Foundations of Special Education Exam Review
Course Introduction
Foundations of Special Education explores the historical, philosophical, and legal underpinnings of special education, emphasizing the evolution of services and supports for individuals with disabilities. The course examines key federal and state legislation, such as IDEA and Section 504, and introduces students to the diverse categories of disabilities, principles of inclusion, and individualized educational planning. Through an overview of current trends, best practices, and collaboration with families and professionals, students gain a broad understanding of the ethical and practical considerations in providing equitable educational opportunities for all learners.
Recommended Textbook
Exceptional Children and Youth 5th Edition by Nancy
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14 Chapters
520 Verified Questions
520 Flashcards
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Page 2
Hunt
Chapter 1: An Introduction to Special Education
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39 Verified Questions
39 Flashcards
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Sample Questions
Q1) In the Rowley decision the Supreme Court ruled that
A) catheterization by a school nurse is considered a "related service."
B) "separate but equal" is inherently unequal.
C) "appropriate" education does not mean that a student reaches his or her maximum potential.
D) the use of culturally biased assessment practices denies a person due process. Answer: C
Q2) Describe the impact of normalization on people with disabilities.
Answer: Parent groups developed and took an active advocacy role-for example, LDA (formerly ACLD) and ARC. Students might include the following major trends as part of their
\(\bullet\) Persons with disabilities were "released" from institutions.
\(\bullet\) Group homes evolved in local communities.
\(\bullet\) Funding for services and training of professionals increased.
\(\bullet\) Lack of support (funding and services) for normalization may have resulted in some people with disabilities living in shelters or on the street.
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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) Alternative assessments for students with disabilities
A) can be given to all children served in self-contained classrooms.
B) often take the form of a portfolio or other means of documenting performance samples of the student.
C) do not have to demonstrate a relationship between the student's learning and state content standards.
D) can be administered to no more than 18 percent of all students with disabilities.
Answer: B
Q2) The most familiar three-tiered model for providing instruction in schools is
A) Universal design for learning (UDL).
B) Response to Intervention (RTI).
C) Teacher-directed practices (TDP).
D) Peer-directed practices (PDP).
Answer: B
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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) Which statement about early intervention is correct?
A) It is a comprehensive set of services provided to children from one to eight years of age.
B) Its basic component is a professional who works collaboratively to minimize the child's risk status.
C) It seeks to establish the cause of a child's disability.
D) It was mandated by P.L. 94-142 for all developmentally delayed infants and toddlers (0-2 years old).
Answer: B
Q2) Which of the following procedures is used to provide information about the health of the fetus?
A) Chorionic villus sampling
B) Fetal heart monitoring
C) Amniocentesis
D) All of the above
Answer: D
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Chapter 4: Families of Children With Disabilities
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Sample Questions
Q1) Cultural competence is based on the skills of A) spoken and written language.
B) eagerness to learn and to change others' beliefs. C) awareness and communication.
D) reading and visual understanding.
Q2) Parents' discovery that their child is disabled
A) usually comes immediately after birth.
B) usually comes when the child encounters academic or social difficulties in school. C) affects parents differently, depending on the age at which the disability appears. D) is more readily accepted by immediate family members than by the extended family.
Q3) Compare and contrast the terms family, household, and extended family.
Q4) Many parents describe their initial reaction to the news that their daughter or son has a disability as A) shock.
B) anxiety.
C) grief.
D) anger.
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Chapter 5: Children With Learning Disabilities
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44 Verified Questions
44 Flashcards
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Sample Questions
Q1) Which statement about spelling errors made by students with learning disabilities is correct?
A) They tend to be phonetically similar to the actual word.
B) They are mainly found in the beginning sounds of the spelled words.
C) They are a function of failing to use context clues.
D) They tend to be associated with perceptual disorders.
Q2) Small-group instruction, response signals, choral responding, and corrective feedback are components of
A) whole language instruction.
B) direct instruction.
C) task analysis.
D) strategy instruction.
Q3) Choose and describe one of the five cognitive processes that may cause difficulties for students with learning disabilities.
Q4) Cognitive style
A) is another name for metacognition.
B) is genetically determined.
C) is a function of the dominant parent's child-rearing practices.
D) refers in part to the tempo at which tasks are approached.
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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) The most common genetic condition resulting in intellectual disabilities is A) phenylketonuria
B) Tay-Sachs disease
C) lead poisoning
D) Down Syndrome
Q2) The normal or bell-shaped curve represents
A) the range of intelligence scores that can be expected in the population.
B) the probability that a person will have a low IQ score.
C) the range of verbal ability in a representative group of children.
D) the distribution of adaptive skills for any given age.
Q3) Upon learning that their child has intellectual disabilities, parents tend to
A) express relief that the child has this condition rather than a physical or sensory disability.
B) know little about this disability and, as a result, fear the diagnosis.
C) fear a sudden death.
D) immediately recognize the child's strengths and abilities.
Q4) What are some of the learning difficulties experienced by persons with intellectual disabilities? Choose two and describe them, giving examples.
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Chapter 7: Children With Severe Disabilities
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30 Flashcards
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Sample Questions
Q1) Partial participation for people with severe disabilities enables them to A) observe others perform the task and then imitate them.
B) perform the parts of the skill or task that are within their ability range.
C) complete most of a task independently.
D) practice getting the task done.
Q2) Language instruction for individuals with severe disabilities should A) occur in controlled classroom settings.
B) avoid the complexities of nonverbal communication.
C) have as its goal the reduction of the student's repertoire of communicative functions.
D) promote generalized use of language.
Q3) Which statement about families with a profoundly disabled child is correct?
A) All go through the same sequence of stages when they learn of their child's condition.
B) They tend to accept the condition fairly quickly.
C) They are unable to have their child qualify for any special assistance until the child is five years old.
D) They tend to learn about the condition fairly soon after the child's birth.
Q4) What is a functional curriculum? How is the content of a functional curriculum determined?
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Page 9
Chapter 8: Children With Behavior Disorders
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36 Flashcards
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Sample Questions
Q1) For a child to be diagnosed as having ADHD, the symptoms must have appeared before age
A) three.
B) five.
C) seven.
D) ten.
Q2) What legal issues might be involved in a case in which a school district wants to suspend a student with behavior disorders? How might the case be handled appropriately?
Q3) The array of preventive and positive interventions designed to create and maintain a supportive and successful environment for individuals with behavior disorders is known as
A) behavior therapy.
B) positive behavioral support.
C) affective support treatment.
D) cognitive behavior modification.
Q4) Why have there been calls for an alternative definition for behavior disorders? What features would be included in an alternative definition?
Q5) 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) When we conduct a functional behavior analysis with a student with autism we assume that
A) undesirable behavior will be difficult to eliminate.
B) teaching an alternative behavior will involve changing cognitions.
C) there is little relationship between communication and behavior.
D) every behavior has a communicative intent.
Q2) When was autism first defined?
A) Around 1900
B) In the 1940s
C) In the 1960s
D) 1990
Q3) Describe the typical patterns of learning, speech, and behavior in children with autism.
Q4) Describe applied behavior analysis (ABA) and its use with children with autism.
Q5) Echolalia
A) often represents an attempt at direct communication on the part of the student with autism.
B) is usually nonfunctional communication.
C) is an attempt on the part of the student with autism to memorize language.
D) is a form of schizophrenic speech.
11
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Chapter 10: Children With Communication Disorders
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Sample Questions
Q1) It is important for teachers to be aware of the dialects used in their students' communities so they can
A) teach the students to avoid use of dialect.
B) refer students who use dialect to speech-language pathologists.
C) help parents understand the value of Standard English.
D) distinguish between a difference and a disability.
Q2) What is a language impairment and how can it affect a student's school performance?
Q3) Examples of AAC are
A) communication aids; such as charts, bracelets, and language boards.
B) electronic devices that can speak in response to entries on a keyboard or other methods of input.
C) the use of specialized gestures, sign language, or Morse code.
D) All of the above.
Q4) Which of the following is NOT an example of nonverbal communication?
A) Your dog scratches at the door to be let out.
B) Two friends glance at each other and smile.
C) A couple uses sign language on the subway.
D) A child with autism screams rather than coming into the classroom.
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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) Which of the following statements about sensorineural hearing loss is NOT true?
A) Understanding the cause of a hearing loss makes the process of adaptation easier for families.
B) Almost 90 percent of cases in children can be traced back to specific causal factors such as hereditary factors, meningitis, rubella, or prematurity.
C) The increase in the number of very low birthweight babies who survive may lead to an increase in the number of children with hearing loss.
D) Sensorineural hearing loss is more often associated with moderate to profound hearing loss than is conductive hearing loss.
Q2) The instructional approach that rests on the belief that children with hearing loss can learn to talk is called the
A) manual method.
B) oral communication approach.
C) residual enhancement method.
D) auditory method.
Q3) Discuss the controversy over different methods to teach deaf children how to communicate.
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13
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) Which statement about most people who are visually impaired is correct?
A) They cannot read print.
B) They come from homes where the parents are blind.
C) They are not totally blind.
D) They have related speech defects.
Q2) Which statement about teaching a child to use Braille is correct?
A) Instruction should begin long before the child enters school.
B) Instruction is best done by a parent.
C) Instruction should not include activities associated with a traditional basal reading series.
D) Instruction in Braille is recommended only for students who cannot read print, not for those who are legally blind.
Q3) Braille is
A) a variation of Morse code.
B) a specialized language of the blind.
C) a code rather than a language.
D) based on a series of twelve raised dots.
Q4) How might a visual impairment affect a child in one of the following areas: cognitive, physical, or language development?
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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) In the __________ , all interventions are delivered by one or two professionals, thus ensuring continuity for the child.
A) multidisciplinary model
B) transdisciplinary model
C) coordinated intervention model
D) unitary model
Q2) 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
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 is an open spine and/or neural tube defect?
A) Cerebral palsy
B) Neural folate deficiency
C) Spina bifida
D) HIV
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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) The term that is typically used to describe students who are gifted but whose performance in school is low is
A) gifted disabled.
B) gifted underachiever.
C) gifted learning handicapped.
D) gifted handicapped.
Q2) Renzulli proposed that giftedness was evident in A) high intellectual ability.
B) task commitment.
C) creativity.
D) All of the above.
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) Sternberg believes that developing wisdom in our students is important because A) students have difficulty seeing another person's point of view. B) he has developed an assessment to measure wisdom.
C) students are specifically taught to focus upon the common good.
D) the development of wisdom can be accelerated.
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