will not learn to speak.

Q: Learning correct word order is an aspect of a. Phonology b. Morphology c. Semantics d. Syntax