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Special Education
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 pathologistB. Resource settingC. General education classroomD. The home
Q:
How you interact with others, not what you do, refers to
A. Consultation.
B. Collaboration.
C. Communication.
D. Co-teaching.
Q:
Depending on the student's individually determined goals and objectives, the educational team members work together to analyze the activities of the _______________________ and to determine ways to make the material meaningful for the student.
Q:
The way in which speech-language services are implemented depends on:A. The nature of the disabilityB. The age of the individual receiving servicesC. The parents' preferenceD. The individual's preference
Q:
Within the context of IDEA, collaboration is:
A. Now required by special education law
B. More than ever before, an expectation in services for students
C. Strongly suggested for the RTI process
D. Required by individual states
Q:
When students are not able to fully perform an activity or project on their own, they often succeed with ____________________ _________________ ; engaging in some parts of an activity with supports as needed.
Q:
Which approach to providing speech-language services has the benefit of eliminating distractions for the young children?A. In classB. In homeC. PulloutD. Indirect services
Q:
A general education teacher prepares a rubric for an assignment and a special education teacher prepares a graphic organizer for students to use when completing the assignment. This is an example of the collaborative characteristic of:
A. Shared responsibility
B. Accountability
C. Parity
D. Shared resources
Q:
A _________________________________ _____________________ analyzes the typical demands of the environment and the natural cues in the environment that exist to prompt the expected behavior.
Q:
An example of informal measures used in identifying students with language impairments isA. Test of Adolescent and Adult Language 3B. Criterion reference testsC. Parent and teacher interviewsD. IQ tests
Q:
If, during a meeting with parents, a teacher repeatedly refers to formal reports and other paperwork that the parent does not have, there is likely to be a problem with:
A. Mutual goal
B. Parity
C. Accountability
D. Sharing resources
Q:
Because of _______________________ delays, students with severe and multiple disabilities usually have difficulty understanding abstract concepts.
Q:
Speech/language pathologists examine the student's physical structures for producing speech, including each of the following EXCEPT:
A. Teeth are aligned
B. Hard palate shape and size
C. Shape and size of nose/nasal passages
D. Breathing patterns
Q:
In collaboration, the contributions of all participants have equal value. This concept describes the term:
A. Mutual goal
B. Accountability
C. Parity
D. Emergent
Q:
_______________________ are very common in special education and are used to categorize groups of students who presumably share a set of characteristics.
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:
All of the following are defining characteristics of collaboration EXCEPT:
A. Parity
B. Accountability for outcomes
C. Sharing resources
D. Developing close friendships
Q:
Chris's favorite class is P.E. Although Chris is in a wheelchair due to physical disabilities, he thoroughly enjoys P.E. class. However, three times a week he misses P.E. because he has physical therapy. Chris's school does NOT participate in which of the following?
A. Provision of related services
B. Integrated delivery of related services
C. Collaboration model of related services
D. Consultation for related services
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:
Why is developing collaborative relationships with diverse families challenging? What factors contribute to this situation?
Q:
The Menendez family has a son, Miguel, who is 17 years old and has severe and multiple disabilities. Each year, the Menendez family has conflicts with Miguel's teachers because they feel the focus of his education should be on communication, not becoming more independent. These differences are most likely the result of:
A. The influence of the family's level of education.
B. The influence of academic expectations.
C. The influence of culture on student learning.
D. The influence of poverty on learning.
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:
What can be done to improve fairness in the identification process of diverse learners?
Q:
Charlene is a 17-year-old with severe and multiple disabilities. As part of her educational plan, she is spending ten hours a week at a craft store where she is in training for basic work skills. This type of instruction is called:
A. Community-based instruction
B. Work-based instruction
C. Support-based instruction
D. Collaborative instruction
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. Writing difficulties
Q:
How does culture affect the learning process? In what ways has culture influenced your dealings with individuals of different cultures?
Q:
Which of the following may use real-time or video/audio with a rating of proficiency, and is often used for tasks or behaviors that are not easily captured in another format (e.g., problem solving or choice making)?
A. Portfolio assessment
B. Criterion-referenced assessment
C. Performance assessment
D. Checklist/rating scale assessment
Q:
Many individuals who have intellectual disabilities also have speech and language disorders, and so intellectual disability is considered to this kind of cause of the related speech or language disorder:
A. Congenital
B. Hereditary
C. Environmental
D. Biological
Q:
What is disproportionate representation? Explain why this issue has been and continues to be such a hot topic within the field of special education.
Q:
The requirement of all schools to include students with disabilities in the statewide testing process became effective:
A. With the No Child Left Behind legislation.
B. In 1997 as mandated by IDEA.
C. In 1990 as mandated by IDEA.
D. As a result of the American with Disabilities Act.
Q:
Researchers estimate what percent of children in first grade have a speech disorder?
A. 10 percent
B. 7 percent
C. 5 percent
D. 3 percent
Q:
What is culture? Compare and contrast the concepts of macro- and microculture. List at least 5 microcultures of which you consider yourself to belong.
Q:
In terms of students with severe and multiple disabilities and state assessment, which of the following statements is true?
A. IDEA requires that each state develops an alternative assessment process for students with the most significant needs.
B. IDEA requires that each state ensures appropriate accommodations are made for students with the most significant needs.
C. IDEA requires that all students participate in standardized testing.
D. IDEA requires that students with the most significant needs participate in testing at the discretion of their teachers and parents.
Q:
The movement of tongue, teeth, lips, and palate all affect:
A. Speech
B. Articulation
C. Fluency
D. Phonology
Q:
Describe the equity issues discussed in regard to urban education.
Q:
Factors that can influence how families perceive their child with severe and multiple disabilities include:
A. Financial resources
B. Access to extended family
C. The severity of the child's disability
D. All of the above.
Q:
Each of the following is a component of voice EXCEPT:A. ToneB. PitchC. IntensityD. Quality
Q:
How can school professionals positively influence interactions with family members who may find school an intimidating place?
Q:
Family views in regard to children with disabilities such as being a "gift from God" or a "punishment" are based on:
A. Educational level and socioeconomic status.
B. Cultural and religious beliefs.
C. The beliefs of extended family and neighbors.
D. The type and severity of the child 's disability.
Q:
Speech has each of the following dimensions EXCEPT:
A. Voice
B. Resonance
C. Volume
D. Fluency
Q:
What are the five major dimensions of multicultural education?
Q:
Students without disabilities can benefit in what ways from inclusive practices?
A. They will have lower academic expectations from the teacher.
B. The discipline within the classroom will be more lax to accommodate the students with disabilities.
C. They will gain an understanding of those with disabilities.
D. They will feel better about their own academic abilities.
Q:
Students who do not have hearing loss, but for some reason their brains do not effectively interpret the auditory information that comes from their ears have:
A. Chronic Autism Personality Disorder
B. Chronic Auditory Processing Disorder
C. Central Autism Personality Disorder
D. Central Auditory Processing Disorder
Q:
How does the representation of African American students in special education and gifted education compare?
Q:
Students with severe and multiple disabilities need to experience the same curriculum as their nondisabled peers because:
A. It is mandated by IDEA that these students be taught the same skills as traditional learners.
B. Without exposure to the traditional curriculum, these students are further penalized in their education.
C. Without exposure to the traditional curriculum, these students cannot complete high school.
D. That is the premise of full inclusion.
Q:
When students have language disorders that cannot be explained by physical disabilities, intellectual disabilities, hearing loss, or other disabilities, they are referred to as having:
A. CAPD
B. Learning disabilities
C. Specific language impairments (SLIs)
D. Language disabilities
Q:
Values and language are two elements of culture. Explain these concepts as they relate to culture, and provide an example of each.
Q:
Collaboration between professionals and families of children with severe and multiple disabilities is critical because:
A. Families need the advice and assistance from teachers
B. It is required by law
C. Teachers are required to do so by administration
D. Families know their child better than anyone
Q:
A set of rules that determine the order in which words are used, and the ability to recognize and follow these rules is what is meant by:
A. Syntax
B. Semantics
C. Pragmatics
D. Morphology
Q:
____________________________ implies that the curriculum that students learn should include content about diverse populations and present information from diverse points of view. Instruction should include examples of key concepts and principles from a variety of cultures.
Q:
Curriculum built around each student according to interests, personal goals, and limitations in reaching these goals is called:
A. Meaningful curriculum
B. Diverse curriculum
C. Individual curriculum
D. Supported curriculum
Q:
The system of symbols, governed by complex rules, that individuals use for communication is:
A. Speech
B. Language
C. Communication
D. Receptive language
Q:
At least part of the problem of disproportionate representation can be attributed to _________________________________, _________________________or favoritism toward a particular group that occurs at multiple levels within a society or institution, making such favoritism an implicit part of it.
Q:
Co-workers helping to teach young adults the skills required in their jobs and helping them practice until they are proficient in carrying out their job responsibilities is called:
A. Natural support
B. Supported employment
C. Communication support
D. Independent employment
Q:
The exchange of information and knowledge among participants is:
A. Collaboration
B. Expressive language
C. Communication
D. Telekinesis
Q:
When teachers attempt to "teach down" to students who have disability labels, it can lead to a _____________________________, or the idea that students will do or become what is expected of them.
Q:
Assisting adults with disabilities to obtain jobs in the competitive market and providing them with the necessary physical, instructional, and social support to ensure success is called:
A. Natural support
B. Communication support
C. Supported employment
D. Independent employment
Q:
Communication requires each of the following EXCEPT:
A. A message
B. A sender
C. A receiver
D. A sound
Q:
________________________________ refers to a significant discrepancy between two or more cultural frames of reference.
Q:
Benefits for students without disabilities who were in classed with students with severe and multiple disabilities include each of the following EXCEPT:
A. Children were more accepting and understanding of individual differences
B. Increased measurements of happiness
C. Significantly greater gains in reading and math than their peers in noninclusive classrooms
D. At-risk students who supported students with severe disabilities in a classwide peer tutoring program had increased academic skills increase
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:
______________________________ is a term often used to refer to an individual's educational and income levels, and it may define some microcultures (e.g., working class or middle class).
Q:
Which of the following statements is true?
A. Middle school students with severe and multiple disabilities are most likely to receive their education in a self-contained setting.
B. Middle school students with severe and multiple disabilities are most likely to receive their education in an inclusive setting.
C. Middle school students with severe and multiple disabilities are most likely to receive their education in their home.
D. None of the above
Q:
The emphasis on speech-language therapy gradually shifted from exclusive attention to the correct production of speech sounds to the broader domain of children's:A. Overall ability to use language to communicateB. Ability to produce complete sentences using the correct tenseC. Ability to express themselves clearlyD. Efforts at expressing themselves to a variety of people
Q:
You notice in your culturally diverse classroom that there are some underlying prejudices among certain students. How can you reduce these prejudices to create a culturally accepting environment?
A. When you notice prejudice, punish the student.
B. Talk to the parents of the student who is exhibiting prejudice.
C. Teach about the concept of race as a social construct.
D. When you notice prejudice, send that student to the principal's office.
Q:
Professionals agree that students with severe and multiple disabilities should:
A. Be placed with students who are at their same ability level
B. Be placed with their chronological-age peers
C. Be placed with students who have the same type of disabilities
D. Not be placed with their nondisabled peers
Q:
Task analysis is an instructional strategy that has been found to be effective with students who have intellectual disabilities. What is the benefit of task analysis? Create a task analysis for a specific lesson.
Q:
This school year you have very culturally diverse students. In order to enhance your self-awareness of culture, you should do all of the following EXCEPT:
A. Examine your cultural values.
B. Talk to each student's parents.
C. Become aware of your biases.
D. Consider your expectations for your students.
Q:
Students who are deaf and blind cannot learn:
A. Personal care skills
B. Braille
C. To communicate
D. Incidentally
Q:
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? Explain your own perspective on the idea of fully integrating students with intellectual disabilities into the general education setting.
Q:
Ms. Smith is an ESL teacher at Friendly Elementary School. When she taught her students the vocabulary for fruits and vegetables, she brought in examples for them to handle. Ms. Smith used which instructional approach?
A. Concrete English
B. Sheltered English
C. Bilingual education
D. Conceptual education
Q:
A form of authentic assessment is:
A. A functional-ecological assessment
B. A standardized assessment
C. A criterion-referenced assessment
D. A teacher-created assessment
Q:
For individuals to be identified as having an intellectual disability, they must display deficits in adaptive behaviors. Describe three of the skill areas that are included as adaptive behaviors discussed in the text.
Q:
Students who are lesbian, gay, bisexual, or transgender (LGBT) comprise approximately what percent of a schools population?
A. 1%
B. 5%
C. .5%
D. 10%
Q:
The key characteristic of authentic assessment is:
A. A person-centered approach
B. A curriculum-centered approach
C. A skills-centered approach
D. A behavior-centered approach
Q:
As stated in the text, intellectual disabilities can have multiple causes, and those vary depending on the period in an individual's life at which an event occurs. Describe one example of mental retardation from each period (prenatal, perinatal, and postnatal).
Q:
Each of the following is a condition of rural education EXCEPT:
A. Disability identification
B. School choice programs
C. Lower teacher pay
D. Isolation
Q:
What type of assessment is an ongoing process and occurs within the student's natural environment?
A. Person-centered
B. Direct
C. Authentic
D. Standardized
Q:
One could argue that the early twentieth century was the low point in history of education for individuals with intellectual disabilities. Why is this, and how does the education of individuals with intellectual disabilities today compare with the education these individuals received during that time?
Q:
Each of the following is a condition of urban education EXCEPT:
A. Equity issues
B. School choice programs
C. Disability access to service
D. Teachers and their preparation