Teaching Students with Disabilities
Mock Exam
Course Introduction
This course provides an in-depth exploration of strategies, theories, and legal frameworks for effectively teaching students with diverse disabilities in inclusive and specialized educational settings. Participants will examine individualized education programs (IEPs), instructional adaptations, classroom management techniques, and the use of assistive technologies to support learning. The course also emphasizes the importance of collaboration with families, specialists, and support staff, while fostering a classroom community that values diversity and promotes the academic, social, and emotional development of all students.
Recommended Textbook
Exceptional Children and Youth 5th Edition by Nancy Hunt
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14 Chapters
520 Verified Questions
520 Flashcards
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Page 2
Chapter 1: An Introduction to Special Education
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39 Verified Questions
39 Flashcards
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Sample Questions
Q1) Overrepresentation of Hispanic students in special education classes was the primary issue in this 1970 court case:
A) Larry P. v. Riles.
B) Diana v. Board of Education.
C) Guadalupe Organization v. Tempe.
D) Dept. of Ed. v. Katherine D.
Answer: B
Q2) 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
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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28 Flashcards
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Sample Questions
Q1) "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
Q2) Write an expanded, comprehensive definition of special education that includes both its traditional function and today's expectations for the field.
Answer: Traditionally special education has not been a single method, a certain curriculum, or a specific place. Special education has been considered a planned and purposeful instructional program designed so that each individual with a disability can acquire necessary, appropriate, and meaningful skills. The practice has been that each special education program can be and should be as unique as the individual for whom it is designed. Each program has been guided by the individual needs and goals of each person.
Today, however, special education can be defined as the services required by a student to facilitate access to the general education curriculum. All students must participate in the general education curriculum-teachers must even tie alternative curriculum content to the curriculum standards.
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Chapter 3: Risk Factors and Early Intervention
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43 Verified Questions
43 Flashcards
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Sample Questions
Q1) What are the goals of early intervention?
Answer: Students should explain that early intervention attempts to:
\(\bullet\) Improve children's acquisition and use of important motor, affective, social, communication, and intellectual behaviors.
\(\bullet\) Help children integrate these behaviors into generative, functional, and adaptive responses to their environment.
\(\bullet\) Provide a comprehensive set of services to children from birth to three years and their families.
Q2) Low-birthweight babies are those who are born weighing
A) less than 4 pounds.
B) less than 5 ½ pounds.
C) 2 pounds less than the current average for babies born in a region.
D) less than 2 pounds.
Answer: B
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Chapter 4: Families of Children With Disabilities
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33 Flashcards
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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 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
Q3) Which statement about effective transition planning is correct?
A) It typically does not include parental input.
B) It includes input from the student regarding his or her interests.
C) It rarely includes interagency involvement.
D) It is best begun at the end of the student's senior year of high school.
Q4) Compare and contrast the terms family, household, and extended family.
Q5) Describe three steps that we should take to move toward cultural competence and give examples of how you might accomplish these steps.
Page 6
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Chapter 5: Children With Learning Disabilities
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Sample Questions
Q1) What are key factors of the definition of learning disabilities? What are the implications of each?
Q2) Which statement about the teaching of students with arithmetic disabilities is correct?
A) Learning basic facts is the first step in mastering arithmetic.
B) Learning is dependent on mastery of the calculator to perform functional arithmetic.
C) Teaching should begin at the concrete level.
D) Teaching should focus on word problems and problem-solving strategies.
Q3) What is known about internal and external causes of learning disabilities?
Q4) Which of the following is NOT essential to the reading process?
A) Enjoying the reading process
B) Analyzing words
C) Comprehending what one reads
D) Metacognition
Q5) The STAR strategy is used to solve
A) subtraction problems.
B) reasoning problems.
C) addition problems.
D) math word problems.
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Chapter 6: Children With Intellectual Disabilities
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38 Flashcards
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Sample Questions
Q1) 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.
Q2) A key component of effective instruction in functional skills is the use of
A) real-life materials in natural environments.
B) teen magazines and other popular media.
C) videotapes rather than actual practice.
D) manipulatives rather than reading materials or calculators.
Q3) Intelligence is
A) a specific set of abilities that an individual possesses.
B) a construct, defined by theorists and test makers and determined by their ideas, beliefs, and cultural values.
C) innate and unchanging throughout the lifespan.
D) a concept that is agreed upon by theorists such as Gardner and Sternberg.
Q4) What are some of the learning difficulties experienced by persons with intellectual disabilities? Choose two and describe them, giving examples.
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8
Chapter 7: Children With Severe Disabilities
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Sample Questions
Q1) Which statement about families with a profoundly disabled child is correct?
A) All go through the same sequence of stages when they learn of their child's condition.
B) They tend to accept the condition fairly quickly.
C) They are unable to have their child qualify for any special assistance until the child is five years old.
D) They tend to learn about the condition fairly soon after the child's birth.
Q2) The criteria for the category "profound intellectual disabilities" include all of the following EXCEPT
A) a deficit in adaptive behavior.
B) deficits originating during the developmental period.
C) an IQ of 20 or below on an individualized cognitive abilities test.
D) parental history of severe disability.
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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Page 9
Chapter 8: Children With Behavior Disorders
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Sample Questions
Q1) What are some of the major systems of classifying behavior disorders and how are they used?
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) 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.
Q4) 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.
Q5) Why is Achenbach and Edelbrock's system of classification useful for teachers?
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Chapter 9: Children With Autism Spectrum Disorders
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Sample Questions
Q1) 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.
Q2) Describe applied behavior analysis (ABA) and its use with children with autism.
Q3) 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.
Q4) 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
Q5) Describe the typical patterns of learning, speech, and behavior in children with autism.
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Chapter 10: Children With Communication Disorders
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Sample Questions
Q1) What is a language sample, and what are the advantages of using a language sample with a student with a language problem?
Q2) Classroom discourse refers to
A) the normal language routines of the classroom.
B) the amount of "teacher talk" in the classroom.
C) the opportunities students are given to speak in the classroom.
D) the amount of writing that students do in the classroom.
Q3) Interruptions in the flow of speaking are referred to as A) fluency disorders.
B) phonological disorders.
C) dialectical disorders.
D) voice disorders.
Q4) 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.
Q5) 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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Sample Questions
Q1) 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?
Q2) A study of deaf college students (Toscano, McKee, & Lepoutre, 2002) found that the key to success for the students was
A) the ongoing involvement and support of their families in communication and academic achievement.
B) the mode of communication used by the student.
C) the consistent use of a cochlear implant since childhood.
D) the quality of the student's education through secondary school.
Q3) 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.
Q4) A hearing loss that occurs at age 7 is probably A) postlingual.
B) prelingual.
C) congenital.
D) sensorineural.
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Chapter 12: Children Who Are Blind or Have Low Vision
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41 Verified Questions
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Sample Questions
Q1) Describe concept development and explain its importance to teaching children with visual impairment.
Q2) Describe the concept of the expanded core curriculum and areas of potential modification to curricula for students with visual impairments.
Q3) A device that increases visual access to print for the student with visual impairment is the
A) closed-circuit television (CCTV).
B) Braillewriter.
C) talking sign.
D) global positioning satellite.
Q4) Most people with visual impairments
A) cannot travel independently in their communities.
B) rely on their other senses and on training to gain information about the world.
C) learn to read either large-print books or Braille materials.
D) cannot function at an independent level in their own homes.
Q5) How might a visual impairment affect a child in one of the following areas: cognitive, physical, or language development?
Q6) 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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39 Verified Questions
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Sample Questions
Q1) Explain how diabetes may affect a student in your classroom. Describe the situations/symptoms that you should be aware of that might be warning signals associated with diabetes.
Q2) A physical disability is
A) usually concurrent with an intellectual disability.
B) a condition that incapacitates the skeletal, muscular, and/or neurological systems of the body to some degree.
C) the same as a health impairment.
D) a condition that is caused by an accident.
Q3) When children return to school after suffering traumatic brain injury, it is recommended that teachers provide
A) remedial help in reading and language, but not in math.
B) specific instruction in activities of daily living.
C) specific routines and a structured environment.
D) a computer devoted to the student's use.
Q4) How might cognitive abilities be influenced by a lack of mobility that accompanies a physical disability?
Q5) Describe the steps a teacher should take to integrate a student with physical disabilities into the classroom.
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Chapter 14: Children Who Are Gifted and Talented
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Sample Questions
Q1) Renzulli proposed that giftedness was evident in
A) high intellectual ability.
B) task commitment.
C) creativity.
D) All of the above.
Q2) Sternberg's belief is that "the big question is not how many things a person is good at, but how well a person can exploit whatever he or she is good at and find ways around the things that he or she is not good at" (1991, p. 51). Sternberg now describes this combination as
A) triarchic intelligence.
B) practical intelligence.
C) successful intelligence.
D) logical-mathematical intelligence.
Q3) The term that is typically used to describe students who are gifted but whose performance in school is low is
A) gifted disabled.
B) gifted underachiever.
C) gifted learning handicapped.
D) gifted handicapped.
Q4) Briefly explain how views of giftedness have changed through history.
Page 16
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