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Special Education
Q:
Brandy"s parents have requested that she be evaluated for learning disabilities. The Professional licensed to administer intelligence tests and other assessments used in determining whether a student is eligible to receive services is theA. Social worker.B. Special educator.C. General education teacher.D. School psychologist.
Q:
Donovan and Cross (2002) reported thatA. Caucasian students were three to four times more likely than African American students to be identified as gifted.B. African American students were three to four times more likely than Caucasian students to be identified as gifted.C. Caucasian and African American were identified at the same rate.D. Neither A, B, nor C could be determined.
Q:
CASE STUDY: Kendall was diagnosed with autism at the age of 3. Kendall's parents knew he was different from their other children at very young age and as a result they never allowed Kendall to attend preschool, playgroups, or even Sunday school class. Kendall's parents chose to keep him at home under the care of his mother or grandmother where he could be protected from children and other adults who would not understand his differences. Although Kendall's parents home-schooled him for kindergarten and first grade, they now have turned to their neighborhood school for assistance. Kendall has minimal communication skills and often hits or bites when he becomes frustrated or overstimulated. As Kendall's parents' reluctantly enroll their son in school, they have many questions about the education he will receive.
What are the some of the instructional strategies that might be effective for professionals working with Kendall? Include examples in each of these categories: environmental supports, assistive technology, instructional practices, and social skills support.
Q:
Mr. Tucker is at the end of his rope with his son Alfonzo. Alfonzo was identified as having ADHD in elementary school and is now beginning his freshman year in high school. In addition to having ADHD, Alfonzo also has emotional and behavior disorders that include violent outbursts followed by prolonged periods of withdrawal. Mr. Tucker is a single dad and has very little assistance with Alfonzo outside of the school. As a professional, what would be the BEST recommendation you could provide for Mr. Tucker to assist him with Alfonzo?
A. Provide Mr. Tucker with available resources.
B. Refer Mr. Tucker to a psychiatrist for himself and Alfonzo.
C. Refer Mr. Tucker to the school social worker.
D. Provide Mr. Tucker with information on residential placements.
Q:
Students who have disabilities and whose first language is NOT English should receive their special education services from a
A. Bilingual teacher.
B. Special education teacher.
C. Bilingual paraeducator.
D. Bilingual special education teacher.
Q:
Which factor contributes to underrepresentation of females in gifted and talented programs?
A. Student attitudes
B. Identification procedures
C. Parent's beliefs
D. Administrative policies
Q:
CASE STUDY: Kendall was diagnosed with autism at the age of 3. Kendall's parents knew he was different from their other children at very young age and as a result they never allowed Kendall to attend preschool, playgroups, or even Sunday school class. Kendall's parents chose to keep him at home under the care of his mother or grandmother where he could be protected from children and other adults who would not understand his differences. Although Kendall's parents home-schooled him for kindergarten and first grade, they now have turned to their neighborhood school for assistance. Kendall has minimal communication skills and often hits or bites when he becomes frustrated or overstimulated. As Kendall's parents' reluctantly enroll their son in school, they have many questions about the education he will receive.
What are the possibilities for how and where Kendall will receive his education? On what basis should that decision be made?
Q:
Which of the following should NOT be a factor when medication is considered?
A. The child's age
B. Severity of symptoms
C. Participation in sports
D. Intelligence level
Q:
CASE STUDY: You have been a special education teacher for fifteen years. You are close friends with an instructor at the local university. You have been asked to come and speak to a group of aspiring special education teachers at the local university to give them a "realistic" perspective on teaching. The instructor of the class gives you a list of the following questions that were generated by the students:
What is Universal Design for Learning and why is it an effective strategy for learners with special needs? What is an example of this strategy being used in the classroom?
Q:
The act of envisioning things in an ideal form, usually leading to involvement in service organizations, is called
A. Idealism.
B. Humor.
C. Altruism.
D. Criticism.
Q:
CASE STUDY: Kendall was diagnosed with autism at the age of 3. Kendall's parents knew he was different from their other children at very young age and as a result they never allowed Kendall to attend preschool, playgroups, or even Sunday school class. Kendall's parents chose to keep him at home under the care of his mother or grandmother where he could be protected from children and other adults who would not understand his differences. Although Kendall's parents home-schooled him for kindergarten and first grade, they now have turned to their neighborhood school for assistance. Kendall has minimal communication skills and often hits or bites when he becomes frustrated or overstimulated. As Kendall's parents' reluctantly enroll their son in school, they have many questions about the education he will receive.
What type of assessments will be conducted by the school to determine if Kendall is eligible to receive special education services?
Q:
The most common type of medication used for reducing the symptoms of ADHD is
A. Antidepressants.
B. Stimulants.
C. Antihypertensives.
D. Antihistamines.
Q:
CASE STUDY: You have been a special education teacher for fifteen years. You are close friends with an instructor at the local university. You have been asked to come and speak to a group of aspiring special education teachers at the local university to give them a "realistic" perspective on teaching. The instructor of the class gives you a list of the following questions that were generated by the students:
How does the accountability for results from NCLB affect the education of students with special needs?
Q:
The purpose of using domain-specific checklists is to
A. Obtain student's IQ score.
B. Describe student's abilities in math and science.
C. Describe student's abilities in a particular area.
D. Describe student's type and level of motivation.
Q:
Environmental, instructional, and social support are the three categories discussed in the recommended educational practices or students with autism spectrum disorder. Choose one of these supports and provide the following information:
a. a description
b. examples
c. how the implementation of these supports will benefit a students with ASD
Q:
Interventions that are designed to provide structure, quick pace, and variety are referred to as
A. Instructional.
B. Behavioral.
C. Environmental.
D. social.
Q:
CASE STUDY: You have been a special education teacher for fifteen years. You are close friends with an instructor at the local university. You have been asked to come and speak to a group of aspiring special education teachers at the local university to give them a "realistic" perspective on teaching. The instructor of the class gives you a list of the following questions that were generated by the students:
What is inclusion? What are the research findings on inclusive practices?
Q:
Specific ways in which eligibility decisions are made for students who are gifted and talented
A. Are explicitly stated in IDEA.
B. Are explicitly stated in ADA.
C. Vary across states and school districts.
D. Are outlined by No Child Left Behind.
Q:
What are the four components of Autism Inclusion Collaboration Model? Which of these components do you feel is the most important?
Q:
An example of instructional intervention is best described by which of the following?
A. When Leroy;s attention begins to wander, Mrs. Pruitt lightly taps his desk two times.
B. When Leroy is quiet and remains seated, Mrs. Pruitt gives him tokens.
C. After Mrs. Pruitt gives the directions for the math assignment, she asks Leroy to repeat them back to her.
D. To allow Leroy some activity, Mrs. Pruitt often asks him to pass out papers.
Q:
CASE STUDY: You have been a special education teacher for fifteen years. You are close friends with an instructor at the local university. You have been asked to come and speak to a group of aspiring special education teachers at the local university to give them a "realistic" perspective on teaching. The instructor of the class gives you a list of the following questions that were generated by the students:
What are the differences among IDEA, Section 504, and the Americans with Disabilities Act of 1990? What is the impact of each of these laws on the students and teachers in public schools?
Q:
Which group of students remains underrepresented in the field of gifted and talented?
A. Those from minority populations
B. Those who live in poverty
C. Those with disabilities
D. All of the above
Q:
What are some of the characteristics that result in serious social and emotional challenges for children with autism? Which of the characteristics mentioned do you feel would be the most challenging as a professional? Why?
Q:
Which of the following statements about ADHD is true?
A. Students with ADHD only need behavioral supports in the classroom.
B. ADHD is not by itself a disability in IDEA.
C. Instructional interventions are the only way to keep a student with ADHD focused.
D. Token economies are harmful to student"s self-esteem.
Q:
CASE STUDY: You have been a special education teacher for fifteen years. You are close friends with an instructor at the local university. You have been asked to come and speak to a group of aspiring special education teachers at the local university to give them a "realistic" perspective on teaching. The instructor of the class gives you a list of the following questions that were generated by the students:
How do students identified as gifted or ADHD or at risk receive the services they need? What are these students guaranteed services under the law?
Q:
Gerald is a ninth-grade student who excels in math and science. It has been determined his ability in math has exceeded the math level his high school can offer. His parents have requested that he be allowed to take a college-level math class during the regular school day so Gerald can continue to improve and develop his skills. This type of practice is called
A. Curriculum compacting.
B. Differentiation.
C. Problem-based learning.
D. Dual enrollment.
Q:
How did the beliefs about autism and the causes of autism change from the early 1940s until the 1990s?
Q:
What percentage of individuals identified as having ADHD continue to have symptoms in adulthood?
A. 50 percent
B. 60 percent
C. 66 percent
D. 80 percent
Q:
What are five critical issues addressed by NCLB? Discuss the provision that is most significant and the implications it has for students with disabilities and the professionals who work with them.
Q:
Mr. Henderson has just accepted a job as a teacher of gifted and talented middle school students. Which of the following practices is the least likely to use?
A. Direct instruction
B. Curriculum compacting
C. Acceleration
D. Enrichment
Q:
What are two of the current issues that need to be addressed in the field of autism spectrum disorders?
Q:
Young children who are diagnosed as having ADHD often experience what type of problems?
A. Sleeping through the night
B. Difficulty bonding with others
C. Sharing and taking turns
D. All of the above
Q:
Define inclusion as it is presented in this text. Defend the implementation of inclusive practices in your school to skeptics of this concept.
Q:
Many professionals in the field of gifted education are skeptical that students receive the education they need when they spend their days with their peers in general education because
A. Little individualization is implemented in typical classrooms.
B. Students cannot interact appropriately with their peers.
C. Teachers are not trained to teach these students.
D. They would benefit more from one-on-one instruction in a resource setting.
Q:
In general, what is the relationship between a student with ASD and their siblings?
Q:
Which of the following is NOT a recommended intervention for preschoolers identified with ADHD?
A. Intense parent training
B. Immediate feedback
C. Age-appropriate rewards
D. Highly structured environment
Q:
What are three groups of students who need special supports but who are NOT eligible for services under IDEA? How does this ineligibility affect the education of these groups of students?
Q:
Karen, Jake, and Melissa are classmates in Mrs. Jacobs's fifth-grade class. However, Kate, Jake, and Melissa have been placed in a reading group together due to their advanced skills in reading. This is called
A. Ability grouping.
B. Skills grouping.
C. Learning grouping.
D. None of the above
Q:
What characteristics do parents usually recognize when they suspect their young child is "different"?
Q:
Which of the following is NOT an option in school for students diagnosed with ADHD?
A. Receiving a 504 plan
B. Being labeled OHI
C. Being excused from school when they can "t concentrate
D. Receiving IDEA services for other disabilities
Q:
Compare and contrast IDEA, Section 504, and the American with Disabilities Act of 1990.
Q:
Children who have remarkable abilities at an early age are often called
A. ESL learners.
B. Special learners.
C. Prodigies.
D. Geniuses.
Q:
What is home base?
Q:
Some professionals believe that students who are gifted and talented often are misdiagnosed as having ADHD. Which behaviors are associated with both ADHD and giftedness?
A. Poor sustained attention, impulsivity, higher than normal activity level, and aggression
B. Impulsivity, higher than normal activity, and lack of motivation
C. Higher than normal activity level and an above average IQ
D. Poor sustained attention, higher than normal activity level, and difficulty adhering to rules
Q:
What court case decision clarified that "separate cannot be equal"? Explain the affect this court case continues to have on the field of special education.
Q:
In some cases, cognitive abilities cannot be accurately assessed using standardized tests. Which of the following is an alternative approach to assess student learning needs and ability?
A. Dynamic assessment
B. Aptitude test
C. Achievement test
D. Self-rating checklist
Q:
In planning for the transition to adulthood, what are some of the essential skills that students with autism spectrum disorder must be taught?
Q:
In addition to the information gathered by medical personnel, what information should be gathered to determine a student with ADHD eligible for services through IDEA?
A. IQ test and achievement test
B. Observations of the student in the general education classroom
C. No other additional information
D. Both A and B
Q:
What are positive outcomes of having a child with a disability, as reported from parent interviews? Include at least four outcomes.
Q:
Taking a more advanced test in order to obtain a better description of students' abilities is what type of testing?
A. An aptitude test
B. An off-level test
C. A performance test
D. An authentic test
Q:
What questions concerning eligibility must be addressed by the team of professionals following the assessment data collected?
Q:
Which of the following statements is true regarding parents and assessment for ADHD?
A. Parents are only consulted as a last resort because they get too emotional.
B. The information parents can provide is generally irrelevant in the assessment process.
C. Parents cannot be objective, and so professionals do not ask for their input.
D. Parents provide critical information through questionnaires, interviews, and rating scales.
Q:
What are three examples of assistive technology, and why is it mandated by IDEA?
Q:
Writing essays and creating portfolios are what type of assessment?
A. Authentic
B. Criterion-based
C. Dynamic
D. Domain-specific
Q:
What are self-stimulatory behaviors?
Q:
Assessment instruments designed to require a student to sustain attention in order to respond correctly to the test items are referred to as
A. Attention tests.
B. Continuous performance tests.
C. Interval performance tests.
D. Child attention and behavior tests.
Q:
Where did the concept of universal design originate?
Q:
A two-stage assessment process should rely on
A. An aptitude test and off-level testing.
B. Traditional achievement and writing tests.
C. Aptitude tests and adaptive behavior tests.
D. IQ tests and parent/teacher narratives.
Q:
What is the "theory of mind" explanation?
Q:
The first step in the process for identifying a student with ADHD is
A. Eligibility.
B. Assessment.
C. Initial referral.
D. None of the above
Q:
What are the four recommended practices that characterize accountable and accessible instruction? Briefly describe each.
Q:
Martin's love of art consumes most of his free time. In addition to reading about various artists, he goes to any art exhibition offered. This appreciation for the arts is called
A. Aesthetic sensitivity.
B. Artistically gifted.
C. Cultural appreciation.
D. All of the above
Q:
What are the causes of autism spectrum disorder?
Q:
What percentage of students with emotional disorders also are identified as ADHD?
A. 15 percent
B. 30 percent
C. 43 percent
D. 59 percent
Q:
What are six of the thirteen disabilities specified under IDEA?
Q:
Gifted learners can be misidentified as hyperactive for what reason?
A. Inattentiveness
B. Impulsivity
C. High energy levels
D. Cognitive abilities
Q:
What is the broad difference between the federal definition of autism and the definition in the Diagnostic and Statistical Manual of Mental Disorders?
Q:
The simultaneous occurrence of ADHD with other disabilities is referred to as
A. Reconstitution.
B. Comorbidity.
C. Executive functions.
D. Aggression.
Q:
What are three examples of procedural safeguards in IDEA that ensure that any decisions made concerning students with disabilities have parental input? Do you believe these safeguards are necessary?
Q:
Kristy angrily crumpled up her fourth piece of paper and threw it away. She was determined to improve her cursive so her third-grade teacher, Mrs. Wall, would be pleased. Although Mrs. Wall has complimented Kristy multiple times on her handwriting, Kristy feels it could be much better. This self-imposed goal is called
A. Aesthetic sensitivity.
B. Altruism.
C. Curiosity.
D. Perfectionism.
Q:
The prevalence estimates for autism spectrum vary significantly.
Q:
Students with ADHD generally have which level of cognitive ability?
A. Average
B. Gifted
C. below average
D. All of the above
Q:
What is "zero reject"? What is your opinion of zero reject in regard to students with disabilities?
Q:
Students who are gifted often experience emotional reactions at a deeper level than their same age peers do. This is called
A. Idealism.
B. Emotional intensity.
C. Bipolar disorder.
D. Emotional perfectionism.
Q:
For students with autism spectrum disorder, motivation can be a serious issue.
Q:
Executive functions can be grouped into which four mental activities?
A. Working memory, self-directed speech, control of emotions and motivation, and reconstitution
B. Working memory, self-directed speech, self-esteem, and reconstitution
C. Long-term memory, self-directed speed, control of gross motor skills, and reconstitution
D. Long-term memory, self-directed speech, self-esteem, and reconstitution
Q:
How did the passage of federal laws change the way individuals with disabilities are treated?
Q:
Adrian is a sophomore who was identified as gifted at a very early age. Adrian is passionate about the treatment of elderly individuals in nursing homes. He volunteers many hours each week at a nursing home in his community. Adrian "s concern for the welfare of the elderly is called
A. Justice.
B. Altruism.
C. Perfectionism.
D. Emotional intensity.
Q:
One of the core social deficits of autism spectrum disorders concerns theory of mind.
Q:
What percentage of relatives of individuals with ADHD also have ADHD?
A. 25 percent
B. 2 percent
C. 16 percent
D. 50 percent