Collaboration in Special Education Final Exam
Course Introduction
Collaboration in Special Education explores the theories, models, and practical strategies for effective teamwork among educators, families, and service providers to support students with disabilities. The course emphasizes communication skills, co-teaching models, conflict resolution, and culturally responsive practices, equipping participants with the tools to develop and implement individualized education programs (IEPs) and to foster inclusive, supportive learning environments. Students will analyze case studies, engage in role-play, and reflect on best practices for facilitating multidisciplinary collaboration and advocacy in educational settings.
Recommended Textbook
Exceptional Learners An Introduction to Special Education 13th Edition by Daniel P. Hallahan
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15 Chapters
1039 Verified Questions
1039 Flashcards
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2
Chapter 1: Exceptionality and Special Education
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64 Verified Questions
64 Flashcards
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Sample Questions
Q1) In the vast majority of cases, we are unable to identify the exact reason why a child is exceptional.
A)True
B)False
Answer: True
Q2) Annette is a high school student who reads at the level of a typical third grader. She wants to get her driver's license, but is unable to read the driver's manual or the questions on the driving test. For purposes of driver training, Annette would be considered to have
A)a disability.
B)a handicap.
C)a disability and a handicap.
D)neither a disability nor a handicap.
Answer: C
Q3) Public schools may choose not to provide education for some children with disabilities.
A)True
B)False
Answer: False
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Page 3
Chapter 2: Current Practices for Meeting the Needs of
Exceptional Learners
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69 Verified Questions
69 Flashcards
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Sample Questions
Q1) The individualized education program (IEP)is not required to be a written statement; however, the parents must agree to the teacher's plans before the student is enrolled.
A)True
B)False
Answer: False
Q2) According to one point of view, general education and special education teachers should work together but have distinctive roles. This point of view suggests that A)general education teachers are content specialists who should be trained by a special education coach.
B)general education teachers can gradually take the place of special education teachers.
C)special educators have no more specialized expertise in teaching individualized curricula than do general educators.
D)the popular co-teaching model of collaboration provides the required kind of intensive instruction needed by students with disabilities.
Answer: A
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Chapter 3: Multicultural and Bilingual Aspects of Special Education
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68 Verified Questions
68 Flashcards
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Sample Questions
Q1) Identify the three general purposes of multicultural education.
Answer: To promote pride in one's own cultural heritage and understanding of subcultures different from one's own, to foster positive attitudes toward cultural diversity, and to ensure equal educational opportunities for all students.
Q2) Of all the academic skills, which is described as "critically" important?
A)math
B)listening
C)writing
D)reading
Answer: A
Q3) Parents have different views of exceptionality and disability and different ways of accommodating these differences in their children because of
A)different education levels.
B)different beliefs about punishment.
C)different cultural traditions.
D)different income levels.
Answer: A
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Page 5
Chapter 4: Parent and Families
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Sample Questions
Q1) Describe the family systems approach to intervention, including its four interrelated concepts.
Q2) Many parents are able to adjust their interactions with their children to
A)minimize negative development.
B)maximize human potential.
C)maximize positive development.
D)minimize negative consequences.
Q3) When preparing for a parent-teacher conference, the teacher should do all of the following EXCEPT
A)consult with other professionals about the student's behavior.
B)establish the role of authority.
C)review the student's cumulative records.
D)provide written notice.
Q4) Evidence suggests that Latino families are more likely than Anglo families to view having a child with a disability as a positive experience because of A)resignation to the fact that bad things happen in life.
B)their religious views.
C)the importance of the family and the social supports it provides.
D)the importance of following advice from authority figures.
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Chapter 5: Learners With Intellectual and Developmental Disabilities
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70 Verified Questions
70 Flashcards
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Sample Questions
Q1) All states routinely screen for this before babies leave the hospital:
A)Fragile X syndrome.
B)phenylketonuria.
C)Down syndrome.
D)hydrocephalus.
Q2) Using instructional prompts, consequences for performance, and strategies for transfer of stimulus control is called
A)community-based instruction.
B)functional instruction.
C)functional academics.
D)systematic instruction.
Q3) IQ is generally considered the single best index of how well a person will do in school.
A)True
B)False
Q4) People with Prader-Willi syndrome inherited it from their father.
A)True
B)False
Q5) Identify and describe three environmental causes of intellectual disabilities.
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Chapter 6: Learners With Learning Disabilities
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70 Flashcards
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Sample Questions
Q1) Response to intervention is the federally preferred method of identifying learning disabilities.
A)True
B)False
Q2) Individuals who have a cluster of disabilities in social interaction, math, visual-spatial tasks, and tactual tasks are referred to as having
A)nonverbal learning disabilities.
B)motivational problems.
C)social cognition problems.
D)locus of control deficits.
Q3) The most common placement for students with learning disabilities is
A)self-contained special classes.
B)special schools.
C)resource room.
D)general education classroom.
Q4) Identify the major features of direct instruction (DI)and describe the benefit of this approach for students with learning disabilities.
Q5) Identify the main features of cognitive training and describe two techniques that fall under this heading.
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Chapter 7: Learners With Attention Deficit Hyperactivity
Disorder
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69 Verified Questions
69 Flashcards
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Sample Questions
Q1) All of the following are characteristics of Cruickshank's program for students who would today meet the criteria for ADHD EXCEPT
A)the reduction of stimuli irrelevant to learning.
B)a strong emphasis on student-directed learning.
C)the enhancement of materials important for learning.
D)a structured program.
Q2) Part of the brain responsible for executive functions such as the ability to regulate one's own behavior is the
A)basal ganglia.
B)cerebellum.
C)corpus collosum.
D)frontal lobes.
Q3) The best "test" for ADHD in adults is A)Conners behavior scales.
B)an MRI to test for brain abnormalities.
C)the person's life and medical history.
D)referrals from past teachers.
Q4) Most authorities in the area of ADHD are opposed to the use of Ritalin.
A)True
B)False
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Chapter 8: Learners With Emotional or Behavioral Disorders
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Sample Questions
Q1) Comorbidity in persons with E/BD is A)not unusual.
B)very unusual.
C)rare.
D)part of the diagnosis.
Q2) Most schools use systematic screening procedures to identify youth with E/BD.
A)True B)False
Q3) Most children with E/BD perform in the low-average range on tests of intelligence. A)True B)False
Q4) To maximize their effectiveness, programs for students with E/BD should provide a balance between
A)behavioral control and academic/social instruction.
B)academic/social instruction and vocational training.
C)psychological therapy and academic/social instruction.
D)individualized instruction and behavioral control.
Q5) Why do estimates of the prevalence of E/BD vary so much across different studies?
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Chapter 9: Learners With Autism Spectrum Disorders
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Sample Questions
Q1) Each of the following is included within autism spectrum disorders EXCEPT
A)childhood disintegrative disorder.
B)pervasive developmental disorder.
C)Asperger syndrome.
D)Butler's disorder.
Q2) Applied Behavior Analysis (ABA)includes each of the following components EXCEPT
A)using structured lessons.
B)limited use of reinforcement.
C)focus on functional skills.
D)require continuous assessment of progress.
Q3) Which of the following statements about intelligence and autism is true?
A)Intelligence does not appear to be affected by autism.
B)About 20% of individuals with autism have mental retardation as well.
C)People with autism are unusually intelligent as a group.
D)The majority of individuals with autism display cognitive deficits similar to those with intellectual disabilities.
Q4) What areas particularly need to be assessed for students with autism spectrum disorders, what are appropriate methods of assessment, and what special concerns are there regarding assessment?
Q5) Why has autism been "fertile ground for faddish and unproven treatment methods?"
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Chapter 10: Learners With Communication Disorders
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70 Flashcards
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Sample Questions
Q1) Which statement is true concerning the comparison between the language of a normally developing child and one with a language disorder?
A)The sequence of development is similar, but milestones are reached at later years by the child with a disorder.
B)The sequence of development is different, but milestones are reached at around the same ages.
C)The sequence of development is different, and milestones are reached later by the child with a disorder.
D)There is no developmental difference; they just sound different.
Q2) Much of a child's language and social development depend on two characteristics of language interaction the child has with caregivers. What are the characteristics?
A)nature and quantity of the language
B)quality and variety of the language
C)variety and resonance of the language
D)loudness and functionality of the language
Q3) By definition, all communication disorders involve impairments of speech.
A)True
B)False
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Chapter 11: Learners Who Are Deaf or Hard of Hearing
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Sample Questions
Q1) Children who are deaf reach language development milestones in sign later than hearing children do in spoken language.
A)True
B)False
Q2) Which academic area is most affected by deafness?
A)spelling
B)writing
C)reading
D)math
Q3) The auditory-verbal approach encourages children with hearing impairment to A)depend on their peers for sound cues.
B)use their residual hearing.
C)learn sign language as quickly as possible.
D)focus on visual cues.
Q4) When performance tests are used, there is no difference in IQ between those who are deaf and those who are hearing.
A)True
B)False
Q5) Describe four factors that demarcate the Deaf community as a true culture.
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Chapter 12: Learners With Blindness or Low Vision
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Sample Questions
Q1) The majority of people who are legally blind have some useful vision.
A)True
B)False
Q2) The National Federation of the Blind had a braille bill passed to A)ensure that teachers of students with visual impairment are proficient in braille. B)require braille instruction for all students with visual impairment.
C)increase the availability of devices like the Kurzweil Personal Reader.
D)provide funding for students to attend special schools to learn braille.
Q3) A skill used by people who are blind to aid them in acquiring mobility is
A)sequential mapping.
B)spatial ability.
C)Doppler effect.
D)tactual perception.
Q4) Approximately what percentage of the population of people with blindness currently uses braille as a primary reading method?
A)12%
B)34%
C)62%
D)84%
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Chapter 13: Learners With Low-Incidence, Multiple, and
Severe Disabilities
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70 Flashcards
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Sample Questions
Q1) Most authorities agree that the biggest obstacle faced by people with deaf-blindness is accessing information.
A)True
B)False
Q2) Each of the following is a feature of definitions of TBI EXCEPT
A)injury to the brain can be caused by a degenerative or congenital condition.
B)injury to the brain is caused by an external force.
C)there is a diminished or altered state of consciousness.
D)neurological or neurobehavioral dysfunction results from the injury.
Q3) Any manual or electronic means by which a person who is unable to communicate through normal speech can express wants and needs, share information, engage in social closeness, or manage social etiquette is
A)facilitated communication.
B)augmentative or alternative communication.
C)manual communication.
D)applied functional communication.
Q4) Describe four ways that teachers of students with multiple and severe disabilities can collaborate with others to provide services.
Page 15
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Chapter 14: Learners With Physical Disabilities and Other Health Impairments
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Sample Questions
Q1) Sociosexual education for students with physical disabilities includes instruction in all of the following EXCEPT
A)structure and functions of bodies.
B)suppression of sexual desire.
C)alternative modes of sexual gratification.
D)human relationships and responsibilities.
Q2) The intelligence of children with cerebral palsy is
A)almost always in the range of mental retardation.
B)clearly higher than the average for the general population.
C)nearly the same as for the general population.
D)difficult to assess due to difficulties in perception, movement, or response speed.
Q3) In general, academic achievement of children with physical disabilities is below that of their nondisabled peers.
A)True
B)False
Q4) Describe four ways that many physical disabilities could be prevented.
Q5) Physical disabilities of all kinds are decreasing because of medical advances.
A)True B)False
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Chapter 15: Learners With Special Gifts and Talents
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Sample Questions
Q1) Describe three possible reasons why females are underrepresented in programs for giftedness.
Q2) According to DiGennaro, an ugly secret of contemporary American education policy is
A)unhelpful social pressure by school personnel.
B)the neglect of our most talented students.
C)the No Child Left Behind Act's inclusion of gifted students.
D)the moral obligation to help disadvantaged students.
Q3) Which of the following findings about acceleration is TRUE?
A)It is less effective in raising student achievement than most school reforms.
B)Accelerated students are no more likely to aspire to advanced degrees than are nonaccelerated students.
C)When the curriculum moves at a slow pace, boredom frequently ensues.
D)There are no proven instruments for making acceleration decisions.
Q4) The largest group of neglected students with gifts is A)females.
B)students with disabilities.
C)students from lower socioeconomic levels.
D)students from culturally diverse backgrounds.
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