Q&A Hero

Q: During which stage of the assessment for special education services do general education teachers frequently implement behavior reward systems and other strategies, request input from a team of other professionals, and implement response to intervention procedures to address student behavior problems? A. Eligibility B. Prereferral C. Referral D. Formal assessment

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: Two of the most important issues facing the field of visual impairment are: A. Assistive technology funding and personnel shortages B. Funding and personnel shortages C. Personnel shortages and limited continuum of placement options D. Limited placement options and assistive technology funding

Q: All of the following are academic difficulties that students with emotional and behavior disorders typically experience EXCEPT: A. Increased dropout rates B. Low grade point average C. High risk for retention D. Academic problems primarily in one area

Q: What are positive outcomes of having a child with a disability, as reported from parent interviews? Include at least four outcomes.

Q: Actively helping their child, reading information, discussions with professionals, enjoying recreation and leisure activities, and praying are examples of:A. Strategies and supports that assisted parents in coping with concernsB. Concerns and situations that caused stressC. Impact of the child's disability on family and changes over timeD. Effects of having a sibling with a disability

Q: What percent of children and adolescents in the United States experience depression? A. Approximately 5% B. Only 1% C. Over 10% D. About 25%

Q: What are three examples of procedural safeguards in IDEA that ensure that any decisions made concerning students with disabilities have parental input? Explain why you believe these safeguards are, or are not, necessary.

Q: In the survey conducted by Leyser and Heinze (2001) of parents of children with visual impairments, what were the findings in regard to inclusive practices? A. Most parents supported having their child in a resource setting. B. Most parents supported having their child home-schooled. C. Most parents were supportive of inclusive practices. D. Most parents supported having their child in a specialized school.

Q: Students who have low self-esteem, chronic sadness, and feelings of worthlessness may be experiencing: A. Conduct disorders B. Oppositional defiant disorders C. Depression D. Resilience

Q: What is "zero reject"? What are some pros and cons of zero reject in regard to students with disabilities?

Q: Although not a part of IDEA, this document is like a post-school transition plan for students with a visual impairment. What is the name of this document? A. Individual Written Rehabilitation Plan B. Individual Plan for Employment C. Individual Work Resource Plan D. Individual Employment Rehabilitation Plan

Q: The ability to recover and not experience long-term harm from brief episodes of stress or single negative experiences is: A. Competence B. Connection C. Power D. Resilience

Q: How did the passage of federal laws change the way individuals with disabilities are treated?

Q: Developing study units in which connections among academic subjects and real-life experiences can be enhanced, such as studying community workers in social studies by visiting those workers in their workplaces, is an example of: A. Concrete experiences B. Unifying experiences C. Learning by doing D. Mobility training

Q: Genetics, environmental toxins, accidents, and illness are examples of: A. Biological factors B. Psychosocial factors C. Environmental factors D. Behavioral factors

Q: What are three examples of supplementary aids and services?

Q: Each of the following is a principle of special methods EXCEPT: A. Need for concrete experiences B. Need for unifying experiences C. Need for learning by doing D. Need for mobility training

Q: Which of the following statements are true regarding the prevalence of emotional and behavior disorders and boys and girls? A. Girls are diagnosed six to nine times more often than boys. B. Boys are diagnosed three or more times more than girls. C. No data is available on differences between boys and girls. D. Boys and girls are equally diagnosed.

Q: _____________________________ refers to the way in which professionals interact with each other and with parents or family members as they work together to educate students with disabilities.

Q: Compensatory skills, social interaction skills, and career education are all examples of: A. Core curriculum B. Expanded core curriculum C. Visual impairment curriculum D. None of the above

Q: How much more likely are African American students to receive special education services for this disability than are students overall? A. About 5 times B. 3 times C. Nearly 7 times D. 2 times

Q: Some students with ADHD may receive special education services when their disorder is significant enough that they are identified as _____________________________________.

Q: The most appropriate educational service delivery model for students with visual impairments to receive who require few direct services is the: A. Consultant model B. Itinerant model C. Resource model D. Specialized school

Q: The prevalence of emotional and behavior disorders among all students in schools is: A. Less than 1% B. About 5% C. Nearly 10% D. Over 20%

Q: To accomplish zero reject, each state has in place what is called a ________ ________________ system, a set of procedures for alerting the public that services are available for students with disabilities.

Q: For students with visual impairments, consideration for the transition to adulthood must begin: A. In preschool B. In elementary school C. In middle school D. In high school

Q: Which of the following is also called affective disorders? A. Oppositional defiant disorder B. Mood disorder C. Anxiety disorder D. Conduct disorder

Q: The 1975 P.L. _____________________, the Education of the Handicapped Act, is considered the basis for all subsequent special education practice.

Q: To determine if an inclusive setting is the least restrictive environment for a student with a visual impairment, what must be considered? A functional assessment B. Clinical assessment C. Individual needs D. Intellectual ability

Q: The most common type of social maladjustment is: A. Anxiety disorder B. Conduct disorder C. ODD D. Mood disorder

Q: The author uses the analogy of an ______________________ to describe the process of standardizing the education of American children ion th elate 19th and early 20th centuries.

Q: What level of unemployment do adults with visual impairments experience? A. 25% B. 75% C. 50% D 10%

Q: The term used in IDEA for emotional and behavioral disorders is: A. Socially maladjusted B. Behavior disordered C. Emotional disturbance D. Emotionally impaired

Q: Jessica is a student with learning disabilities who requires more services than those currently being provided in the general education classroom where she is placed. Her parents want her to receive resource room services, but the school currently has no resource teacher. They do have a separate class for students with intellectual disabilities, and are in the process of reassessing Jessica to see if she might qualify for services under a different disability category. Jessica's parents are furious about what appears to be an attempt to fit their daughter into an existing program rather than to design and IEP and make placement decisions based on Jessica's actual needs. Which principle of IDEA enables them to confront the school system with their concerns? A. Parent participation B. Nondiscriminatory assessment C. Free appropriate public education D. Procedural safeguards

Q: Each of the following is a new option that specialized schools are offering for students with visual impairments in order to best meet those students' needs EXCEPT: A. Short-term placements B. Summer programs C. Technology skills programs D. Residual sight training

Q: Two of the current issues in the field of ADHD are the identification of very young children with ADHD and appropriate treatment for them and the identification of individuals with ADHD in high school and adulthood. What problems and benefits are there for diagnosis?

Q: Roberto, who speaks English as a second language, has been having difficulty with reading and writing tasks in his third grade class. After he is referred for testing, his scores on the WISC-III are significantly subaverage. His family contests the results of the testing. Which of the following principles from IDEA might they cite as inconsistent with the test? A. Zero reject B. Nondiscriminatory assessment C. Parent participation D. Individualized education

Q: The most widely used option for delivering services to students with visual impairment is the: A. Consultant model B. Resource room model C. Home-based model D. Itinerant model

Q: Determining whether a child meets the criteria for ADHD is a collaborative effort among parents, school personnel, and doctors. How does the classroom teacher contribute to the assessment process?

Q: Joey, a second grade student in a general education classroom, has been having difficulty in school since kindergarten. He was identified as having learning disabilities and Attention Deficit/Hyperactivity Disorder. His biggest challenges are his lack of progress in learning how to read and staying on-task in the classroom. His teacher has consulted with a special education teacher to try to accommodate Joey in her classroom, but he continues to fall behind his classmates. The teacher, the special education teacher, and Joey's parents have been considering having him spend more time in a resource classroom to receive specialized instruction. This is consistent with which aspect of the principle of least restrictive environment? A. Full inclusion, all the time B. Parent's involvement in due process C. Availability of a continuum of services D. The zero-reject policy

Q: Center-based programs focus on direct and consistent teaching of specific developmental skills such as: A. Reading, writing, and language B. Gross motor, reading, and math C. Fine motor, gross motor, and language D. Fine motor, language, and reading

Q: Individuals with ADHD experience many difficulties in all facets of their lives. Briefly describe the academic, and behavior characteristics of individuals with ADHD and how these characteristics can negatively affect their daily functioning.

Q: According to the textbook, collaboration never exists as a goal; instead, it is: A. An objective to be included in students' IEPs B. A choice that teachers are not always expected to agree with C. A loosely structured system for achieving objectives D. A means for achieving goals

Q: Center-based programs are most commonly used for which age level of students with visual impairments? A. Middle B. Elementary C. Preschool D. Infants and toddlers

Q: Describe Barkley's model for explaining the behavior of individuals with ADHD.

Q: IDEA and ESEA have made it clear that past practices have tended to: A. Underestimate the potential of students with disabilities B. Overestimate the potential of students with disabilities C. Discriminate against the majority of students with disabilities D. Overemphasize services to students with the most severe disabilities

Q: Home-based programs are most commonly used for which age level of students with visual impairments? A. Middle B. Elementary C. Preschool D. Infants and toddlers

Q: Outline the development of the field of ADHD as a recognized special need.

Q: A positive trend that may contribute to reducing disproportionate representation in special education is: A. Inclusion B. Leveled interventions C. Response to intervention D. Tiered education

Q: This assessment examines a student's overall approach to using sensory information for learning (i.e., visual, tactile, and auditory) and identifies the kinds of materials (e.g., braille, large type, or regular type with low-vision devices) that a student needs in school: A. Learning media assessment B. Functional vision assessment C. Educational environment assessment D. Clinical low-vision assessment

Q: Describe token economy or use of rewards as a strategy for instruction of students with ADHD.

Q: Which statement is TRUE regarding the Elementary and Secondary Education Act? A. Students with disabilities are exempt from achieving the same academic goals as those without disabilities. B. Most students with disabilities are expected to achieve the same academic goals as those without disabilities. C. Only students with low-incidence disabilities are expected to achieve the same academic goals as those without disabilities. D. Only students with high-incidence disabilities are exempt from achieving the same academic goals as those without disabilities.

Q: A physician specializing in the eye is a/an: A. Ophthalmologist B. Optometrist C. VI specialist D. Pediatrician

Q: Briefly describe the process for identifying students with ADHD.

Q: An educator's role is to: A. Convince families that their child has a disability B. Help families be realistic about their children C. Act as a case manager to refer families to a variety of resources D. Offer assistance to families, regardless of their perceptions of their children

Q: Desmond is a middle school student who has a visual impairment. He is learning keyboarding skills in order to email his peers. This is an example of: A. Media assessment B. Expanded core curriculum C. Mobility skills D. Access technologies

Q: Briefly describe the social and emotional characteristics of students with ADHD.

Q: Using family-centered practices and respecting the uniqueness of the families are examples of: A. Barriers to parent participation. B. Strategies to encourage parent participation. C. Reasons parents choose to participate. D. Benefits of parent participation.

Q: Individuals who work with young children to assure that they have a wide range of experiences and develop perceptual and hand movement skills needed for Braille reading are: A. Community volunteers. B. Parents. C. VI specialists. D. Paraprofessionals.

Q: What are the physiological and environmental factors contributing to ADHD?

Q: Which of the following choices is the most critical issue related to parent participation? A. Lack of interest B. Lack of time C. Lack of money D. Lack of skill

Q: In addition to the 26 letters of the alphabet and the various punctuation marks, this form of braille also includes 186 contractions and short-form words: A. Alphabetic braille B. Literary braille C. Nemeth code D. Grade 1 braille

Q: Compare and contrast ADHD-predominantly hyperactive/impulsive type and ADHD-combined type.

Q: Which of the following is stated in positive terms? A. Work at your desk. B. Don"t leave your seat. C. Stop bothering others. D. Quit yelling.

Q: Students with vision loss have difficulty distinguishing the fine details of letters and words because of problems with: A. Uveal tract B. Visual field C. Acuity D. Visual efficacy

Q: Teachers help students with ADHD when they mix difficult or tedious tasks with those that are _______________________________________.

Q: Marty's dysfunctional behavior is so severe he is no longer able to learn alongside his peers. Which would be the most appropriate intervention to decrease Marty's dysfunctional behavior? A. Negative behavior supports B. Positive behavior supports C. Assistive technology D. Universal Design for Learning

Q: Visual impairment directly influences development and learning in each of the following areas EXCEPT: A. Range and variety of experiences B. Ability to move around C. Interactive with environment D. Cognitive ability

Q: Teachers often know more about the diagnosis and characteristics of ADHD than about effective _____________________________.

Q: Ms. Manno verbally explains concepts, illustrates those concepts through the use of pictures and demonstrations, and gives students a variety of activities from which to choose to practice those concepts and demonstrate understanding. She is demonstrating: A. Least restrictive environment B. Differentiated Instruction C. Free and appropriate education D. Universal Design for Learning

Q: A condition that commonly occurs in older individuals in which the lens of the eye becomes cloudy and cannot transmit light rays properly to the retina is known as: A. Glaucoma B. Cataract C. Aniridia D. Strabismus

Q: Some professionals who evaluate children for ADHD use __________________________________, _______assessment instruments designed to require a student to sustain attention in order to respond correctly to the test items.

Q: Ms. Eddy has been teaching eighth grade for five years. She has learned that planning lessons from the beginning to meet a wide range of diverse learners is the most effective and time efficient way to plan. Ms. Eddy is demonstrating which concept? A. Least restrictive environment B. Differentiated Instruction C. Free and appropriate education D. Universal Design for Learning

Q: Clinical definitions of blindness are based on measures of visual acuity and: A. Whether it is congenital B. Visual field C. Structural abnormalities D. Whether it is adventitious

Q: ADHD is one of the most commonly diagnosed childhood ____________________________.

Q: Social interaction and skills that are best learned with typical peers are part of the: A. General curriculum B. Teacher's curriculum C. Hidden curriculum D. Implicit curriculum

Q: There was a dramatic increase in the number of students with visual impairments who had additional disabilities in 1964-1965 as a result of the: A. Rubella epidemic B. Measles epidemic C. Typhoid epidemic D. Tetanus epidemic

Q: ADHD is a is a developmental impairment of _______________________________, that is, the ability to comprehend, monitor, and direct one's cognition in order to achieve goals.

Q: In this text, inclusion is described as a belief system that focuses on: A. The responsibility to educate all students so that they can reach their potential. B. The setting in which students with special needs receive instruction. C. The social interaction between traditional students and students with special needs. D. Traditional and special education teachers co-teaching.