Survey of Disabilities Exam
Questions
Course Introduction
This course offers a comprehensive overview of the broad spectrum of disabilities, focusing on the definitions, classifications, and characteristics of various physical, cognitive, sensory, and emotional disabilities. Students will examine the social, educational, and legal implications of living with disabilities, explore historical trends and contemporary perspectives, and consider how societal attitudes and accessibility impact the lives of individuals with disabilities. Emphasis is placed on understanding the challenges faced by people with disabilities as well as the resources, supports, and advocacy efforts available to promote inclusion and equity.
Recommended Textbook
Special Education in Contemporary Society an Introduction to Exceptionality 4th Edition by Richard
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14 Chapters
1184 Verified Questions
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Page 2
Chapter 1: Special Education in Context: People, Concepts, and Perspectives
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85 Verified Questions
85 Flashcards
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Sample Questions
Q1) Services for young students with disabilities were mandated with the passing of
A)Education for All Handicapped Children Act (PL 94-142)
B)Education of the Handicapped Act Amendments of 1986 (PL 99-457)
C)PL 101-476, the Individuals with Disabilities Education Act (commonly known as IDEA)
D)Americans with Disabilities Act (PL 101-336)
Answer: B
Q2) Approximately 25% of the school-age population receives a special education.
A)True
B)False
Answer: False
Q3) A perspective that reflects dignity and potential is referred to as:
A)Being able to recognize a disability on sight
B)Speaking in terms of a disability, when describing a person
C)Using people first language
D)Never using the word disability
Answer: C
Q4) Describe an instance where someone may have a handicap and not have a disability.
Answer: Not Answer
Page 3
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Chapter 2: Policies, Practices, and Programs
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Sample Questions
Q1) Which amendment includes the equal protection clause?
A)First Amendment
B)Fourth Amendment
C)Eleventh Amendment
D)Fourteenth Amendment
Answer: D
Q2) Select the measure of emphasis used to determine a schools progress of meeting mandates of the No Child Left Behind Act?
A)Standardized tests
B)Semester grades
C)Class averages
D)Benchmark scores
Answer: A
Q3) According to IDEA 2004, at what age is a statement of needed transition services required?
A)12
B)14
C)16
D)18
Answer: C
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Chapter 3: Cultural and Linguistic Diversity and Exceptionality
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87 Verified Questions
87 Flashcards
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Sample Questions
Q1) Approximately what percentage of special education teachers are African American?
A)84%
B)69%
C)11%
D)5%
Answer: C
Q2) In order to avoid perpetuating ethnic and racial stereotypes, teachers should NOT use the words ___________ when describing their students and the students' families.
A)"all" and "no"
B)"some" and "most"
C)"many" and "few"
D)all of the above
Answer: A
Q3) Traits such as individualism, independence, competitiveness, and ambition are characteristic of the American macroculture.
A)True
B)False
Answer: True
Page 5
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Chapter 4: Parents, Families, and Exceptionality
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Sample Questions
Q1) Describe the four key elements to Turnbull's model: Family characteristics, Family interaction, Family functions, and Family life cycle. How do these elements fit into the family systems concept?
Q2) The role of the family changes when there is a child with exceptionality.
A)True
B)False
Q3) Why are parents considered a valuable resource for professionals?
Q4) The ____________ provided the foundation for professional attitudes that parents were the cause of their child's disability.
A)Family Systems Model
B)Stage Theory
C)Eugenics Movement
D)Family Interactions Theory
Q5) "Inputs" in relation to family characteristics can include
A)geographic location
B)size of family
C)economics
D)all of the above
Q6) Briefly describe the role of the teacher in working with multicultural families.
Q7) List and briefly describe three of the seven family functions.
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Chapter 5: Individuals With Intellectual Disabilities or Mental Retardation
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Sample Questions
Q1) An IQ score should only be viewed as one piece of the diagnostic puzzle.
A)True
B)False
Q2) Name two characteristics of persons with intellectual disabilities that affect learning.
Q3) What is the most common type of Down Syndrome?
A)Anencephaly 12
B)Turner Syndrome
C)China Syndrome
D)Trisomy 21
Q4) Intelligence is an abstract concept that must be deduced and inferred.
A)True
B)False
Q5) Provide an example of a skill from a functional curriculum that may be taught to a student with intellectual disabilities.
Q6) The father of Special Education is considered to be:
A)Jean-Marc Itard
B)Edouard Seguin
C)Howard Gardner
D)King Henry II
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Chapter 6: Individuals With Learning Disabilities
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Sample Questions
Q1) What assessment is based on objectives found in the local school curriculum?
A)Norm-referenced
B)Curriculum-based
C)Criterion-referenced
D)Authentic
Q2) There are multiple placement options for students with disabilities. Determine what the most appropriate placement option is for students with learning disabilities and provide supporting rationale.
Q3) What are the three levels of intervention in the RTI model?
Q4) The federal interpretation of the definition of a learning disability includes an exclusionary clause.
A)True
B)False
Q5) What percentage of students with learning disabilities graduates from high school?
A)99%
B)79%
C)49%
D)39%
Q6) List four skills that impact an individual's reading comprehension.
Page 8
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Chapter 7: Individuals With Attention Deficit Hyperactivity
Disorder
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Sample Questions
Q1) Scientific research points to biological differences that explain the primary contributing factor for the discrepancy between the numbers of boys who have ADHD, as compared to girls.
A)True
B)False
Q2) Professionals confronted with making a diagnosis of ADHD can seek guidance from guidelines disseminated by the American Academy of Pediatrics
A)True
B)False
Q3) In regards to individuals with ADHD, postsecondary institutions
A)are not required to make accommodations for students because they do not fall under IDEA
B)are required to offer services if made aware that a student has been identified with the disorder
C)are required to seek out students who may be affected by the disorder and offer them services
D)can refuse services to a previously identified student if the institution's evaluation team does not agree with the identification
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Chapter 8: Individuals With Emotional or Behavioral Disorders
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Sample Questions
Q1) ______________ includes interventions designed for individual student behavior
A)Primary prevention
B)Tertiary prevention
C)Secondary prevention
D)Student behavior prevention
Q2) When did the first teacher-training program in special education appear?
A)1914
B)1909
C)1913
D)1917
Q3) The inclusion of students with emotional and behavioral disorders in public schools is a relatively recent phenomenon.
A)True
B)False
Q4) All students with emotional or behavioral disorders exhibit acting-out, aggressive behaviors.
A)True
B)False
Page 10
Q5) Explain what research suggests regarding the application of punishment procedures.
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Chapter 9: Individuals With Autism Spectrum Disorders
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Sample Questions
Q1) Individuals with autism spectrum disorders have an increased risk for seizures.
A)True
B)False
Q2) Autism spectrum disorders tend to occur more frequently in families that earn higher wages.
A)True
B)False
Q3) Which of the following factors has contributed to the perceptions that people with autism spectrum disorders have special abilities?
A)The way that individuals with autism spectrum disorders have been portrayed in movies
B)Researchers have made claims concerning the special abilities of people with autism spectrum disorders
C)Large percentages of people with autism spectrum disorders have exhibited special abilities
D)People with autism spectrum disorders tend to score highly on measures of cognitive ability
Q4) Describe 3 disadvantages of sheltered workshops?
Q5) What are "splinter skills"?
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Chapter 10: Individuals With Speech and Language Impairments
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Sample Questions
Q1) ___________ is the exchange of ideas, information, thoughts, and feelings
A)Speech
B)Vocabulary
C)Communication
D)Language
Q2) When conducting an assessment of a student's speech and language, which of the following is conducted using a formal measure?
A)Observation of pre-linguistic behaviors
B)Conversational language sample
C)Articulation test
D)Parent interview
Q3) "A rule based method of communication", best sums up the definition of which of the following terms?
A)Speech
B)Communication
C)Language
D)Phonology
Q4) Differentiate between receptive and expressive language.
Q5) What is communication?
Q6) Differentiate between speech, language, and communication. Page 12
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Chapter 11: Individuals With Hearing Impairments
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Sample Questions
Q1) Mathematics is the academic area most negatively affected for students with a hearing impairment.
A)True
B)False
Q2) Explain the concept of Deaf culture. Discuss how this culture can provide support to a child who is deaf. Discuss any possible limitations that might arise from a focus on Deaf culture.
Q3) Appropriate accommodations for students with a mild hearing loss may include
A)utilizing preferential seating
B)having a seeing eye dog
C)using a hearing aid or personal FM system
D)A and C
Q4) What device can persons with a severe hearing impairment use to communicate by telephone?
Q5) The primary role of an interpreter is to relay to the student
A)only what the teacher and other adults say in class
B)only what the teacher says in class
C)the main points that are said in class
D)anything that is said in class
Q6) What are the pros and cons of having a cochlear implant?
Page 14
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Chapter 12: Individuals With Visual Impairments
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Sample Questions
Q1) Braille was first developed as a means to
A)record Morse code communications
B)write social communications to peers
C)teach academics to school children with vision loss
D)catalog books in early institutions for the blind
Q2) The visual acuity test most often used is called:
A)Snellen chart
B)Stalin chart
C)Visual IQ test
D)Visual efficiency exam
Q3) Describe four accommodations that could be considered by a general education teacher for enhancing the orientation and mobility of a child with a visual impairment.
Q4) Name at least one way that young children with visual impairments might be identified for early intervention services.
Q5) What materials could be used to help a child with a visual impairment learn about maps? (Name at least three)
Q6) Visual impairments do not include blindness
A)True
B)False
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Chapter 13: Individuals With Physical Disabilities, Health
Disabilities, and
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Sample Questions
Q1) What goal should the teacher set for a student with Duchenne muscular dystrophy?
A)Maintain the student's motor function for as long as possible
B)Assist the family in obtaining surgery to cure the disease
C)Increase the student's motor function as much as possible
D)Decrease assistive technologies to move toward greater independence
Q2) Which of the following is one of the reasons why these categories, of exceptionality, are so diverse?
A)Because of the wide range of diseases and disorders
B)Because there are 12 other categories of exceptionality
C)Because of ineffectual assessment measures
D)All of the above
Q3) Mrs. Jung has Marquis, a student with traumatic brain injury, in her classroom. Marquis is demonstrating impulsive responding in the class. What is the most appropriate strategy for Mrs. Jung to use with Marquis to help decrease his impulsivity?
A)Reduce the number of questions Marquis must answer on a quiz.
B)Tell Marquis to sit and think before he answers.
C)Tell Marquis the schedule of events that will happen that day.
D)Give Marquis rest breaks each hour.
Q4) What is a strategy that can be used to avoid communication breakdowns?
Page 16
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Chapter 14: Individuals Who Are Gifted and Talented
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Sample Questions
Q1) The ____________________ emphasized the importance of gifted and talented students in the United States, and provided for a national research center focusing on gifted children.
A)Individuals with Disabilities Act
B)Javits Act
C)Exceptional Children Act
D)Davis Act
Q2) Some have argued that gifted and talented children should be given a different label because the word "gifted" carries some negative connotation. What might be the strongest argument against changing this label?
A)Any label given to a group of students will acquire some negative connotation
B)The word "gifted" best describes this group of students
C)Changing the label would require many expensive changes to legislation
D)Educators are comfortable with the word "gifted"
Q3) List two assessment methods that may be used when evaluating a student for giftedness.
Q4) What are two things school personnel might do to encourage gifted and talented girls?
Q5) List the three traits of Renzulli's model of giftedness.
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