Teaching Students with Disabilities Study Guide
Questions
Course Introduction
This course provides an in-depth exploration of effective strategies, legal requirements, and instructional methods for teaching students with disabilities in inclusive educational settings. Students will examine the characteristics of various disabilities, including learning, intellectual, physical, sensory, and emotional/behavioral disorders, and learn to develop individualized education plans (IEPs) that support academic and social success. Emphasis is placed on collaboration with families and other professionals, creating accessible curriculum materials, implementing classroom accommodations and modifications, and fostering positive, supportive learning environments. Through case studies and practical applications, future educators will build the knowledge and skills needed to meet the diverse needs of exceptional learners.
Recommended Textbook
Special Education in Contemporary Society 5th edition
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Chapter 1: Special Education in Context People Concepts and Perspectives
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Q1) All of the following people are listed in the text as having been instrumental in pioneering special education except
A) Howard Gardner
B) Philippe Pinel
C) Louis Braille
D) Alexander Graham Bell
Answer: A
Q2) ______________________ refers to the impact of a disability.
A) Delay
B) Impairment
C) Limitation
D) Handicap
Answer: D
Q3) A major premise of the universal design is to
A) Remove administrative barriers for students with disabilities
B) Make all instruction accessible by students with disabilities
C) Make only physical environments accessible by students with disabilities
D) Make learning environments accessible for all students
Answer: D
Page 3
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Chapter 2: Policies Practices and Programs
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Q1) Discuss the differences among the concepts of least restrictive environment, regular ed initiative, and full inclusion.
Answer: Least restrictive environment-individuals with disabilities are to be educated in environments as close as possible to the general education classroom setting Regular Education Initiative-An approach that advocates that general educators assume greater responsibility for the education of students with disabilities Full inclusion-An interpretation of the principle of least restrictive environment advocating that all pupils with disabilities are to be educated in the general education classroom
Q2) All of the following are key court cases for influencing special education except A) Roe v. Wade
B) Lau v. Nichols
C) Larry P. v. Riles
D) Wyatt v. Stickney
Answer: A
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Chapter 3: Cultural and Linguistic Diversity and Exceptionality
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Q1) Which trait does not characterize American macroculture?
A) Individualism and independence
B) Competitiveness and ambition
C) Nonassertiveness and cooperation
D) Equality and fair play
Answer: C
Q2) Discuss some of the problems that occur when attempts are made to provide special education to students who are English learners (ELs).
Answer: Obtaining accurate diagnosis
Assessment difficulties
Inappropriate placement
Q3) Approximately how many people immigrate to the United States each year?
A) 1,250,000
B) 100,000
C) 10,000,000
D) 5,000,000
Answer: A
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Chapter 4: Parents Families and Exceptionality
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Q1) Because different cultures perceive the cause of a disability, the etiology of a disability is a reflection of a family's cultural reference.
A)True
B)False
Q2) Establishing meaningful collaborative relationships with families from culturally and linguistically diverse backgrounds requires the professional's respect of multiple facets of each family's value system and cultural traditions.Briefly discuss what this means for teachers.
Q3) In general, the initial phase of dealing with the news that a child has a disability is characterized by
A) Shock
B) Grief
C) Denial
D) All of the above
Q4) It is believed that parents who receive news of a child's disability pass through stages of emotion similar to that of an individual grieving the death of a loved one.
A)True
B)False
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Chapter 5: Assistive Technology
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Q1) Kindle, Nook, and iPad can be used to provide e-text to students.
A)True
B)False
Q2) An example of assistive technology for the purpose of recreation and leisure is
A) Braille playing cards
B) Pencil grip
C) ReadingPen
D) Hearing aid
Q3) A disability that prevents an individual from gaining information from printed material is called
A) Verbal disability
B) Vocabulary/receptive disability
C) Comprehension disability
D) Print disability
Q4) Identify and briefly define the six types of educational technology as stipulated by Blackhurst (2005).
Q5) How does WATI categorize assistive technology? Provide an example of each.
Q6) Compare and contrast assistive technology and educational technology.
Q7) Discuss how assistive technology can be included in a student's IEP.
Page 7
Q8) When defining assistive technology, what is meant by "devices and services"?
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Chapter 6: Individuals With Intellectual Disability
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Q1) Based on the 1992 AAIDD levels of support classification model, a person with chronic health care needs would be classified as an individual requiring a pervasive level of support.
A)True
B)False
Q2) A person with intellectual disabilities receives a Social Security payment each month because of his or her disability.What type of support is this considered?
A) Programmatic support
B) Formal support
C) Intermediate support
D) Natural support
Q3) A comprehensive curriculum for learners with cognitive limitations should include all except
A) Be responsive to the needs of individual students
B) Provide maximum interaction with peers who are not disabled
C) Be sensitive to diploma requirements and graduation goals
D) Teach students in a self-contained environment
Q4) Discuss, in detail, how a lack of social adeptness might affect a young adult with intellectual disability.
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Chapter 7: Individuals With Learning Disabilities
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Q1) Discuss three reasons why the prevalence of learning disability has decreased.
Q2) Provide five principles for effective cognitive education programming.
Q3) What emerging method of identifying a learning disability was supported with the reauthorization of IDEA 2004?
A) Severe discrepancy
B) Progress monitoring
C) Response to intervention
D) Disability assessment
Q4) How often should progress monitoring occur on the target skill to ensure adequate progress and learning?
A) Once a semester
B) Once every 9 weeks
C) Once a month
D) Twice a month
Q5) Explain the concept of authentic assessment.How might it provide a more accurate assessment than a standardized assessment?
Q6) Name three differences between the definition of learning disabilities proposed by Samuel Kirk and the definition incorporated in the Learning Disabilities Act of 1969.
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Chapter 8: Individuals With Attention Deficit Hyperactivity
Disorder
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Q1) Bias was an initial concern when using behavior rating scales, but the standardization process used today eliminates the risk of bias.
A)True
B)False
Q2) Researchers have found significant improvements in children's behavior when they are taking stimulant medication.
A)True
B)False
Q3) Name one suggestion a teacher could use when working with a student with ADHD who is struggling with math.
Q4) All of the following are examples of executive functions of the brain except A) Working memory
B) Arousal levels
C) Inner speech
D) Motor coordination
Q5) Current IDEA legislation recognizes ADHD as a separate disability category. A)True
B)False
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Q6) Name one behavior rating scale discussed in the chapter used to identify ADHD.
Chapter 9: Individuals With Emotional or Behavioral Disorders
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Q1) Children typically outgrow emotional or behavioral disorders by the time they reach adulthood.
A)True
B)False
Q2) Which of the following conceptual model(s)of emotional and behavioral disorders emphasizes systematic observations and data collection procedures?
A) Behavioral
B) Biogenic
C) Psychodynamic
D) Ecological
Q3) Describe the three levels of intervention within positive behavior support.Provide example interventions within each level.
Q4) When does the positive behavior support model attempt to identify problematic behaviors?
A) When it affects the social environment
B) When referrals are made for special education services
C) When they become chronic and/or severe
D) Before they become chronic and/or severe
Page 11
Q5) What are the five strategies provided for use during instructional delivery?
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Chapter 10: Individuals With Autism Spectrum Disorders
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Q1) List at least three safety concerns of parents of young children with autism spectrum disorders.
Q2) Asperger syndrome is foremost a social disorder.
A)True
B)False
Q3) Describe several strategies that would be employed in supporting a child with autism spectrum disorders in general education settings.
Q4) Name one strategy for familiarizing a new general education teacher with a child with autism spectrum disorder.
Q5) "Bad mothering" is associated with which theory for causes of autism?
A) Environmental theory
B) Psychogenic theory
C) Organic theory
D) Behavioral theory
Q6) Which one of the following treatments is validated by research?
A) Hormone injections
B) Dietary treatments
C) Picture exchange communication system
D) Auditory integration training
Page 12
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Chapter 11: Individuals With Speech and Language Impairments
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Q1) At what age, typically, can a child tell a story?
A) 5-6
B) 8-9
C) 1-2
D) 3-4
Q2) The American Speech-Language-Hearing Association identified four guiding principles for early interventions with young children having communication problems.What are those principles?
Q3) Most young children who do not speak fluently will develop stuttering as they mature.
A)True
B)False
Q4) Children with speech and language impairments who are second-language learners are difficult to identify because
A) Parents are reluctant to have their children tested.
B) Reliable and valid tests used for identification are limited.
C) To be valid, tests must be conducted in the child's second language.
D) Communication behaviors emerge at different ages in different cultures.
Q6) Differentiate between receptive and expressive language. Page 13
Q5) Differentiate between speech, language, and communication.
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Chapter 12: Individuals With Hearing Impairments
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Q1) This hearing assessment is often used with children who are difficult to test or unable to follow simple commands:
A) Audiogram
B) Speech audiometry
C) Play audiometry
D) Children's audiogram
Q2) The term Deaf, with a capital D, is used to describe those individuals who wish to be identified with the Deaf[AQ: Change OK?] culture.
A)True
B)False
Q3) Atresia is a developmental disorder that results in malformation of the outer and/or middle ear.
A)True
B)False
Q4) The educational achievement of students with hearing impairments may be significantly higher in comparison to that of their hearing-impaired peers.
A)True
B)False
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Chapter 13: Individuals With Visual Impairments
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Q1) Someone for whom sunlight may cause discomfort may have
A) Optic atrophy
B) Retinopathy of prematurity (ROP)
C) Myopia
D) Ocular albinism
Q2) Which is not a part of a low-vision plan?
A) Annual fiscal budget for assistive technology
B) Prescription for low-vision devices
C) Technology devices
D) Referrals to community agencies
Q3) What is the disorder in which one or more surfaces of the cornea are shaped like a football?
A) Cataracts
B) Albinism
C) Astigmatism
D) Nearsightedness
Q4) Approximately 5,000 new teachers of the visually impaired graduate each year.
A)True
B)False
Q5) Name three of the most common visual impairments affecting school-age children.
Page 16
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Chapter 14: Individuals With Physical Disabilities Health
Disabilities and Related Lowincidence Disabilities
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Q1) Children born with HIV have developmental delays, motor problems, nervous system damage, and additional infections.
A)True
B)False
Q2) Duchenne muscular dystrophy is a debilitating disease that strikes early but usually improves by the late teens or early 20s.
A)True
B)False
Q3) Under the federal definition, when would a student be identified as having multiple disabilities?
A) When a student has an intellectual disability plus one or more other disabilities
B) When a student has a severe physical impairment plus one or more other disabilities
C) When a student has deafness and blindness
D) When a student has two or more disabilities whose combined effects cannot be accommodated in a program for one of the disabilities
Q4) What are two neuromotor impairments?
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Chapter 15: Individuals Who Are Gifted and Talented
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Q1) The ceiling effect, when discussing testing children who are gifted and talented, refers to tests
A) Being too difficult for students to complete
B) Being too easy to offer an accurate representation of students' skills
C) That are designed to measure only students in the top quartile
D) That are designed to measure only students in the bottom quartile
Q2) One of the biggest influences in a gifted and talented student's academic performance is
A) IQ score
B) Parents
C) Teacher
D) Principal
Q3) Which of the following is not an intelligence designated by Howard Gardner's theory of multiple intelligences?
A) Accelerated knowledge
B) Linguistic
C) Bodily-kinesthetic
D) Interpersonal
Q4) List the three traits of Renzulli's model of giftedness.
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