Teaching Students with Disabilities Exam Bank
Course Introduction
This course explores the principles, strategies, and legal requirements involved in teaching students with disabilities in inclusive educational settings. Participants will examine the characteristics of various disabilities, including learning disabilities, intellectual disabilities, emotional and behavioral disorders, sensory impairments, and physical disabilities. The course emphasizes practical classroom adaptations, differentiated instruction, and individualized education programs (IEPs), preparing educators to create supportive, accessible learning environments that foster academic, social, and emotional growth for all students. Through case studies, collaboration, and reflection, students will develop essential skills for advocating and effectively teaching diverse learners.
Recommended Textbook
Special Education in Contemporary Society 5th edition
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Page 2
Chapter 1: Special Education in Context People Concepts and Perspectives
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Sample Questions
Q1) Who, as an early teacher of students with hearing impairments, advocated for the use of residual hearing?
A) Alexander Graham Bell
B) Thomas Hopkins Gallaudet
C) Francis Galton
D) Lewis Terman
Answer: A
Q2) Students identified as gifted and talented would rank as the largest group of learners if they were included in the overall federal calculation of students with exceptionalities.
A)True
B)False
Answer: True
Q3) All of the following are good suggestions for communicating about individuals with disabilities except
A) Emphasizing abilities
B) Putting people first
C) Portraying successful people with disabilities as superhuman
D) Showing people with disabilities as active
Answer: C
Page 3
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Chapter 2: Policies Practices and Programs
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Sample Questions
Q1) Select the first step in determining whether or not a student has a disability.
A) Collect preliminary assessment data using standardized protocols.
B) Secure parent permission for student evaluation.
C) Implement instruction in alternate educational settings to assess learning impact.
D) Provide accommodations and modifications to assess learning impact.
Answer: B
Q2) The achievement of which students are the focus of the No Child Left Behind (NCLB)Act?
A) Students with disabilities
B) Students without disabilities
C) All students
D) Preschool students
Answer: C
Q3) All students eligible for special education services under IDEA are also eligible for accommodations under Section 504.
A)True
B)False
Answer: True
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Chapter 3: Cultural and Linguistic Diversity and Exceptionality
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Sample Questions
Q1) Effective programs for culturally and linguistically diverse students with exceptionalities must consider all the following except
A) Instructional environment
B) Student behaviors
C) The content
D) Student age
Answer: D
Q2) Which of the following groups is typically overrepresented in gifted and talented programs?
A) Asian
B) Hispanic
C) White
D) Black
Answer: A
Q3) Eighty-three percent of U.S.teachers are _______
A) African American
B) Asian
C) White
D) Multicultural
Answer: C
Page 5
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Chapter 4: Parents Families and Exceptionality
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Sample Questions
Q1) Why are parents considered a valuable resource for professionals?
Q2) "Inputs" in relation to family characteristics can include
A) Geographic location
B) Size of family
C) Economics
D) All of the above
Q3) One negative impact a child's disability may have on siblings are feelings associated with the absence of the disability in their own lives, known as
A) Shame
B) Survivor's guilt
C) Sibling syndrome
D) Sibling rivalry
Q4) Listening to parents and other caregivers with understanding is known as
A) Active listening
B) Reciprocity
C) Sympathy
D) Encouragement
Q5) List and briefly describe three of the seven family functions.
Q6) How does a child with an exceptionality affect his or her family?
Q7) What is an underlying assumption of the family systems model?
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Chapter 5: Assistive Technology
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Sample Questions
Q1) Tools that help educators and students create products efficiently and effectively are considered
A) Productivity technologies
B) Information technologies
C) Instructional technologies
D) Assistive technologies
Q2) An example of assistive technology used for seating and positioning might be
A) Wheelchair
B) Custom wedges
C) Gait trainer
D) Alternative keyboard
Q3) Kindle, Nook, and iPad are becoming increasingly popular to provide ______ to students.
A) Educational games
B) Social media
C) E-text
D) Puzzles
Q4) Discuss how assistive technology can be used to assist students with disabilities who struggle with mathematics.
Q5) How does WATI categorize assistive technology? Provide an example of each.
Page 7
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Chapter 6: Individuals With Intellectual Disability
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Sample Questions
Q1) Explain what is meant by "Opportunities" in the CLOCS-RAM mnemonic of characteristics of good teaching.
Q2) The IEP team for Max must determine the appropriate instructional approach for his program.What are the six factors they should consider as they make their determination?
Q3) Three levels of prevention of intellectual disabilities have been identified.An example of a secondary prevention is
A) Screenings of newborns for phenylketonuria (PKU)
B) Early intervention programs
C) Amniocentesis
D) Prenatal care
Q4) Explain what is meant by "Monitoring" in the CLOCS-RAM mnemonic of characteristics of good teaching.
Q5) There is a subset of the population of persons with intellectual disabilities that educators consider to be uneducable.
A)True
B)False
Q6) Discuss, in detail, how a lack of social adeptness might affect a young adult with intellectual disability.
Page 8
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Chapter 7: Individuals With Learning Disabilities
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Sample Questions
Q1) What is the ability to evaluate and monitor one's own performance?
A) Meta-analysis
B) Metacognition
C) Self-assessment
D) Self-cognition
Q2) A learning disability typically interferes with living independently, obtaining and maintaining employment, maintaining social relationships, and experiencing satisfaction with life in general.
A)True
B)False
Q3) What percentage of students with learning disabilities receive services because of difficulties in mathematics?
A) 15%
B) 25%
C) 50%
D) 75%
Q4) Children who are learning disabled usually keep pace with their peers academically.
A)True
B)False
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Chapter 8: Individuals With Attention Deficit Hyperactivity
Disorder
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Sample Questions
Q1) Gender studies indicate which of the following to be true:
A) Teachers recognize ADHD in girls quicker than they do in boys.
B) Girls with ADHD tend to be withdrawn and exhibit inattention.
C) Boys with ADHD are able to control their behaviors.
D) ADHD manifests itself the same in boys as it does in girls.
Q2) Researchers have found significant improvements in children's behavior when they are taking stimulant medication.
A)True
B)False
Q3) You are concerned that one of your students may be exhibiting symptoms of ADHD.What is one of the first approaches you may take to assist the student before referring him or her for services?
A) Place the student in the least distracting location in the class
B) Adapt work assignments so the student has less to do
C) Allow the student to use additional learning aids
D) Recommend that the parents consider medication for their child
Q4) Identify five characteristics of ADHD and discuss the impact of each on a student's efforts to learn.
Q5) List the five steps students follow in the self-regulation process.
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Chapter 9: Individuals With Emotional or Behavioral Disorders
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Sample Questions
Q1) _________________ disorders are less likely to be identified by the student's teachers and families.
A) Externalizing
B) Internalizing
C) Academic
D) Personality
Q2) Students identified with schizophrenia are characterized by
A) Disturbances in thought processes, hallucinations, and bizarre behavior
B) Withdrawn, isolating, and unresponsive behaviors
C) Imitative, repetitive, and predictable behaviors
D) Acting-out, aggression, and rule-violating behaviors
Q3) Research suggests that children who evidence resiliency do not experience long-term negative consequences from exposure to environmental risk factors.
A)True
B)False
Q4) Ms.Griffen is a new teacher and wants to establish effective rules for her classroom.List five guidelines for effective rules.
Q5) Differentiate between a disturbing behavior and a disturbed behavior.
Q6) Identify and define the four dimensions of behavior.Give an example of each.
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Chapter 10: Individuals With Autism Spectrum Disorders
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Sample Questions
Q1) Which researcher used applied behavior analysis to treat children with autism?
A) Ole Ivar Lovaas
B) Bernard Rimland
C) Leo Kanner
D) Loretta Bender
Q2) Which is not considered a characteristic of individuals with Asperger syndrome?
A) Poor motor skills
B) Inflexibility
C) Social awkwardness
D) Severe delays in language development
Q3) Individuals with Asperger syndrome display no significant delay in language development.
A)True
B)False
Q4) What percentage of individuals with autism spectrum disorders is considered to be "autistic savants"?
A) 1%
B) 5%
C) 10%
D) 25%
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Chapter 11: Individuals With Speech and Language Impairments
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Sample Questions
Q1) Severe communication and language disabilities are most likely to occur secondary to pervasive cognitive, neurological, or physical disabilities.
A)True
B)False
Q2) All sounds in the English language are mastered by children by the time they reach
A) 6 years of age
B) 7 years of age
C) 8 years of age
D) 9 years of age
Q3) A mild to moderate speech and language disorder
A) Is so subtle that it usually affects students' lives inconsequentially
B) Is experienced only by a small percentage of students
C) Most often occurs secondary to pervasive cognitive disabilities
D) May have a profound effect on all aspects of a student's life
Q4) Stuttering and cluttering are examples of language disorders.
A)True
B)False
Q5) Differentiate between speech, language, and communication.
Q6) Differentiate between receptive and expressive language.
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Chapter 12: Individuals With Hearing Impairments
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Sample Questions
Q1) An oral interpreter is used with which of the following type(s)of students?
A) Cochlear implant users
B) Students with a high level of residual hearing
C) Students who are deaf
D) A and B
Q2) When interacting with a person who has a hearing impairment, one should speak
A) More loudly
B) More quietly
C) When looking away
D) In a normal tone
Q3) The least restrictive environment (LRE)for students who are deaf or have a hearing impairment is the same LRE for any student with a disability.
A)True
B)False
Q4) The area of development most severely affected for children who are deaf is
A) Written communication skills
B) Language skills only
C) Speech skills only
D) Speech and language skills
Q5) Explain the process that occurs when a person is able to hear sound.
Page 14
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Chapter 13: Individuals With Visual Impairments
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Sample Questions
Q1) Name at least one way that young children with visual impairments might be identified for early intervention services.
Q2) In the eye, color is defined in the
A) Rod cells
B) Cone cells
C) Macula
D) Vitreous body
Q3) Explain the need for orientation and mobility (O&M)skills instruction.
Q4) Max, a student in your inclusive history class, has a visual impairment.Discuss some of the dos and don'ts you must consider when teaching the class.
Q5) Socially appropriate behaviors must be taught to persons with visual impairments because they
A) May not be able to observe those behaviors in others
B) Often have cognitive disabilities
C) Are frustrated with their visual impairment
D) May not be aware of differences between themselves and their peers
Q6) Describe the three types of learning media and give at least one example of how each could be used to instruct a child with a visual impairment.
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Chapter 14: Individuals With Physical Disabilities Health
Disabilities and Related Lowincidence Disabilities
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Sample Questions
Q1) When an individual has tonic-clinic seizures, he or she will suddenly lose consciousness, stop moving, and stare straight ahead.
A)True
B)False
Q2) What limbs are adversely affected with diplegia?
A) All four limbs but the arms are more affected than the legs
B) The limbs on the same side of the body
C) All four limbs but the legs are more affected than the arms
D) Only the legs are affected
Q3) A child diagnosed with a serious heart, circulatory, and lung condition severely affecting his education would fall under which category for special education considerations?
A) Multiple disabilities
B) Orthopedic impairment
C) Developmental delay
D) Other health impairment
Q4) Provide a definition of medical technology and give an example.
Q5) Briefly describe the characteristics of myelomeningocele spina bifida.
Q7) What does the term limb deficiency refer to? Page 16
Q6) Discuss multiple ways an individual can acquire a traumatic brain injury.
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Page 17
Chapter 15: Individuals Who Are Gifted and Talented
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Sample Questions
Q1) The etiology of giftedness is both genetic and environmental.
A)True
B)False
Q2) The opportunity to learn with others at the same levels of interest and achievement is an example of which strategy?
A) Grouping
B) Acceleration
C) Enrichment
D) Differentiation
Q3) With a variety of theories on multiple intelligences, why might the field be reluctant to let go of the traditional IQ testing?
A) Most parents understand IQ better than other measures of giftedness.
B) Without an above-average IQ, an individual cannot be considered gifted or talented.
C) IQ is the only foolproof way to identify an individual as gifted or talented.
D) Scores from an IQ test offer standardized information on a student's strengths and weaknesses.
Q4) What are the benefits of summer and Saturday programs for students who are gifted?
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