Introduction to Special Education Test Questions
Course Introduction
Introduction to Special Education provides an overview of the history, laws, and foundational concepts guiding educational services for individuals with disabilities. The course explores diverse categories of exceptionalities, including learning, behavioral, and developmental challenges, and examines the roles of teachers, families, and support personnel in fostering inclusive learning environments. Emphasis is placed on understanding individualized education programs (IEPs), effective instructional strategies, and adapting curriculum to meet the needs of all learners. Through case studies and current research, students gain insights into advocacy, accessibility, and collaborative practices that promote the academic and social success of students with special needs.
Recommended Textbook
Exceptional Children and Youth 5th Edition by Nancy Hunt
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Chapter 1: An Introduction to Special Education
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Sample Questions
Q1) How did the political and social events of the early 1960s influence social attitudes and acceptance of persons with disabilities?
Answer: Students might discuss the following events:
\(\bullet\) Litigation guaranteeing equal opportunity grew out of the 1954 Supreme Court case Brown v. Board of Education.
\(\bullet\) The civil rights movement grew to include women's rights and rights for people with disabilities.
\(\bullet\) Government action, such as President Kennedy's Commission on Mental Retardation.
Q2) The Individualized Transition Plan includes
A) a statement of needed transition services.
B) annual goals in each service area.
C) interagency responsibilities and linkages.
D) All of the above.
Answer: D
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Chapter 2: The Special and General Education Relationship:
New Trends and Challenges
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Sample Questions
Q1) Which of the following lawsuits addressed overrepresentation of children from non-English speaking backgrounds?
A) Larry P. v. Riles
B) Brown v. Board of Education
C) Rowley v. Board of Education
D) Diana v. Board of Education
Answer: D
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
Q3) Today, evidence-based practices can be defined as
A) individualized education based on IEP goals.
B) teaching methods verified by research as effective.
C) alternative curriculum content to the curriculum standards.
D) a "magic feather" that is seldom effective.
Answer: B
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Chapter 3: Risk Factors and Early Intervention
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Sample Questions
Q1) Which of the following is not considered to be a biological risk condition?
A) Child abuse
B) Prenatal exposure to drugs
C) Low birthweight
D) Chromosomal abnormalities
Answer: A
Q2) Children with alcohol-related neurodevelopmental disorder (ARND)
A) have the physical abnormalities associated with fetal alcohol syndrome but not the cognitive and behavioral characteristics.
B) have the cognitive and behavioral characteristics associated with fetal alcohol syndrome but not the physical abnormalities.
C) become alcoholics themselves later in life.
D) are easily identifiable at birth.
Answer: B
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Chapter 4: Families of Children With Disabilities
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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 statements about family reactions is true?
A) Feelings of shock, denial, grief, and anger are generally brief and tend to disappear once an accurate diagnosis of the disability has been made.
B) Siblings and extended family members generally do not experience feelings of denial and grief.
C) Feelings of shock, denial, grief, anger, and acceptance in response to the disability may recur throughout the lifespan of the individual.
D) The family of a child with a disability experiences a sequence of emotions, and once these stages have been worked through, the feelings disappear.
Q3) What components of a parent-to-parent model of support are useful for parents of children with disabilities? Why are they important?
Q4) Compare and contrast the terms family, household, and extended family.
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Chapter 5: Children With Learning Disabilities
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Sample Questions
Q1) What is known about internal and external causes of learning disabilities?
Q2) Which of the following is a strategy that facilitates memory efficiency?
A) Keeping information to be learned in large segments
B) Connecting new information to previous knowledge
C) Trying harder to remember
D) Believing that you can remember something if you want to
Q3) A technique that many teachers have taught their students to promote metacognition is
A) self-monitoring.
B) basic arithmetic skills.
C) basic reading decoding.
D) behavioral analysis.
Q4) What is literal comprehension?
A) The ability to infer unspecified information from the reading passage
B) The ability to analyze the sounds of a word
C) The ability to identify specifically stated information from the text
D) The same as inferential comprehension
Q5) Describe what is meant by response to intervention (RTI) and outline the key components of this approach to assessment and instruction.
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Chapter 6: Children With Intellectual Disabilities
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Sample Questions
Q1) Children who are African-American, and to a lesser extent, children with Native American heritage,
A) are underrepresented in classes for children with intellectual disabilities.
B) are overrepresented in classes for children with intellectual disabilities.
C) are represented in proportion to their presence in the population.
D) are more likely to be identified with autism than with intellectual disabilities.
Q2) What effect do intellectual disabilities have on a student's ability to learn in a general education classroom?
Q3) What are some of the learning difficulties experienced by persons with intellectual disabilities? Choose two and describe them, giving examples.
Q4) Which statement about adaptive behaviors is correct?
A) Adaptive behaviors do not include communicative acts.
B) Adaptive behaviors are age-specific and differ from one situation to another.
C) Adapted behaviors will be unaffected by different situations and settings.
D) Adaptive behaviors develop most quickly and dramatically in adolescence.
Q5) What instructional strategies could a teacher use to address a student's learning difficulties?
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Chapter 7: Children With Severe Disabilities
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Sample Questions
Q1) Choose an important issue related to the education of individuals with severe disabilities, and write a brief overview of why this issue is important, using an example if possible.
Q2) Actually conducting skills training or language development in the environment where a person with severe and profound intellectual disabilities lives is best described by the term
A) curriculum-based intervention.
B) normalization.
C) community-based instruction.
D) transition services.
Q3) Compare and contrast the advantages and disadvantages of segregated and integrated placements in the public school system for students with severe disabilities.
Q4) The most common form of expressive communication used by children with severe disabilities is
A) direct behavior.
B) sign language.
C) oral language.
D) language boards.
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Chapter 8: Children With Behavior Disorders
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Sample Questions
Q1) Strategy Coach Interactive Software is an example of a technology resource for teachers, providing resources n:
A) self-management strategies.
B) communication skills.
C) reading comprehension of narrative text.
D) affective social skill development.
Q2) For a child to be diagnosed as having ADHD, the symptoms must have appeared before age
A) three.
B) five.
C) seven.
D) ten.
Q3) Why is Achenbach and Edelbrock's system of classification useful for teachers?
Q4) Describe the multilevel system of schoolwide discipline strategies. What are the arguments for and against its use?
Q5) Fundamental components of the Functional Behavior Assessment include:
A) comparison of student behavior with standardized test results.
B) examination of the behavior for its age-appropriateness.
C) observations of what happens before, during, and after the behavior.
D) description of the student's mental state.
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Chapter 9: Children With Autism Spectrum Disorders
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Sample Questions
Q1) Why is early intervention so important for children with autism? Identify two characteristics of effective early intervention for this population.
Q2) 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.
Q3) How can the recent dramatic increase in the number of cases of autism be explained?
Q4) The Picture Exchange Communication System (PECS) is
A) a point system through which students with autism can earn reinforcers for good behavior.
B) a chart system used by children with autism that depicts the schedule of daily classroom activities.
C) a communication system based on teaching nonverbal children to request information, actions, or objects.
D) sets of pictures grouped into categories, such as family and school, which are used to teach social skills to children with autism.
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Chapter 10: Children With Communication Disorders
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Sample Questions
Q1) Which of the following statements about identification of children with communication disorders is NOT true?
A) Determining the cause of the disorder is a key component of the assessment because it simplifies planning for meaningful interventions.
B) Factors such as the language demands of the classroom may contribute to the maintenance of the speech or language problem.
C) Identification of students at risk for a communication disorder is based on standardized grade-level screening tests or on referral by general education teachers.
D) Identification and assessment of children with communication disorders is an ongoing process that may change with the continuous monitoring of progress.
Q2) The guided process that an adult or peer uses as a way of doing for the student what the student cannot yet do alone is called
A) decoding.
B) scaffolding.
C) language enhancement.
D) cross-age communication facilitation.
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Chapter 11: Children Who Are Deaf and Hard of Hearing
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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) Students who have both conductive and sensorineural hearing loss are referred to as having
A) bilateral hearing loss.
B) mixed hearing loss.
C) conjoined hearing loss.
D) total hearing loss.
Q3) How is language acquisition affected by a hearing loss or deafness?
Q4) Discuss the controversy over different methods to teach deaf children how to communicate.
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Chapter 12: Children Who Are Blind or Have Low Vision
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Sample Questions
Q1) The definition of legal blindness is
A) a field of vision of less than 20 degrees.
B) vision of 20/200 or worse in the better eye with correction.
C) vision of 20/200 or worse in the better eye with correction or a field of vision of less than 20 degrees.
D) vision of 20/200 or worse in the better eye without correction or a field of vision of greater than 20 degrees.
Q2) The definition of the term visual impairment that appears in IDEA includes
A) specific standards of acuity for diagnosing the degree of impairment.
B) a specific mention of educational performance.
C) blind students, but not those who are partially sighted.
D) no mention of correction.
Q3) Which of the following groups has the highest incidence, according to the American Printing House for the Blind?
A) Blind students who are considered prereaders
B) Blind students who are dependent on auditory input
C) Blind students who use Braille
D) Blind students who are nonreaders
Q4) 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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Sample Questions
Q1) Prospective parents can be tested to see if they carry the recessive gene responsible for cystic fibrosis. The test:
A) is most accurate for individuals of Mediterranean descent.
B) is accurate regardless of genetic mutations that might be involved.
C) is not accurate for individuals of Northern European descent.
D) is most frequently recommended for individuals with a family history of cystic fibrosis.
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) When does spina bifida originate?
A) During the preconception period
B) During the period of fetal development
C) During the birthing process
D) Shortly after birth
Q4) How might cognitive abilities be influenced by a lack of mobility that accompanies a physical disability?
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Chapter 14: Children Who Are Gifted and Talented
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Sample Questions
Q1) Renzulli and Reis (2003) described two kinds of giftedness: Schoolhouse giftedness, which can be identified through standardized tests as well as some of the techniques we have described, and
A) at-home giftedness.
B) original giftedness.
C) creative-productive giftedness.
D) nontraditional giftedness.
Q2) 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.
Q3) 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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