Introduction to Special Education Review
Questions
Course Introduction
Introduction to Special Education provides an overview of the principles, laws, and practices related to educating students with diverse learning needs. The course explores the history and foundations of special education, characteristics of various disabilities, and the legal rights of individuals with disabilities under federal and state laws such as IDEA and ADA. Students learn about the processes of identification, assessment, and the development of Individualized Education Programs (IEPs), as well as effective teaching strategies that support inclusion and differentiation. Emphasis is also placed on collaboration with families, teachers, and other professionals to create supportive learning environments that foster success for all students.
Recommended Textbook
Exceptional Children and Youth 5th Edition by Nancy Hunt
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14 Chapters
520 Verified Questions
520 Flashcards
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Chapter 1: An Introduction to Special Education
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39 Verified Questions
39 Flashcards
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Sample Questions
Q1) The term that is widely accepted in special education to describe students with conditions such as blindness, giftedness, intellectual disabilities, or learning disabilities is A) exceptional.
B) disabled.
C) handicapped.
D) special.
Answer: A
Q2) How might educators describe the supports needed by students with IEPs in the general education classroom?
Answer: Students might focus on the Framework of Support, with its goals for the student of access to the core curriculum and social integration through differentiated teaching, or on the Unified Plans of Support, specifying academic adaptations and communication and social supports.
Q3) Which four exceptionalities have the highest prevalence?
Answer: Students should mention specific learning disabilities, behavior disorders, communication disorders, and mental retardation as generally considered to be the conditions with highest prevalence.
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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) Which of the following is identified as a purpose of progress monitoring?
A) to identify students in need of additional or different forms of instruction.
B) to design stronger instructional programs.
C) to achieve better learning outcomes for students.
D) all of the above.
Answer: D
Q2) Which of the following factors is NOT identified as associated with overrepresentation in special education?
A) ethnicity
B) gender
C) socioeconomic status
D) age
Answer: D
Q3) Obstacles to the special education student's progress in the general education classroom can be met by
A) curriculum modifications.
B) consultation and collaboration.
C) co-teaching and classroom tutoring.
D) All of the above.
Answer: D
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Chapter 3: Risk Factors and Early Intervention
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43 Verified Questions
43 Flashcards
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Sample Questions
Q1) Low-birthweight babies are those who are born weighing
A) less than 4 pounds.
B) less than 5 ½ pounds.
C) 2 pounds less than the current average for babies born in a region.
D) less than 2 pounds.
Answer: B
Q2) Which of the following is not one of the categories of biological risk?
A) Postnatal
B) Prenatal
C) Perinatal
D) Preconceptional
Answer: D
Q3) Symptoms associated with fetal alcohol syndrome typically include tendencies toward all of the following EXCEPT
A) hyperactivity, impulsivity, and inattentiveness.
B) altered facial features such as widely spaced eyes and upturned nose.
C) developmental delays in language and cognition.
D) abuse of alcohol when the infant reaches adolescence.
Answer: D
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Page 5
Chapter 4: Families of Children With Disabilities
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33 Verified Questions
33 Flashcards
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Sample Questions
Q1) The foundation of family systems theory is the idea that
A) the family is a system that can be changed by external events.
B) no one member of the family is as strong as the family unit.
C) what happens to one family member affects all other family members.
D) family interaction is affected by characteristics of the child's disability.
Q2) Which of the following is NOT a step toward cultural reciprocity?
A) Identify the cultural values that are embedded in your interpretation of a student's difficulties or in the recommendation for service.
B) Find out whether the family being served recognizes and values these assumptions, and, if not, how their view differs from yours.
C) Try to convince parents of the validity of your point of view.
D) Set about determining the most effective way of adapting your professional interpretations or recommendations to the value system of this family.
Q3) 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.
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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 of the following areas is NOT identified in the IDEA definition of a learning disability?
A) Oral expression
B) Mathematics reasoning
C) Reading comprehension
D) Spelling
Q2) Which of the following is NOT essential to the reading process?
A) Enjoying the reading process
B) Analyzing words
C) Comprehending what one reads
D) Metacognition
Q3) What is known about internal and external causes of learning disabilities?
Q4) Which word-analysis strategy do poor readers tend to use most often?
A) Context clues
B) Guessing
C) Sight words
D) Phonic analysis
Q5) What is reading fluency, and what is the nature of interventions to improve reading fluency?
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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) Which of the following factors is NOT considered part of the complex overrepresentation issue?
A) Teacher and school authority bias
B) The unequal distribution of school resources
C) Interpretations of actions related to testing policies
D) Learning characteristics of the children
Q2) What is the educator's role in transitioning an adolescent with intellectual disabilities into the community?
Q3) Curriculum decisions for students with intellectual disabilities should be based on
A) the anticipated outcomes or life goals of the student.
B) selection of the best alternative curriculum available at the school.
C) the general education curriculum.
D) student performance on standardized test scores.
Q4) The most common genetic condition resulting in intellectual disabilities is
A) phenylketonuria
B) Tay-Sachs disease
C) lead poisoning
D) Down Syndrome
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Chapter 7: Children With Severe Disabilities
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30 Verified Questions
30 Flashcards
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Sample Questions
Q1) Which of the following terms refers to an emphasis on conventional or normal behavior and attitudes in all aspects of the education, socialization, and other life experiences of people with severe and profound retardation?
A) Normalization
B) Integration
C) Functionalism
D) Mainstreaming
Q2) Current applications of technology for individuals with severe disabilities include using CD-ROM technology to provide students with opportunities
A) to identify preferences in school or work activities.
B) to match appropriate clothing for the work environment.
C) to follow instruction for cooking dinner.
D) to watch movies during social gatherings.
Q3) Two categories of environmental support for individuals with severe disabilities are A) structured supports and nonstructured supports.
B) person-centered supports and family-centered supports.
C) formal supports and natural supports.
D) work-related supports and independent living supports.
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9
Chapter 8: Children With Behavior Disorders
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36 Flashcards
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Sample Questions
Q1) Which of the following is NOT a criterion for emotional disturbance?
A) A pervasive mood of unhappiness or depression
B) A tendency to develop physical symptoms or fears associated with personal or school problems
C) Aggressive behaviors toward oneself or others
D) Inability to build or maintain satisfactory interpersonal relationships with peers or teachers
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) On average, children are identified with behavior disorders
A) during the preschool years, between the ages of 3 and 5.
B) in the early elementary years.
C) during middle school, particularly in grades 7 and 8.
D) at the age of 16.
Q4) Assessment of a student with behavior disorders
A) is usually done only by a physician.
B) rarely includes information from a family member.
C) increasingly depends on rating scales and observations.
D) is typically done prior to school entry.
Page 10
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Chapter 9: Children With Autism Spectrum Disorders
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32 Flashcards
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Sample Questions
Q1) Activities such as twirling objects and flapping one's hands in front of one's face are examples of
A) echolalia.
B) repetitive behaviors.
C) self-abusive behaviors.
D) stereotypic behaviors.
Q2) Explain the two primary challenges for families of young children exhibiting behaviors characteristic of autism.
Q3) Applied behavior analysis (ABA) is
A) not considered a valid method for individuals with autism.
B) one of the most successful approaches for individuals with autism.
C) focused primarily upon a student's play behaviors.
D) is considered to be a language-based intervention.
Q4) 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.
Q5) How can the recent dramatic increase in the number of cases of autism be explained?
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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) The part of language that is related to meaning is called A) pragmatics.
B) semantics.
C) communication.
D) phonology.
Q2) Which of the following assessment practices is NOT an approach used by speech-language pathologists?
A) Parent/staff/student interviews
B) Checklists and developmental scales
C) Cognitive abilities tests
D) Portfolio assessment
Q3) Speech-language pathologists engage in all of the following activities EXCEPT A) determine what might have caused the problem.
B) clarify the problem for the student and family.
C) conduct the psychological and medical diagnoses.
D) treat children with language impairments.
Q4) Define standardized assessment and ecological assessment and contrast the usefulness of the two forms of assessment for determining language competence.
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Page 12
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 so severe that a child experiences difficulty in processing linguistic information through hearing, with or without amplification, is
A) acoustic loss.
B) deafness.
C) hearing impairment.
D) hard of hearing.
Q2) Which statement is true of most people with hearing loss?
A) They are totally deaf.
B) They have residual hearing.
C) They have no ability to make sounds.
D) They have higher than average sensory abilities in other areas.
Q3) The professional whose specialty is diseases of the ear is the
A) pediatrician.
B) ophthalmologist.
C) otologist.
D) language pathologist.
Q4) What are some of the characteristics of early intervention with children who are deaf or hard of hearing?
Q5) How is language acquisition affected by a hearing loss or deafness?
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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) Which statement about educational definitions of blindness is correct?
A) They primarily rely on measures of visual acuity.
B) They are primarily based on how a student uses his or her vision in an educational setting.
C) They are used to determine the type of educational placement that is most appropriate for a child.
D) They are somewhat misleading because someone who is considered "educationally blind" may actually have a good deal of functional vision.
Q2) Visual acuity of 20/200 means that a person sees at
A) 200 feet what a normally sighted person sees at 20 feet.
B) 100 feet what a normally sighted person sees at 10 feet.
C) 20 feet what a normally sighted person sees at 200 feet.
D) 10 feet what a normally sighted person sees at 100 feet.
Q3) Describe the concept of the expanded core curriculum and areas of potential modification to curricula for students with visual impairments.
Q4) How might a visual impairment affect a child in one of the following areas: cognitive, physical, or language development?
Q5) How might a family respond to visual impairment of a family member?
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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) A disruption in the normal pattern of electricity along the nerve pathways of the brain that results in an unorganized burst of electric impulses is called
A) spina bifida.
B) hydrocephalus.
C) electro-disorder syndrome.
D) a seizure.
Q2) Describe ways in which technology may be used to meet the communication needs of children with physical disabilities. Give specific examples and explain how the technology is used.
Q3) The effects of a spinal cord injury depends primarily upon the
A) age of the child when the injury occurred.
B) part of the spine where the injury occurred.
C) type of accident that caused the injury.
D) child's attitude toward the injury and recovery process.
Q4) Which of the following statements about cerebral palsy is true?
A) A combination of types of cerebral palsy is the most common.
B) Dyskinesia is the most common type.
C) Spasticity is the most common type.
D) Ataxia is the most common type.
Page 15
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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) Achievement and IQ tests have been criticized as being too narrow in focus to use in the identification of giftedness because
A) they concentrate on divergent thinking.
B) they focus on the traditional areas of analytic abilities and linguistic and logico-mathematical reasoning.
C) they are time-consuming and expensive to administer.
D) All of the above.
Q2) Some indicators of giftedness include
A) learning rapidly, easily and efficiently.
B) going beyond the minimum required with assignments.
C) are behaviors that teachers find irritating (e.g. misbehaving or turning in incomplete work).
D) all of the above.
Q3) The federal definition of giftedness set forth in P.L. 103-382 includes all of the following areas EXCEPT
A) sports-related performance.
B) creativity.
C) leadership capacity.
D) academic competence.
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