Special Education Methods
Review Questions
Course Introduction
Special Education Methods explores evidence-based instructional strategies and interventions tailored for students with diverse learning needs. The course emphasizes the adaptation and modification of curriculum, assessment, and classroom management techniques to meet the individualized goals outlined in student IEPs (Individualized Education Programs). Through theoretical study and practical applications, students develop skills in differentiated instruction, collaboration with multidisciplinary teams, and the use of assistive technology. The course also covers legal and ethical considerations in special education, cultural responsiveness, and strategies for fostering an inclusive classroom environment that supports the academic and social-emotional growth of all learners.
Recommended Textbook
Exceptional Children and Youth 5th Edition by Nancy
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Hunt
Chapter 1: An Introduction to Special Education
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Sample Questions
Q1) The person who developed special teaching techniques for the "wild boy of Aveyron" and who influenced other pioneers in the field was
A) Itard.
B) Seguin.
C) Montessori.
D) Howe.
Answer: A
Q2) The purpose of teacher assistance teams is to A) suggest instructional alternatives to special education testing and placement. B) replace the IEP team for students with moderate disabilities.
C) perform the assessment needed to qualify students for special education.
D) work with the general education teacher to keep students in the classroom.
Answer: D
Q3) The purpose of assistive technology devices with students with disabilities is A) to allow them to read and write.
B) to increase, maintain, or improve their functional capabilities.
C) to substitute for absent body parts.
D) to maintain present level of performance.
Answer: B
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Page 3
Chapter 2: The Special and General Education Relationship:
New Trends and Challenges
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Sample Questions
Q1) Discuss the implications of the No Child Left Behind legislation for students with disabilities.
Answer: Answer should include reference to:
\(\bullet\) the participation of students with disabilities in high-stakes assessment. \(\bullet\) the expectation that students with disabilities meet state content and performance standards. \(\bullet\) the emphasis on highly qualified teachers.
The answer might also include reference to alternative assessments and the need for general and special education teachers to collaborate and/or co-teach to help meet student learning goals.
Q2) Which of the following is NOT a traditional curriculum option for students with disabilities?
A) The general education curriculum
B) Specialized curricula such as social skills or study skills
C) The Parallel Curriculum
D) A functional or life-skills curriculum
Answer: C
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Chapter 3: Risk Factors and Early Intervention
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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 statements about tobacco consumption is NOT true?
A) Infants born to smoking mothers tend to be heavier at birth.
B) Tobacco use by the mother has a serious impact on the developing fetus.
C) Pregnant women who smoke have a relatively higher degree of pregnancy complications.
D) Maternal smoking results in more colds, asthma, and other respiratory problems.
Answer: A
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5
Chapter 4: Families of Children With Disabilities
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Q1) Which statement about support groups is correct?
A) They are most common among parents of older students with disabilities.
B) They include some degree of respite care so participating parents can attend meetings.
C) They typically follow the parent-to-child model.
D) They have varied goals, such as offering instruction in advocacy skills or providing opportunities to get to know other parents of children with disabilities.
Q2) Compare and contrast the terms family, household, and extended family.
Q3) 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
Q4) What components of a parent-to-parent model of support are useful for parents of children with disabilities? Why are they important?
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Chapter 5: Children With Learning Disabilities
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Q1) Which word-analysis strategy do poor readers tend to use most often?
A) Context clues
B) Guessing
C) Sight words
D) Phonic analysis
Q2) The STAR strategy is used to solve
A) subtraction problems.
B) reasoning problems.
C) addition problems.
D) math word problems.
Q3) Describe what is meant by response to intervention (RTI) and outline the key components of this approach to assessment and instruction.
Q4) The ability to organize and interpret what we experience through our senses is defined as
A) perception.
B) organization.
C) memory.
D) attention.
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) Difficulty interpreting social cues can be addressed by A) intensive computer-assisted drills.
B) specific training in social and communication skills.
C) placing the child in a regular classroom for the entire day.
D) evaluation of adaptive skills level.
Q2) Clues or guides that are provided to students to maximize the probability of success are called
A) prompts.
B) direct instruction.
C) contingencies.
D) guided practice.
Q3) The most dramatic changes in adaptive behavior occur
A) during the prenatal period.
B) during infancy and the preschool period.
C) in elementary school.
D) in adulthood.
Q4) What instructional strategies could a teacher use to address a student's learning difficulties?
Q5) What is the educator's role in transitioning an adolescent with intellectual disabilities into the community?
8
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Chapter 7: Children With Severe Disabilities
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Q1) Historically, people with severe disabilities have been excluded from the mainstream of everyday life. Today, sometimes the best models for integration of people with severe disabilities exist
A) in the workplace.
B) in residential neighborhoods.
C) in schools.
D) in institutions.
Q2) A national organization specifically established to address the needs of people with severe disabilities is the
A) Orton Dyslexic Society.
B) Council for Exceptional Children.
C) Association for Persons with Severe Handicapping Conditions.
D) Abnormal Child Development Society.
Q3) According to Dunst (2002), critical components of family-centered models include:
A) clear delineation of the financial contributions of federal, state, and local agencies.
B) relational and participatory roles of families and practitioners.
C) cultural and religious inventories of family members.
D) motivational programs and counseling services for parents and caregivers.
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Chapter 8: Children With Behavior Disorders
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Q1) The array of preventive and positive interventions designed to create and maintain a supportive and successful environment for individuals with behavior disorders is known as
A) behavior therapy.
B) positive behavioral support.
C) affective support treatment.
D) cognitive behavior modification.
Q2) The academic prognosis for children with behavior disorders
A) is about the same as the prognosis of children without disabilities.
B) is worse than the prognosis for children with learning disabilities.
C) improves when the students enter high school.
D) is better than the prognosis for children with learning disabilities.
Q3) Which of the following would NOT be considered an internalizing behavior according to Achenbach and Edelbrock?
A) Impulsivity
B) Withdrawal
C) Avoidance
D) Compulsiveness
Q4) What are some of the major systems of classifying behavior disorders and how are they used?
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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) During the 2008 - 2009 school year, what percentage of students age 6 through 21 with IEPs were identified with autism?
A) 0.70 percent
B) 7 percent
C) 3.0 percent
D) 17 percent
Q3) When we conduct a functional behavior analysis with a student with autism we assume that
A) undesirable behavior will be difficult to eliminate.
B) teaching an alternative behavior will involve changing cognitions.
C) there is little relationship between communication and behavior.
D) every behavior has a communicative intent.
Q4) Describe the typical patterns of learning, speech, and behavior in children with autism.
Q5) Describe applied behavior analysis (ABA) and its use with children with autism.
Page 11
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Chapter 10: Children With Communication Disorders
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Q1) When a speech-language pathologist provides in-classroom services, his or her major functions are to work with the classroom teacher to make necessary modifications and to
A) work closely with family members to reinforce newly learned skills.
B) engage the classroom teacher as a partner in intervention.
C) evaluate all children in the classroom for potential speech problems.
D) help the classroom teacher focus on English language acquisition.
Q2) Examples of AAC are
A) communication aids; such as charts, bracelets, and language boards.
B) electronic devices that can speak in response to entries on a keyboard or other methods of input.
C) the use of specialized gestures, sign language, or Morse code.
D) All of the above.
Q3) Students with speech and language impairments
A) make up the largest group receiving special education services.
B) are the smallest group receiving special education services.
C) make up the second-largest group receiving special education services.
D) are very difficult to identify in the schools.
Q4) Describe instructional discourse strategies and discuss how they are used in classrooms.
Page 12
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Chapter 11: Children Who Are Deaf and Hard of Hearing
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Sample Questions
Q1) When teachers and parents are deciding whether a child with a hearing loss should be placed in an inclusive general education classroom, which of the following factors should NOT be considered?
A) Type and degree of hearing loss
B) Academic achievement level or ability
C) Communication skill
D) Personal or social adjustment
Q2) The most common cause of conductive hearing loss is A) accidents.
B) neurological deterioration of the cochlea.
C) desensitization of the auditory nerve over time.
D) middle ear infection.
Q3) Advocates of Total Communication believe that
A) ASL is the most appropriate method for teaching communication skills.
B) the cued speech system should be used to teach communication skills.
C) oral communication should be used almost exclusively.
D) teachers should use the communication system that is best suited to the child.
Q4) What are some of the characteristics of early intervention with children who are deaf or hard of hearing?
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Chapter 12: Children Who Are Blind or Have Low Vision
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Q1) 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
Q2) Which of the following would NOT be among the specialized areas of the expanded core curriculum for students who are visually impaired?
A) Visual efficiency skills
B) Orientation and mobility
C) Mathematics
D) Use of assistive technology
Q3) The condition associated with babies who receive excessive oxygen after birth is called
A) glaucoma.
B) fetal pigmentosa fibroplasia.
C) retinopathy of prematurity.
D) congenital cataracts.
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) E-books allow children with physical disabilities
A) to create stories electronically using publication software.
B) to access a network of stories written by other children with physical disabilities.
C) to use a single switch to turn pages and follow along with stories read in class.
D) to write stories more easily using word-prediction software.
Q3) 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.
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Page 15
Chapter 14: Children Who Are Gifted and Talented
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Q1) Differentiation of instruction can involve modifications in A) content, by putting more depth in the curriculum.
B) process, by using a variety of methods and materials.
C) products, classroom environment, and teacher behavior.
D) All of the above.
Q2) 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.
Q3) Determining what individual students already know, and allowing them the chance to explore different concepts, subjects, or topics that tap into their talents, is called A) content acceleration.
B) curriculum telescoping.
C) cooperative learning.
D) independent study.
Q4) Contrast the arguments for and against the use of IQ tests to identify persons who are gifted.
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