Introduction to Special Education Test Questions
Course Introduction
Introduction to Special Education provides an overview of the principles, policies, and practices involved in educating students with diverse learning needs. The course explores the history and legal foundations of special education, including major laws such as IDEA and Section 504, while examining the characteristics of various disabilities. Students learn about evidence-based strategies for supporting individualized instruction, collaboration with families and professionals, and the development of individualized education programs (IEPs). Emphasis is placed on fostering inclusive classrooms, understanding cultural diversity, and advocating for equitable educational opportunities for all learners.
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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Page 2
Chapter 1: An Introduction to Special Education
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Sample Questions
Q1) The section of the IEP that describes how the student is currently doing in school is called
A) annual goals.
B) current performance.
C) participation with nondisabled children.
D) special education and related services.
Answer: B
Q2) Compare and contrast the terms exceptional, handicapped, and disabled.
Answer: Students should touch on several of the following points:
\(\bullet\) All of these terms indicate some uniqueness that affects the learning situation, whether internal or external to the individual.
\(\bullet\) The term exceptional includes gifted students as well as those with sensory impairments.
\(\bullet\) A handicap is a limitation imposed by the environment surrounding a person with a disability.
\(\bullet\) A disability is a physical or mental condition.
\(\bullet\) A person might have a physical or sensory disability and be described as exceptional but not be handicapped.
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3
Chapter 2: The Special and General Education Relationship:
New Trends and Challenges
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Sample Questions
Q1) Which of the following is NOT an area addressed in the No Child Left Behind legislation?
A) States must develop curriculum standards in science and social studies.
B) States must develop tests for all students in grades 3-8 to test performance on curriculum standards.
C) All teachers must be highly qualified.
D) Parents will be allowed school choice if their children are in failing schools.
Answer: A
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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Chapter 3: Risk Factors and Early Intervention
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Sample Questions
Q1) Which of the following statements about the mother's age is true?
A) Older pregnant women will probably have poorer prenatal assistance than younger mothers-to-be.
B) Very young mothers are at greater risk of having a child with Down syndrome.
C) Maternal nutrition tends to have little connection with a newborn's size, health, and weight.
D) Younger mothers-to-be tend to be less responsive to their infant's cues.
Answer: D
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) Young children who qualify for early intervention under IDEA include those
A) with identified disabilities.
B) who are categorized as developmentally delayed.
C) who are at risk.
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) Which of the following terms describes a parent support group that links experienced parents of young children with disabilities to parents who are new to programs and procedures?
A) Support model
B) Parent-to-parent model
C) Parent assistance team
D) Networking model
Q2) 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.
Q3) Interpreters who work with teachers and families
A) are often not familiar with the terminology of special education, including the disability itself.
B) are usually competent, experienced, and well-paid.
C) are usually available in a range of languages and dialects.
D) must be licensed and certified.
Q4) In what ways can culture affect a family's reaction to a child with a disability? Give examples of your answer.
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Chapter 5: Children With Learning Disabilities
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Sample Questions
Q1) Responsiveness to intervention refers to
A) level of appropriate behavior in the classroom setting.
B) student's grades prior to special education referral.
C) the difference between a student's performance in special education classroom and the general education classroom.
D) the student's performance after receiving research-based interventions in the general education classroom.
Q2) What is strategy instruction? Give examples. What are the arguments for and against its use with students with learning disabilities?
Q3) Which of the following statements about reading fluency is NOT true?
A) Reading fluency is the rate of accurate reading.
B) Rapid naming is a component of reading fluency.
C) Reading fluency is more of a status symbol for children than an indicator of reading ability.
D) One intervention used to develop reading fluency is repeated readings.
Q4) What are some of the factors involved in the large increase in children identified as learning disabled?
Q5) What is known about internal and external causes of learning disabilities?
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Chapter 6: Children With Intellectual Disabilities
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Sample Questions
Q1) What collaboration is necessary for a student with intellectual disabilities to achieve inclusion in a regular classroom and transition to life after school?
Q2) Adaptive behavior instruments
A) are mainly completed by the person being evaluated.
B) are based on videotaped sequences of the person being evaluated.
C) rely on the input of a parent, caregiver, or teacher.
D) are not necessary for determining whether a young child has intellectual disabilities.
Q3) The leading preventable cause of intellectual disabilities in the United States is A) Down Syndrome.
B) Fetal Alcohol Syndrome.
C) physical abuse and neglect.
D) hydrocephalus.
Q4) The use of a computer to model real-life situations is best described as A) tutorial.
B) drill and practice.
C) simulation.
D) word processing.
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8
Chapter 7: Children With Severe Disabilities
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Sample Questions
Q1) How does the process of transition from school to work apply to persons with severe disabilities? What are some of the specific issues that need to be addressed?
Q2) Because of the importance of decision making in life goals and activities, recent research is carefully examining ways to
A) best determine the preferences of individuals with severe disabilities. B) discover systematic ways of presenting choices to individuals with severe disabilities. C) create response opportunities so that individual preference can be reliably and clearly demonstrated.
D) All of the above.
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.
Q4) What is a functional curriculum? How is the content of a functional curriculum determined?
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9
Chapter 8: Children With Behavior Disorders
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Sample Questions
Q1) Why have there been calls for an alternative definition for behavior disorders? What features would be included in an alternative definition?
Q2) The term used in IDEA to describe students whose behavior qualifies them for special education services is
A) emotional disturbance.
B) emotional handicap.
C) behavior disordered.
D) behavior handicap.
Q3) 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?
Q4) The dimension of behavior that refers to its magnitude is A) rate.
B) intensity.
C) duration.
D) age-appropriateness.
Q5) What are some of the major systems of classifying behavior disorders and how are they used?
Q6) Why is Achenbach and Edelbrock's system of classification useful for teachers?
Page 10
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Chapter 9: Children With Autism Spectrum Disorders
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Sample Questions
Q1) 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.
Q2) Why is early intervention so important for children with autism? Identify two characteristics of effective early intervention for this population.
Q3) In what percentage of children with autism do symptoms arise in toddlerhood rather than in infancy?
A) 30 percent
B) 50 percent
C) 75 percent
D) 100 percent
Q4) Most children with autism would tend to become extremely upset by
A) changes in a daily routine.
B) his or her mother's absence.
C) difficulty in learning a new academic task.
D) inability to make new friends.
Q5) Describe applied behavior analysis (ABA) and its use with children with autism.
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Chapter 10: Children With Communication Disorders
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Sample Questions
Q1) Which of the following characteristics best describes students with language impairment?
A) Most of these students have normal sensory and motor functions.
B) Most of these students have below average intellectual potential.
C) The primary condition of these students involves a combination of several disabilities.
D) The difficulties these students have are consistent throughout their schooling.
Q2) Which component of language governs how a word's meaning may be changed by adding prefixes and suffixes, how tense is determined, and how plurality is indicated?
A) Phonological
B) Morphological
C) Syntactic
D) Allegorical
Q3) Speech disorders can consist of all of the following EXCEPT
A) phonological (or articulation) impairments.
B) fluency impairments.
C) auditory impairments.
D) voice impairments.
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Chapter 11: Children Who Are Deaf and Hard of Hearing
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Sample Questions
Q1) 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.
Q2) Which statement about students with slight to moderate hearing loss is correct?
A) They are more likely than students with severe loss to be served in special day classes, segregated from their hearing peers.
B) In general, they achieve at the same level as students with more severe loss.
C) They can often keep pace with their classmates in general education classrooms by using their residual hearing.
D) They tend to be diagnosed as adults.
Q3) How is language acquisition affected by a hearing loss or deafness?
Q4) Which statement about middle ear infections is NOT correct?
A) They are usually accompanied by fever, pain, and itching.
B) They can be effectively treated with antibiotics.
C) Chronic cases can be treated by inserting small tubes in the eardrum.
D) They need not be treated unless fluid drips from the ear.
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Page 13
Chapter 12: Children Who Are Blind or Have Low Vision
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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) How might a family respond to visual impairment of a family member?
Q3) A device that increases visual access to print for the student with visual impairment is the
A) closed-circuit television (CCTV).
B) Braillewriter.
C) talking sign.
D) global positioning satellite.
Q4) How might a visual impairment affect a child in one of the following areas: cognitive, physical, or language development?
Q5) How have technological advances facilitated learning for persons with visual impairments?
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Chapter 13: Children With Physical Disabilities and Health Impairments
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Sample Questions
Q1) Describe the steps a teacher should take to integrate a student with physical disabilities into the classroom.
Q2) One of the most common causes of death in children with muscular dystrophy is:
A) epileptic seizures.
B) malnutrition.
C) respiratory failure.
D) physical accidents and injury.
Q3) 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
Q4) 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.
Q5) 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.
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Chapter 14: Children Who Are Gifted and Talented
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Sample Questions
Q1) 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.
Q2) 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.
Q3) Which teaching procedure operates under the assumption that all students are learners and teachers, and that all have an equal responsibility to explain to others and discuss with others?
A) Direct instruction
B) Cooperative learning
C) Constructivism
D) Stage (or developmental) theory
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Page 16