Special Education Foundations
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Course Introduction
Special Education Foundations explores the historical, philosophical, legal, and conceptual frameworks that have shaped special education practices and policies. This course introduces students to key legislation, such as the Individuals with Disabilities Education Act (IDEA), and examines the evolution of inclusive education. It covers the characteristics and needs of diverse learners with disabilities, as well as the roles and responsibilities of educators, families, and multidisciplinary teams in designing and implementing effective interventions. Through analysis of ethical issues and evidence-based approaches, students develop a foundational understanding of advocacy, collaboration, and the creation of equitable learning environments for individuals with exceptionalities.
Recommended Textbook
Exceptional Children and Youth 5th Edition by Nancy
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Page 2
Hunt
Chapter 1: An Introduction to Special Education
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Sample Questions
Q1) Individualized education, the heart of IDEA, implies that
A) each student should have a program tailored to his or her unique needs.
B) the student is taught outside the mainstream classroom at least part of the day.
C) the student receives one-to-one instruction at least part of the day.
D) All of the above.
Answer: A
Q2) Which of the following is NOT an example of people-first language?
A) Avoiding the use of excessive praise or attention when addressing a person with a disability
B) Describing a student as learning disabled
C) Describing an individual as a person with cerebral palsy
D) Emphasizing an individual's abilities over his or her limitations
Answer: B
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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Q1) Children from which of the ethnicity groups below are overrepresented in special education services and underrepresented in programs for students who are gifted and talented?
A) Hispanic and African American students
B) Hispanic and American Indian/Alaska Native
C) African American and American Indian/Alaska Native
D) Asian American and African American
Answer: C
Q2) 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
Q3) "Non-judgment" disabilities refer to
A) Those that are perceived as less severe by the general population.
B) Those that are observable and related to physical functioning.
C) Those that are not observable and unrelated to physical functioning.
D) Those that are related to sensory functioning, such as blindness or deafness.
Answer: B
Page 4
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Chapter 3: Risk Factors and Early Intervention
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Sample Questions
Q1) Which of the following statements about alcohol consumption is NOT true?
A) Not all children of mothers who drink alcohol will experience developmental delays.
B) Not enough is known to justify a pregnant woman drinking any amount of alcohol.
C) A four-ounce drink every two days shows some benefit for the mother-to-be and fetus.
D) Alcohol intake by the mother is one of the leading causes of intellectual disabilities today.
Answer: C
Q2) How might the father create a biological risk for his child?
Answer: Students might make three points:
\(\bullet\) The father may have had exposure to toxins, such as Agent Orange, that alter or damage his sperm.
\(\bullet\) The father may engage in physical abuse of the pregnant mother, which can have a lasting effect on the newborn.
\(\bullet\) Children of older fathers may have a higher risk of having birth defects.
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Chapter 4: Families of Children With Disabilities
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Q1) 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.
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) Which of the following has NOT been found to be a factor in the low level of participation of many families?
A) Use of educational jargon
B) A power structure that implies that the professionals are the decision makers
C) Extensive time required, with meetings often scheduled for an hour or more
D) Late notices and inflexible scheduling of conferences
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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Q1) Word analysis skills typically include
A) metacomprehension of text.
B) ability to determine deep structure.
C) phonic analysis (that is, the ability to associate sounds with various letters).
D) object permanence.
Q2) Memory is
A) a single aspect within cognition.
B) the skill that is the foundation for all learning.
C) a complex process that involves both acquiring and recalling information.
D) unaffected by perception and attention.
Q3) Which statement about distractible students is correct?
A) They are frequently diagnosed with attention deficit disorder.
B) They are distractible only in school.
C) They are often memory-deficient as well.
D) They tend to follow directions very well but to have behavior problems.
Q4) Choose and describe one of the five cognitive processes that may cause difficulties for students with learning disabilities.
Q5) What are key factors of the definition of learning disabilities? What are the implications of each?
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Chapter 6: Children With Intellectual Disabilities
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Q1) What effect do intellectual disabilities have on a student's ability to learn in a general education classroom?
Q2) What collaboration is necessary for a student with intellectual disabilities to achieve inclusion in a regular classroom and transition to life after school?
Q3) The curriculum for students with moderate and severe intellectual disabilities is typically focused on
A) basic academic competencies (learning to read, spell, do math).
B) a list of basic skills that have been identified in the basal series.
C) everyday life skills (socialization with others, daily living, and occupational skills).
D) preparing for junior college.
Q4) 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
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Chapter 7: Children With Severe Disabilities
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Sample Questions
Q1) What is a functional curriculum? How is the content of a functional curriculum determined?
Q2) Children with severe or profound cognitive disabilities
A) rarely have other disabilities in addition to intellectual disabilities.
B) have little or no developmental delay.
C) typically regain cognitive ability over time.
D) often experience physical and health-related difficulties.
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) 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.
Q5) Compare and contrast the advantages and disadvantages of segregated and integrated placements in the public school system for students with severe disabilities.
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Chapter 8: Children With Behavior Disorders
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Sample Questions
Q1) 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.
Q2) A key to successful behavior management is
A) vigorous use of punishments and time outs.
B) written communication between parents and teachers.
C) the use of standardized forms and checklists.
D) close communication between parents and teachers.
Q3) Describe the multilevel system of schoolwide discipline strategies. What are the arguments for and against its use?
Q4) 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?
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) According to the federal definition, autism primarily affects a child's ability to A) move, balance, and coordinate.
B) communicate and interact socially.
C) listen, speak, and write.
D) complete school work and maintain attention.
Q2) Research suggests that children with Asperger's syndrome may have many of the social and behavioral characteristics of autism, but without A) range of motion in upper extremities.
B) marked delays in language and cognitive development
C) degree of stereotypic behavior.
D) age of onset of characteristics 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) Why is early intervention so important for children with autism? Identify two characteristics of effective early intervention for this population.
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Chapter 10: Children With Communication Disorders
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Q1) 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.
Q2) Which statement about phonological awareness is incorrect?
A) It is an aspect of metacognition.
B) It is the best predictor for kindergartners of learning to read in first grade.
C) It is the ability to recognize the sounds contained in words.
D) It is an indication that a child has a learning disability.
Q3) It is thought that social interactions involving imitative vocal play and turn-taking, along with cognitive development in the area of memory span, help a child to A) discriminate among the different children and adults in the environment.
B) discriminate between consonant and vowel sounds.
C) develop from babbling to speech.
D) develop fine motor skills.
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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Chapter 11: Children Who Are Deaf and Hard of Hearing
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Q1) Which statement about the cognitive functioning of deaf people is correct?
A) It has been shown to be inferior to that of hearing persons of the same age and socioeconomic status.
B) It is best described as comparable to that of hearing persons.
C) It has become a topic of interest only in the last 15 years.
D) It is probably best measured with traditional IQ tests.
Q2) Which statement about the manual method of communication is correct?
A) It was originated by Gallaudet.
B) It consists of fingerspelling and signs for whole words.
C) It always follows the grammatical structure of the corresponding spoken language.
D) It was first formalized in the early 1900s in America.
Q3) According to the study of successful deaf college students conducted by Toscano, McKee, and Lepoutre, (2002) what was the key to success for the students?
Q4) Explain why the word Deaf is sometimes capitalized and the implications of this usage.
Q5) Discuss the controversy over different methods to teach deaf children how to communicate.
Q6) 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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Q1) The part of the eye that expands or contracts according to the amount of light available is the
A) choroid.
B) lens.
C) iris.
D) conjunctiva.
Q2) Instruction in the use of low vision touches on three areas. Which of the following is NOT one of those three areas?
A) Environmental adaptations
B) Listening to recorded materials
C) Integration of vision into activities
D) Enhancement of visual skills
Q3) Since vision helps children develop concepts, teachers and families of children with visual impairments must
A) provide the child with hands-on experiences of every concept.
B) make all the features of concepts explicit.
C) check the child's verbalizations for understanding of concepts.
D) All of the above.
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) Parents worry about the social and emotional well-being of their children, and report that their greatest concerns for their school-age children with physical disabilities are
A) the physical barriers they face.
B) the attitude barriers that can result in their child becoming isolated and having low self-esteem.
C) the physical pain they may experience during treatment.
D) the worsening of their child's condition over time.
Q2) What is the relationship between physical disabilities and intellectual disabilities?
A) Physical disabilities typically occur with moderate to severe intellectual disabilities.
B) Physical disabilities typically occur with mental health disabilities (schizophrenia, neurosis).
C) Many individuals with physical disabilities have no intellectual disabilities.
D) Physical disabilities tend to cause certain mental health conditions, such as depression.
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Chapter 14: Children Who Are Gifted and Talented
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Sample Questions
Q1) Perfectionism
A) is a desirable trait in gifted students.
B) may lead to underachievement in some gifted students.
C) neither of the above.
D) both of the above.
Q2) Renzulli proposed that giftedness was evident in
A) high intellectual ability.
B) task commitment.
C) creativity.
D) All of the above.
Q3) Which of the following statements about the nature-nurture debate is widely accepted?
A) People who are gifted have superior genes.
B) Environment accounts for the major portion of a person's giftedness.
C) Virtually all research supports the importance of nurturance.
D) Environmental and hereditary variables have been shown to have equal effects.
Q4) Compare the use of cluster grouping with cooperative learning, giving arguments for and against each.
Q5) Briefly explain how views of giftedness have changed through history.
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