Early Childhood Special Education
Textbook Exam Questions
Course Introduction
Early Childhood Special Education focuses on the principles and practices involved in supporting young children, from birth to age eight, who have developmental delays, disabilities, or special needs. This course covers topics such as early identification and intervention strategies, individualized education program (IEP) development, family-centered practices, and inclusive classroom environments. Students will learn about the legal and ethical foundations of special education, assessment techniques, and collaboration with families and professionals. The course emphasizes promoting optimal development and learning for all children through evidence-based instructional methods, adaptations, and supportive services.
Recommended Textbook
Special Education in Contemporary Society an Introduction to Exceptionality 4th Edition by Richard
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14 Chapters
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Chapter 1: Special Education in Context: People, Concepts, and Perspectives
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Sample Questions
Q1) An inability or incapacity to perform a particular task or activity in a specific way because of sensory, physical, cognitive or other forms of impairment is called:
A)Handicap
B)Intellectual disability
C)Disability
D)Autism
Answer: C
Q2) Federal legislation mandates that states provide special education for gifted and talented students.
A)True
B)False Answer: False
Q3) The very first special education classrooms were:
A)Duplicitous
B)Self-contained
C)Service-related
D)Vocational-focused
Answer: B
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Chapter 2: Policies, Practices, and Programs
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Q1) What is the IDEA mandated process of screening and identification of individuals suspected of having a disability?
A)Brigance
B)Child Seek
C)Child Find
D)SCOPE
Answer: C
Q2) Which of the following is NOT a major component under IDEA (Public Law 94-142)?
A)A Free Appropriate Public Education (FAPE)
B)An Individualized Family Service Plan (IFSP)
C)The Least Restrictive Environment (LRE)
D)An Individualized Education Program (IEP)
Answer: B
Q3) According to IDEA 2004, at what age is a statement of needed transition services required?
A)12
B)14
C)16
D)18
Answer: C
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Chapter 3: Cultural and Linguistic Diversity and Exceptionality
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Sample Questions
Q1) What percentage of the U.S. population over the age of 5, speaks a language other than English at home
A)5
B)10
C)20
D)22.5
Answer: C
Q2) Disproportional numbers of Asian and Pacific Islander students can be found receiving services in which of the following programs?
A)Gifted and talented
B)Learning disabilities
C)Behavior disorders
D)Moderate disabilities
Answer: A
Q3) Eighty percent of U.S. teachers are _______
A)African American
B)Asian
C)White
D)Multicultural
Answer: C
Page 5
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Chapter 4: Parents, Families, and Exceptionality
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Sample Questions
Q1) Parents have always been considered key players in dealing with a child's disability.
A)True
B)False
Q2) Listening to parents and other caregivers with understanding is known as
A)active listening
B)reciprocity
C)sympathy
D)encouragement
Q3) "Inputs" in relation to family characteristics can include
A)geographic location
B)size of family
C)economics
D)all of the above
Q4) The initial response to a child's disability is ambivalence.
A)True
B)False
Q5) What is an underlying assumption of the family-systems model?
Q6) The developmental changes that occur over time within a family are referred to as the:
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Chapter 5: Individuals With Intellectual Disabilities or Mental Retardation
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Sample Questions
Q1) What percentage of children receiving a special education is classified intellectually disabled?
A)5%
B)10%
C)9%
D)20%
Q2) Provide an example of a skill from a functional curriculum that may be taught to a student with intellectual disabilities.
Q3) The 1992 AAMR definition of intellectual disabilities portrays intellectual disability as a relationship between
A)the level of support needed for an individual to participate to their maximum potential and the intelligence of the individual.
B)the individual's intellectual functioning, language functioning, and motor functioning.
C)the individual's IQ, the individual's adaptive behavior functioning, and the environment.
D)the individual, the environment, and the type of support needed for maximum functioning.
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Page 7
Chapter 6: Individuals With Learning Disabilities
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Q1) Understanding the rules that govern the correspondence between specific sounds and certain letters that make up words is associated with?
A)Phonemic awareness
B)Phonological awareness
C)Dyscalculia
D)Dyslexia
Q2) Select the identification label for young children who evidence a persistent learning difficulty.
A)Autism
B)Behavioral delayed
C)Developmentally delayed
D)Learning disability
Q3) For many years, educators correctly assumed that children with learning disabilities would simply "outgrow" them.
A)True
B)False
Q4) Name three differences between the definition of learning disabilities proposed by Samuel Kirk and the definition incorporated in the Learning Disabilities Act of 1969.
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Page 8
Chapter 7: Individuals With Attention Deficit Hyperactivity
Disorder
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Sample Questions
Q1) The doctor's office effect is a known phenomenon where children present, free of symptoms, in novel and structured situations.
A)True
B)False
Q2) What is the youngest age any medication used to treat ADHD is approved for?
Q3) A child should be referred for services due to ADHD only after medication has failed to control the problem.
A)True
B)False
Q4) Describe the evolution of the identification of individuals with ADHD. How were these children viewed in the early 1900s? What were some key findings that changed the way that professionals thought about this disorder?
Q5) The use of psychostimulants such as Ritalin is correlated with illegal drug use in adolescence and adulthood.
A)True
B)False
Q6) Name one suggestion a teacher could use when working with a student with ADHD who is struggling with math.
Page 9
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Chapter 8: Individuals With Emotional or Behavioral Disorders
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Sample Questions
Q1) Biological factors such as injury, infection, lead poisoning, and poor nutrition may influence the development of emotional or behavioral disorders
A)True
B)False
Q2) In 1990 the term serious emotional disturbance was changed to emotional or behavioral disorder. This is the widely used term in the field today for all of the following reasons, EXCEPT:
A)Greater utility
B)More representative
C)Less stigmatizing
D)More specificity
Q3) Select three assessment practices for identification of the presence of an emotional or behavioral disorder. Describe each practice and discuss strengths and weaknesses for each.
Q4) Over time, punishment procedures are generally ineffective.
A)True
B)False
Q5) Describe the three levels of intervention within Positive Behavior Support. Provide example interventions within each level.
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Chapter 9: Individuals With Autism Spectrum Disorders
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Sample Questions
Q1) A supervised, structured setting that provides job training in specific job skills, is an example of which type of employment option?
A)Army training
B)Job coach
C)Supported employment
D)Sheltered workshops
Q2) Most adults with autism spectrum disorders are able to independently maintain employment.
A)True
B)False
Q3) __________ was the first behavioral psychologist to propose that autism was environmentally determined.
A)Bender
B)Lovaas
C)Fester
D)Kanner
Q4) Name three of the residential options for adults with autism spectrum disorders.
Q5) What is supported competitive employment?
Q6) Describe 3 disadvantages of sheltered workshops?
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Chapter 10: Individuals With Speech and Language Impairments
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Q1) Why might a family consult with a genetic counselor?
A)They have two children with acquired communication disorders.
B)Their preschool child has a developmental language delay.
C)Their child was born prematurely.
D)They have more than one child with a congenital communication disorder.
Q2) Intervention for young children with speech and language impairments should begin when a child enters kindergarten.
A)True
B)False
Q3) A 7-year-old boy with a speech impairment makes the following statement to his mother. "I hur my han when I wan into the fence." The boy was attempting to say "I hurt my hand when I ran into the fence." This child is demonstrating the speech production errors of
A)addition and substitution.
B)addition and omission.
C)substitution and distortion.
D)substitution and omission.
Q4) Differentiate between receptive and expressive language.
Page 12
Q5) Differentiate between speech, language, and communication.
Q6) What is communication?
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Chapter 11: Individuals With Hearing Impairments
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Sample Questions
Q1) How is manual communication different from oral communication?
A)They are different terms for the same approach to learning language skills.
B)Manual uses the hands (e.g., sign language) and oral uses speech, etc.
C)Manual and oral both use sign language and speech reading.
D)Manual and oral both use facial expressions and residual hearing.
Q2) Research suggests that older students who have hearing impairments do not have any delays in their overall social-emotional growth (developing friendships) as compared to students who do not have hearing impairments.
A)True
B)False
Q3) The degree of hearing loss can be measured in decibels and the frequency of the sound described in
A)sprint
B)verizon
C)avis
D)hertz
Q4) Fingerspelling is a viable alternative to spoken language.
A)True
B)False
Q5) Name the three connected sections of the ear.
Page 14
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Chapter 12: Individuals With Visual Impairments
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Sample Questions
Q1) Braille symbols consist of _______ possible dots arranged in two columns.
A)four
B)six
C)eight
D)ten
Q2) A functional vision assessment, while important, isn't performed until after other educational evaluations have been completed.
A)True
B)False
Q3) In which year was the first residential school for the blind opened in the U.S.?
A)1784
B)1831
C)1829
D)1832
Q4) The IEP team is responsible for determining
A)a student's access to community services
B)accommodations for statewide assessments
C)a student's level of visual acuity
D)a student's visual field
Q5) What are three refractive errors that impact vision?
Page 15
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Chapter 13: Individuals With Physical Disabilities, Health
Disabilities, and
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Q1) In students with traumatic brain injury, motor skills generally improve first and higher-order cognitive skills improve last.
A)True
B)False
Q2) Students with Duchenne muscular dystrophy are often unable to walk beginning at the age of _____.
A)5-6 years
B)8-9 years
C)10-12 years
D)14-16 years
Q3) All of the following are examples of functional effects of a disability, EXCEPT:
A)Motivation
B)Sensory loss
C)Fatigue and lack of endurance
D)Processing issues
Q4) What limbs are adversely affected with diplegia?
A)All four limbs but the arms are more affected than the legs.
B)The limbs on the same side of the body.
C)All four limbs but the legs are more affected than the arms.
D)Only the legs are affected.
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Chapter 14: Individuals Who Are Gifted and Talented
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Q1) ________proposed a Three Ring Model of giftedness,
A)Ross
B)Renzulli
C)Marland
D)Piirto
Q2) Do you think that children who are gifted should be grouped in an academic setting by ability? What may be some advantages to doing so? What may be some disadvantages?
Q3) Some have argued that gifted and talented children should be given a different label because the word "gifted" carries some negative connotation. What might be the strongest argument against changing this label?
A)Any label given to a group of students will acquire some negative connotation
B)The word "gifted" best describes this group of students
C)Changing the label would require many expensive changes to legislation
D)Educators are comfortable with the word "gifted"
Q4) Briefly describe the importance of preassessment in the education of gifted and talented students
Q5) List the three traits of Renzulli's model of giftedness.
Q6) What are two things school personnel might do to encourage gifted and talented girls?
Page 17
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