Collaboration and Consultation in Special Education Exam Solutions
Course Introduction
This course explores the principles and practices of effective collaboration and consultation among educators, families, related service providers, and community agencies in the field of special education. Emphasizing teamwork and communication strategies, the course examines models for co-teaching, problem-solving, and shared decision-making to support students with disabilities in inclusive settings. Students will gain practical skills for fostering positive professional relationships, advocating for students needs, and navigating complex educational environments to facilitate meaningful participation, learning, and success for all learners.
Recommended Textbook
Exceptional Children and Youth 5th Edition by Nancy Hunt
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14 Chapters
520 Verified Questions
520 Flashcards
Source URL: https://quizplus.com/study-set/3904
Page 2
Chapter 1: An Introduction to Special Education
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39 Verified Questions
39 Flashcards
Source URL: https://quizplus.com/quiz/77732
Sample Questions
Q1) How did the political and social events of the early 1960s influence social attitudes and acceptance of persons with disabilities?
Answer: Students might discuss the following events:
\(\bullet\) Litigation guaranteeing equal opportunity grew out of the 1954 Supreme Court case Brown v. Board of Education.
\(\bullet\) The civil rights movement grew to include women's rights and rights for people with disabilities.
\(\bullet\) Government action, such as President Kennedy's Commission on Mental Retardation.
Q2) IEPs are typically conducted for
A) children between birth and 3 at risk for developing a disability.
B) students with disabilities between the ages of 3 - 21.
C) students with disabilities between the ages of 5 - 21.
D) students between birth and 21 who are at risk of developing a disability or who are already identified as having a disability.
Answer: D
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3
Chapter 2: The Special and General Education Relationship:
New Trends and Challenges
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28 Verified Questions
28 Flashcards
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Sample Questions
Q1) According to No Child Left Behind, most children with disabilities
A) are exempt from high-stakes assessment.
B) are not responsible for demonstrating knowledge in content and performance standards.
C) are expected to meet the requirements for Annual Yearly Progress (AYP).
D) can be counted as scoring proficient, if they take tests below grade level.
Answer: C
Q2) Discuss the implications of the No Child Left Behind legislation for students with disabilities.
Answer: Answer should include reference to:
\(\bullet\) the participation of students with disabilities in high-stakes assessment.
\(\bullet\) the expectation that students with disabilities meet state content and performance standards.
\(\bullet\) the emphasis on highly qualified teachers.
The answer might also include reference to alternative assessments and the need for general and special education teachers to collaborate and/or co-teach to help meet student learning goals.
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4
Chapter 3: Risk Factors and Early Intervention
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43 Verified Questions
43 Flashcards
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Sample Questions
Q1) The 1997 amendments to IDEA specified that whenever possible, services be provided to children in natural environments. Which of the following would NOT be considered a natural environment for a young child?
A) Mommy and Me classes
B) Day care
C) Center-based intervention program for children with disabilities
D) Home
Answer: C
Q2) Which of the following statements about screening and assessment is NOT true?
A) The ability to predict which at-risk children will develop disabilities is relatively poor.
B) Parents are least likely to provide correct information about their child's performance.
C) Children with severe disabilities are relatively easy to identify.
D) Neonatal complications do not accurately predict later IQ test performance.
Answer: A
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Chapter 4: Families of Children With Disabilities
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33 Verified Questions
33 Flashcards
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Sample Questions
Q1) Which of the following statements about parents of children with disabilities is NOT true?
A) Parents are entitled to choose not to participate in the educational decision-making for their child.
B) Parents are entitled to participate in the placement decisions associated with the IEP process.
C) Parents have the right to request a due process hearing if they disagree with the recommendations of the IEP team.
D) Parents reveal a lack of involvement with their child at home when they do not become involved in their child's program at school.
Q2) Thinking about a particular situation in ways that enhance well-being has been described as
A) cognitive coping.
B) social learning theory.
C) cognitive strategies training.
D) internal attribution.
Q3) Write your own definition of culture, and describe how the traditions of your own cultural background influenced your beliefs and values.
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6
Chapter 5: Children With Learning Disabilities
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44 Verified Questions
44 Flashcards
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Sample Questions
Q1) The definition of learning disabilities is controversial due to problems with A) suspected under-identification of students with learning disabilities.
B) suspected over-identification of students with learning disabilities.
C) states' interpretation of the definition's criteria.
D) lack of clinical judgment used in the identification process.
Q2) The ability to organize and interpret what we experience through our senses is defined as
A) perception.
B) organization.
C) memory.
D) attention.
Q3) The birth histories of many children who are later diagnosed with learning disabilities is characterized by A) maternal drug abuse.
B) natural childbirth.
C) perinatal stress.
D) maternal infections.
Q4) What is direct instruction and why is it used? Include a brief summary of the steps for direct instruction in your response.
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Chapter 6: Children With Intellectual Disabilities
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38 Verified Questions
38 Flashcards
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Sample Questions
Q1) A key component of effective instruction in functional skills is the use of
A) real-life materials in natural environments.
B) teen magazines and other popular media.
C) videotapes rather than actual practice.
D) manipulatives rather than reading materials or calculators.
Q2) Which of the following strategies might maximize the probability of skill transfer, or generalization for the student with intellectual disabilities?
A) Practice the new skill repeatedly in the same setting.
B) Incorporate real-world materials into instruction.
C) Teach the student to focus on the task at hand and getting started.
D) Teach the student when to use specific strategies for remembering.
Q3) Which statement about the causes of intellectual disabilities is correct?
A) Causes can be identified about 90 percent of the time.
B) Causes can be identified about 50 percent of the time.
C) Causes have been narrowed down to approximately three factors.
D) Causes almost without exception take place before birth.
Q4) What are the criteria for defining intellectual disabilities? What are the implications of these criteria for assessment and re-evaluation over the lifespan?
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Page 8
Chapter 7: Children With Severe Disabilities
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30 Verified Questions
30 Flashcards
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Sample Questions
Q1) According to Dunst (2002), critical components of family-centered models include:
A) clear delineation of the financial contributions of federal, state, and local agencies.
B) relational and participatory roles of families and practitioners.
C) cultural and religious inventories of family members.
D) motivational programs and counseling services for parents and caregivers.
Q2) The criteria for the category "profound intellectual disabilities" include all of the following EXCEPT
A) a deficit in adaptive behavior.
B) deficits originating during the developmental period.
C) an IQ of 20 or below on an individualized cognitive abilities test.
D) parental history of severe disability.
Q3) A national organization specifically established to address the needs of people with severe disabilities is the
A) Orton Dyslexic Society.
B) Council for Exceptional Children.
C) Association for Persons with Severe Handicapping Conditions.
D) Abnormal Child Development Society.
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9
Chapter 8: Children With Behavior Disorders
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36 Verified Questions
36 Flashcards
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Sample Questions
Q1) Which of the following is considered a physiological factor that might influence the development of behavior disorders?
A) Negative and inconsistent family management styles
B) Level of violence in the media
C) Neglect and/or abuse
D) Central nervous system dysfunction
Q2) Strategy Coach Interactive Software is an example of a technology resource for teachers, providing resources n:
A) self-management strategies.
B) communication skills.
C) reading comprehension of narrative text.
D) affective social skill development.
Q3) Classroom instructional strategies for students with ADHD focus on providing A) structure, consistency, and clear consequences.
B) drug therapy.
C) prevention techniques.
D) general, school-wide intervention programs.
Q4) Why is Achenbach and Edelbrock's system of classification useful for teachers?
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Chapter 9: Children With Autism Spectrum Disorders
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32 Verified Questions
32 Flashcards
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Sample Questions
Q1) A fundamental component of project TEACCH is
A) a close relationship between families and professionals.
B) institutionalization of the child.
C) up to 40 hours per week of one-on-one therapy.
D) unstructured instructional sessions that allow children to explore.
Q2) Social stories are sometimes used as an instructional tool with children with autism to:
A) provide a brief self-instruction plan for a new situation.
B) motivate reading activities by inserting personal experiences.
C) develop skills of receptive communication.
D) create a reinforcing adult-child interpersonal interaction.
Q3) Students with autism with mild cognitive disabilities or typical cognitive ability may be able to
A) recover from autism without intervention.
B) progress through a general education academic curriculum and receive less intensive behavioral, academic, and social support.
C) function in a general education classroom without accommodations.
D) benefit from intensive psychotherapy.
Q4) How can the recent dramatic increase in the number of cases of autism be explained?
Page 11
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Chapter 10: Children With Communication Disorders
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44 Verified Questions
44 Flashcards
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Sample Questions
Q1) Speech disorders can consist of all of the following EXCEPT
A) phonological (or articulation) impairments.
B) fluency impairments.
C) auditory impairments.
D) voice impairments.
Q2) Students without a communication system may
A) seek out social contact with others.
B) "act out" their communication and be considered a behavior problem.
C) benefit from reciprocal speech.
D) try to communicate through writing.
Q3) Collaboration between the speech-language pathologist and the classroom teacher requires
A) the willingness to cross disciplinary boundaries.
B) acknowledgement of expertise in both professionals.
C) a mutual commitment to integrating language into the curriculum.
D) All of the above.
Q4) What is a language impairment and how can it affect a student's school performance?
Q5) Describe instructional discourse strategies and discuss how they are used in classrooms.
12
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Chapter 11: Children Who Are Deaf and Hard of Hearing
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35 Verified Questions
35 Flashcards
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Sample Questions
Q1) A term used to describe a hearing loss that, although serious, usually permits the understanding of oral speech with the use of hearing aids is
A) acoustic loss.
B) deafness.
C) hearing impairment.
D) hard of hearing.
Q2) A study of deaf college students (Toscano, McKee, & Lepoutre, 2002) found that the key to success for the students was
A) the ongoing involvement and support of their families in communication and academic achievement.
B) the mode of communication used by the student.
C) the consistent use of a cochlear implant since childhood.
D) the quality of the student's education through secondary school.
Q3) Which statement about the Deaf community is correct?
A) It is made up of persons with sufficient residual hearing to understand most speech.
B) It has distinct culture, values, and attitudes.
C) It prefers the term hearing impairment.
D) It prefers speech to the use of American Sign Language.
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Chapter 12: Children Who Are Blind or Have Low Vision
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41 Verified Questions
41 Flashcards
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Sample Questions
Q1) Instruction in the use of low vision touches on three areas. Which of the following is NOT one of those three areas?
A) Environmental adaptations
B) Listening to recorded materials
C) Integration of vision into activities
D) Enhancement of visual skills
Q2) Most of the visual impairments in school-age children are
A) caused by accident or injury.
B) caused byanoxia.
C) congenital in origin.
D) adventitious in origin.
Q3) Orientation and mobility training refers to the process of teaching students to
A) read and write in Braille.
B) travel safely in their environment.
C) work and play with sighted peers.
D) use psychological and cognitive strategies.
Q4) How might a family respond to visual impairment of a family member?
Q5) How have technological advances facilitated learning for persons with visual impairments?
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Chapter 13: Children With Physical Disabilities and Health Impairments
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39 Verified Questions
39 Flashcards
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Sample Questions
Q1) Describe the problems with physical accessibility faced by students with physical disabilities, and make suggestions about how a teacher might address some of these issues.
Q2) Which of the following is an open spine and/or neural tube defect?
A) Cerebral palsy
B) Neural folate deficiency
C) Spina bifida
D) HIV
Q3) Explain how diabetes may affect a student in your classroom. Describe the situations/symptoms that you should be aware of that might be warning signals associated with diabetes.
Q4) Which of the following conditions can be transmitted from one individual to another?
A) Juvenile diabetes
B) Epilepsy
C) Cystic fibrosis
D) Acquired immune deficiency syndrome
Q5) How might cognitive abilities be influenced by a lack of mobility that accompanies a physical disability?
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Chapter 14: Children Who Are Gifted and Talented
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38 Verified Questions
38 Flashcards
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Sample Questions
Q1) A theory of intelligence that includes at least eight distinct types was proposed by A) Galton.
B) Wechsler.
C) Gardner.
D) Witty.
Q2) Terman (1954) found that highly gifted individuals were A) more inclined toward mental illness than their peers.
B) less sensitive to social injustice than their peers.
C) stronger, bigger, and healthier than their peers.
D) likely to come from deprived environments.
Q3) How can general education teachers modify their curriculum, teaching style, class arrangement, and so forth, to better meet the needs of gifted students? Choose just one area, describe strategies, and give examples if possible.
Q4) Renzulli proposed that giftedness was evident in A) high intellectual ability.
B) task commitment.
C) creativity.
D) All of the above.
Q5) Briefly explain how views of giftedness have changed through history.
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