Foundations of Special Education Final Exam Questions
Course Introduction
Foundations of Special Education provides an overview of the historical, legal, and philosophical bases of special education, with an emphasis on understanding disability categories, legislation such as IDEA and Section 504, and the development of inclusive educational practices. The course explores the roles and responsibilities of educators, families, and related service personnel in identifying, assessing, and supporting students with diverse learning needs. Students will examine cultural, social, and ethical considerations essential to creating equitable learning environments, fostering collaboration, and implementing evidence-based instructional strategies that address the unique strengths and challenges of exceptional learners.
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Exceptional Learners 1st Canadian Edition by Daniel Hallahan
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15 Chapters
1425 Verified Questions
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Chapter 1: Exceptionality and Special Education
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Sample Questions
Q1) Older teenagers with exceptionalities are more likely to receive education in special and separate environments for all of the following reasons EXCEPT
A)They tend to have more severe exceptionalities.
B)Regular classes may not be available for these students in all school systems.
C)These students typically exhibit conduct disorder.
D)Educational programs are often offered off high school campuses.
Answer: C
Q2) Of the following,the special education intervention that highest level of specialization is
A)instruction by an itinerant teacher.
B)instruction by a resource teacher.
C)consultation by a special educator.
D)instruction in a self-contained special education classroom.
Answer: D
Q3) There is a clear distinction between "at risk" and "exceptional."
A)True
B)False
Answer: False
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Chapter 2: Current Trends and Issues
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Q1) Activists feel that it would be good for the public to believe that all people with exceptionalities are alike,as such homogeneity would make it easier to join forces on specific issues.
A)True
B)False
Answer: False
Q2) Activists of the disability rights movement agree on the ways in which the lives of individuals with exceptionalities can be improved.
A)True
B)False
Answer: False
Q3) In comparison to early childhood educators,who deal primarily with the population of children without exceptionalities,early interventionists in special education are more likely to
A)encourage free exploration of the environment.
B)endorse the philosophy of Piaget.
C)advocate a developmental approach.
D)recommend a teacher-directed approach.
Answer: D
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Page 4
Chapter 3: Multicultural and Bilingual Aspects of Special Education
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Sample Questions
Q1) The twin pursuits of equality and fairness have led educational reformers toward four instructional goals including
A)developing segregated programs for students of cultural minorities.
B)teaching tolerance and appreciation of difference.
C)ensuring that all students receive identical methods of instruction.
D)maintaining low expectations for students of cultural minorities.
Answer: B
Q2) Standardized testing approaches to assessment usually take cultural diversity into account.
A)True
B)False
Answer: False
Q3) Some exceptionalities are genetically linked to ethnicity.
A)True
B)False
Answer: True
Q4) Some ethnic minorities are under-represented in special education. A)True
B)False Answer: True
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Chapter 4: Parents and Families
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Sample Questions
Q1) It is suggested that social support be integrated with positive behavioural support specifically in the case of children with A)Down syndrome.
B)emotional or behavioural disorders.
C)learning disabilities.
D)physical disabilities.
Q2) The degree to which families are able to change their modes of interaction when they encounter unusual or stressful situations refers to A)acceptance.
B)cohesion.
C)adaptability.
D)compassion.
Q3) Which family member is most likely to experience feelings of guilt regarding a child with an exceptionality?
A)mother
B)father
C)sister
D)brother
Q4) Describe the family systems approach to intervention.
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Chapter 5: Learners With Intellectual Disabilities
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Sample Questions
Q1) Effective transition programs for students with intellectual disabilities involve A)direct instruction in reading and math.
B)community adjustment and employment.
C)vocational training and behaviour modification.
D)functional academics and family counselling.
Q2) The functioning of individuals with intellectual disabilities can be improved A)only if they are able to learn to read.
B)if they receive sufficient environmental support.
C)if they are willing to exert enough effort.
D)if their genetic makeup allows them to improve.
Q3) Distinguish between intelligence and adaptive behaviour,giving examples of tasks that are representative of each.Why is adaptive behaviour included in the definition of intellectual disabilities?
Q4) Once diagnosed with an intellectual disability,a person's functioning generally does not improve throughout their lifespan.
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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Sample Questions
Q1) The increase in the prevalence of learning disabilities is due primarily to poor diagnostic practices.
A)True
B)False
Q2) Pragmatics is the study of
A)word order within sentences.
B)the sound structure of words.
C)the meaning of language.
D)language use in social settings.
Q3) Freda,Sam,and Liz are 8th grade students with learning disabilities.Which one of the following statements best illustrates the concept of intraindividual variation?
A)Freda scores high in math,but not in spelling.
B)In comparison to 8th graders nationally,Sam scores lower in reading and written expression.
C)In comparison to Freda and Sam,Liz has higher achievement in math.
D)Liz has lower reading scores than any of the nondisabled students in her class.
Q4) Describe two reasons why defining learning disabilities has been so problematic.
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8
Chapter 7: Learners With Attention Deficit Hyperactivity
Disorder
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Sample Questions
Q1) Myths that exist to explain hyperactivity or ADHD include all of the following EXCEPT
A)consumption of sugary drinks.
B)ingesting artificial food colouring.
C)watching too much television
D)exposure to high levels of methane.
Q2) Each of the following is a diagnostic characteristic of predominantly inattentive ADHD EXCEPT
A)often does not seem to listen when spoken to directly.
B)often talks excessively.
C)often has difficulty organizing for tasks or activities.
D)is easily distracted by extraneous stimuli.
Q3) Gender differences in identification of ADHD have been shown to be due primarily to bias as opposed to biological differences.
A)True
B)False
Q4) Most authorities in the area of ADHD are opposed to the use of Ritalin.
A)True
B)False
Q5) Describe the four components used in the assessment of ADHD
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Chapter 8: Learners With Emotional or Behavioural Disorders
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Sample Questions
Q1) Each of the following statements about biological causes of E/BD is true EXCEPT
A)if a disorder has a biological cause it can still be an emotional or behavioural disorder.
B)causes are usually exclusively biological or exclusively psychological.
C)medical treatment is seldom sufficient to resolve the problem.
D)medical or biological approaches are sometimes of little or no benefit.
Q2) On standardized achievement tests,most students with E/BD perform A)at grade level.
B)above grade level.
C)at mental age level.
D)below grade level.
Q3) Why do estimates of the prevalence of E/BD vary so much across different studies?
Q4) Each of the following are examples of cultural conditions that may predispose children to develop E/BD EXCEPT
A)availability of health care services.
B)a child's temperament.
C)level of violence depicted in the media.
D)number of children living in poverty.
Q5) Describe three specific strategies that Mr.Larson could use with Glenn.
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Chapter 9: Learners With Communication Disorders
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Sample Questions
Q1) The social interaction,or pragmatic,theory of language development suggests that A)comprehending language is more important than producing language.
B)language is taught by direct instruction and arrangement of consequences.
C)language development is easily separated from social and cognitive development.
D)the natural environment may be arranged to teach more effective language.
Q2) Standardized tests of language are of most use in
A)comparing the child's abilities in certain areas to those of other children.
B)planning an intervention program.
C)assessing a child's language progress.
D)making behavioural observations in a variety of settings.
Q3) What type of communication disorder does Ruth appear to have?
A)fluency
B)language
C)speech
D)apraxia
Q4) Language variations (such as Newfoundland English and AAC)can put students at a disadvantage in using language in an academic context.
A)True
B)False
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Chapter 10: Learners Who Are Deaf or Hard of Hearing
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Sample Questions
Q1) Pure-tone audiometry establishes
A)detection and understanding of speech.
B)threshold for hearing at various frequencies.
C)kinds of hearing tests to be used.
D)presence of the Moro reflex.
Q2) Cochlear implants are recommended for those
A)with moderate conductive hearing impairment.
B)with severe to profound sensorineural bilateral loss.
C)younger than 6 months old.
D)with severe mixed hearing impairment.
Q3) The type of loss that Max has is associated with impairment of which part of the hearing mechanism?
A)outer ear
B)middle ear
C)inner ear
D)brain stem
Q4) Many within the Deaf community view themselves as bilingual.
A)True
B)False
Q5) Describe four factors that demarcate the Deaf community as a true culture.
Page 12
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Chapter 11: Learners With Blindness or Low Vision
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Sample Questions
Q1) Explain why there is a common misconception that people who are blind develop an "extra sense."
Q2) A common criticism of legal definitions of blindness is that visual acuity
A)is difficult to measure objectively.
B)doesn't predict how well people use their remaining sight.
C)is defined in different ways by different professionals.
D)doesn't provide information about the cause of blindness.
Q3) For students who have a visual impairment,itinerant teacher services
A)are typically provided in the general education classroom.
B)require that students attend a specialized program.
C)prohibit them from fully participating in school.
D)cannot generally handle the large number of diagnosed students.
Q4) Magnifying devices for close vision include all of the following EXCEPT
A)closed circuit television scanners.
B)hand held magnifiers.
C)glasses.
D)large print books.
Q5) Kelsey is more likely than Kyle to evidence stereotypic behaviours.
A)True
B)False
Page 13
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Chapter 12: Learners With Autism Spectrum Disorder
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Sample Questions
Q1) Autism spectrum disorders are presently believed to have a neurological basis. A)True
B)False
Q2) Autism spectrum disorder and pervasive developmental disorder are characterized by varying degrees of impairment in each of the following areas EXCEPT
A)social interactions.
B)gross motor skills.
C)communication of ideas and feelings.
D)repetitive and stereotyped patterns of behaviour.
Q3) People with autism have a high incidence of brain seizures and cognitive deficits. A)True
B)False
Q4) A disorder characterized by normal development for up to 4 years,followed by regression and intellectual disabilities,and that is much more common among females is
A)Asperger syndrome.
B)Rett syndrome.
C)childhood disintegrative disorder.
D)pervasive developmental disorder.
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Chapter 13: Learners With Low Incidence, Multiple, and Severe Exceptionalities
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Sample Questions
Q1) Each of the following characteristics are essential features of appropriate education for students with TBI EXCEPT
A)emphasis on catching up to academic content,rather than spending time trying to develop basic cognitive skills.
B)assistance with transition from a hospital or rehabilitation centre to the school.
C)educational procedures to help solve problems in focusing and sustaining attention for long periods.
D)an IEP concerned with cognitive,social/behavioural,and sensory-motor domains.
Q2) With intensive instruction,many persons with severe and multiple exceptionalities are able to live independently or semi-independently.
A)True
B)False
Q3) Write a case description of an individual with traumatic brain injury (TBI)that illustrates (by example)four possible effects of TBI.
Q4) Explain why hand-under-hand guidance is often recommended as an alternative to hand-over-hand guidance.
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Chapter 14: Learners With Physical Disabilities and Other Health Impairments
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Sample Questions
Q1) The intelligence of students with conditions affecting the musculoskeletal system is
A)lower than average.
B)unaffected.
C)higher than average.
D)indeterminate.
Q2) In addition to its effect on the immune system,AIDS poses all of the following threats to children EXCEPT
A)intellectual disabilities.
B)emotional or behavioural disorders.
C)seizures.
D)muscular dystrophy.
Q3) Cerebral palsy is
A)a neurological disease.
B)subject to frequent remission.
C)sometimes contagious.
D)a non-progressive disorder.
Q4) Many students with seizure disorders have other exceptionalities.
A)True
B)False
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Chapter 15: Learners With Special Gifts and Talents
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Sample Questions
Q1) Acceleration is most often used with students who A)live in rural areas.
B)have culturally diverse backgrounds.
C)are extremely intellectually precocious.
D)are artistically,rather than intellectually,gifted.
Q2) According to the authors,the multiple intelligence theory of Howard Gardner
A)is most closely aligned with special education theory.
B)has few proven applications to teaching.
C)is the best way to view intelligence.
D)is a very unpopular theory.
Q3) In the United States,federal reports and legislation have assumed that the prevalence of giftedness in the school population is about
A)1 to 2%.
B)3 to 5%.
C)10 to 12%.
D)15 to 20%.
Q4) Genetic factors contribute to giftedness.
A)True
B)False
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