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Psychology for Educators – C913 (complete) > Chapter 6 > Flashcards

Chapter 6 Flashcards

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1
Q

Each class is made up of students of similar ability

```
a. Between-class
tracking
b. Regrouping
c. Joplin Plan
d. Within-class groupings
~~~

A

a. Between-class

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2
Q

Students of the same age, ability, and grade but from different classes come together for instruction in a specific subject

a. Between-class
(tracking)
b. Regrouping
c. Joplin Plan
d. Within-class groupings
A

b. Regrouping

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3
Q

Regrouping that takes place across grade levels

```
a. Between-class
tracking
b. Regrouping
c. Joplin Plan
d. Within-class groupings
~~~

A

c. Joplin Plan

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4
Q

Division of a single class into two or three groups for instruction in specific subjects

a. Between-class
(tracking)
b. Regrouping
c. Joplin Plan
d. Within-class groupings
A

d. Within-class groupings

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5
Q

Grouping students of similar intellectual ability for the purpose of instruction

A

Describe ability groupings in general

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6
Q

Students are provided with free specialized education no matter their learning disabilities

a. Least Restrictive Environment (LRE)
b. Individualized Education Program (IEP)
c. Pre-placement Evaluation
d. Free and Appropriate Public Education (FAPE)

A

d. Free and Appropriate Public Education (FAPE)

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7
Q

test administered to students who have impaired sensory, manual, or speaking skills must reflect aptitude or achievement rather than impairment

a. Least Restrictive Environment (LRE)
b. Individualized Education Program (IEP)
c. Pre-placement Evaluation
d. Free and Appropriate Public Education (FAPE)

A

c. Pre-placement Evaluation

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8
Q

a statement of the specific special educational and related services to be provided to the child, and the extent to which the child will be able to participate in regular educational programs

a. Least Restrictive Environment (LRE)
b. Individualized Education Program (IEP)
c. Pre-placement Evaluation
d. Free and Appropriate Public Education (FAPE)

A

b. Individualized Education Program (IEP)

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9
Q

schools are required to place students with disabilities in the least restrictive setting that their disability will allow

a. Least Restrictive Environment (LRE)
b. Individualized Education Program (IEP)
c. Pre-placement Evaluation
d. Free and Appropriate Public Education (FAPE)

A

a. Least Restrictive Environment (LRE)

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10
Q

Significant difficulty in verbal and nonverbal communication and social interaction that adversely affects educational performance

a. Autism
b. Deaf-blindness
c. Emotional-Behavioral Disorders
d. Hearing impairment

A

a. Autism

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11
Q

Impairments of both hearing and vision, the combination of which causes severe communication, developmental, and educational problems. The combination of these impairments is such that a child’s educational and physical needs cannot be adequately met by programs designed for only deaf children or only blind children

a. Autism
b. Deaf-blindness
c. Emotional-Behavioral Disorders
d. Hearing impairment

A

b. Deaf-blindness

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12
Q

Personal and social problems exhibited in an extreme degree over a period of time that adversely affect a child’s ability to learn and get along with others (prior to the 1997 amendments to IDEA, this category was called “serious emotional disturbance”).

a. Autism
b. Deaf-blindness
c. Emotional-Behavioral Disorders
d. Hearing impairment

A

c. Emotional-Behavioral Disorders

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13
Q

Permanent or fluctuating difficulty in understanding speech that adversely affects educational performance

a. Autism
b. Deaf-blindness
c. Emotional-Behavioral Disorders
d. Hearing impairment

A

d. Hearing impairment

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14
Q

Significant subaverage general intellectual functioning accompanied by deficits in adaptive behavior (how well a person functions in social environments). This category was formerly called mental retardation. The change to intellectual disability occurred in 2010 (U. S. Department of Education, 2010).

a. Intellectual disability
b. Multiple disabilities
c. Orthopedic impairments
d. Other health impairments

A

a. Intellectual disability

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15
Q

Two or more impairments (such as mental retardation–blindness and mental retardation–orthopedic, but not deaf-blindness) that cause such severe educational problems that a child’s needs cannot be adequately met by programs designed solely for one of the impairments.

a. Intellectual disability
b. Multiple disabilities
c. Orthopedic impairments
d. Other health impairments

A

b. Multiple disabilities

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16
Q

Impairment in a child’s ability to use arms, legs, hands, or feet that significantly affects that child’s educational performance

a. Intellectual disability
b. Multiple disabilities
c. Orthopedic impairments
d. Other health impairments

A

c. Orthopedic impairments

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17
Q

Conditions such as asthma, hemophilia, sickle cell anemia, epilepsy, heart disease, and diabetes that so limit the strength, vitality, or alertness of a child that educational performance is significantly affected

a. Intellectual disability
b. Multiple disabilities
c. Orthopedic impairments
d. Other health impairments

A

d. Other health impairments

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18
Q

A disorder in one or more of the basic psychological processes involved in understanding or using language that leads to learning problems not traceable to physical disabilities, mental retardation, emotional disturbance, or cultural-economic disadvantage.

a. Specific learning disability
b. Speech or language impairment
c. Traumatic brain injury
d. Visual impairment/blindness

A

a. Specific learning disability

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19
Q

A communication disorder such as stuttering, impaired articulation, or a language or voice impairment that adversely affects educational performance.

a. Specific learning disability
b. Speech or language impairment
c. Traumatic brain injury
d. Visual impairment/blindness

A

b. Speech or language impairment

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20
Q

A brain injury due to an accident that causes cognitive or psycho-social impairments that adversely affect educational performance.

a. Specific learning disability
b. Speech or language impairment
c. Traumatic brain injury
d. Visual impairment/blindness

A

c. Traumatic brain injury

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21
Q

A visual impairment so severe that even with corrective lenses a child’s educational performance is adversely affected.

a. Specific learning disability
b. Speech or language impairment
c. Traumatic brain injury
d. Visual impairment/blindness

A

d. Visual impairment/blindness

22
Q

children and youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities.

a. Gifted and Talented
b. Twice Exceptional
c. Accelerated Instruction
d. Enrichment

A

a. Gifted and Talented

23
Q

they are exceptional because they are gifted and talented and they are exceptional because they are challenged in some intellectual, social, physical, or emotional way

a. Gifted and Talented
b. Twice Exceptional
c. Accelerated Instruction
d. Enrichment

A

b. Twice Exceptional

24
Q
  • allowing students to complete the work for more than one grade during the regular school year
  • extending the school year by using summer sessions
  • allowing students to take college classes while still in high school

a. Gifted and Talented
b. Twice Exceptional
c. Accelerated Instruction
d. Enrichment

A

c. Accelerated Instruction

25
Q
  • type 1 enrichment involves exploratory activities that are designed to expose students to topics not ordinarily covered in the regular curriculum
  • type 2 enrichment involves instructional methods and materials aimed at the development of thinking and feeling process
  • type 3 enrichment consists of activities in which students investigate and collect data for real topic or problem

a. Gifted and Talented
b. Twice Exceptional
c. Accelerated Instruction
d. Enrichment

A

d. Enrichment

26
Q

How did public education in the U.S. become a major enterprise by 1920?
Choose 4

a. All states passed compulsory school attendance laws.
b. Many states enacted child labor laws to protect children.
c. Vocational students were tracked into manual labor.
d. Federal laws prevented employers from hiring children.
e. By 1920, many immigrant children had entered the U.S.

A

a. All states passed compulsory school attendance laws.
b. Many states enacted child labor laws to protect children.
d. Federal laws prevented employers from hiring children.
e. By 1920, many immigrant children had entered the U.S.

27
Q

What was a primary rationale for placing students in ability groups?

a. Students of similar ability exhibit fewer behavior problems.	
b. Students of similar ability are easier to teach.	
c. Mental ability and achievement tests were newly invented.	
d. Immigrant children scored poorly on standardized tests.
A

c. Mental ability and achievement tests were newly invented.

28
Q

What assumptions did early 20th-century educators make about student learning?
Choose 4

a. Intelligence is a fixed, inherited trait that affects learning.
b. Little can be done to alter an individual’s learning capacity.
c. IQ scores indicate the existence of multiple intelligence’s.
d. An IQ score is a true reflection of a person’s mental capacity.
e. Students learn best when grouped with those with similar IQs.

A

a. Intelligence is a fixed, inherited trait that affects learning.
b. Little can be done to alter an individual’s learning capacity.
d. An IQ score is a true reflection of a person’s mental capacity.
e. Students learn best when grouped with those with similar IQs.

29
Q

What does scientific research show about ability grouping and tracking?
Choose 3

a. Ability grouping and tracking are detrimental for most students.
b. Students learn better when surrounded by peers with similar IQs.
c. Detracking supports student learning in heterogeneous classes.
d. Ability grouping results from subjective, unsystematic thinking.
e. Educators should support between-class ability grouping.

A

a. Ability grouping and tracking are detrimental for most students.
c. Detracking supports student learning in heterogeneous classes.
d. Ability grouping results from subjective, unsystematic thinking.

30
Q

Under IDEA, what actions are appropriate for the classroom teacher to take for a student with special needs?
Choose 3

a. Schedule a date for an evaluation and intelligence testing.
b. Ensure that Individual Educational Plan objectives are met.
c. Persuade the child’s parents to approve assessment testing.
d. Refer the student to the multidisciplinary assessment team.
e. Implement instruction per the Individual Educational Plan.

A

b. Ensure that Individual Educational Plan objectives are met.
d. Refer the student to the multidisciplinary assessment team.
e. Implement instruction per the Individual Educational Plan.

31
Q

John has diabetes, which does not significantly affect his educational performance. What law requires public schools to accommodate John’s health needs?

a. The Individuals with Disabilities Education Act (IDEA)	
b. Section 504 of the Americans with Disabilities Act (ADAAA)	
c. Brown versus Board of Education	
d. No law requires health accommodations during the school day.
A

b. Section 504 of the Americans with Disabilities Act (ADAAA)

32
Q

What feature of IDEA did inclusion grow out of?

a. preplacement evaluation	
b. individualized education program	
c. least restrictive environment	
d. response to intervention
A

c. least restrictive environment

33
Q

What is one reason the term intellectual disability has become more widely used than mental retardation?

a. Both involve an IQ score two or more standard deviations below the mean.	
b. Intellectual disability more accurately reflects the scope of AAIDD research.	
c. Intellectual disability is an integral part of Sternberg’s triarchic theory.	
d. Changing the name of a disabling condition is purely cosmetic.
A

b. Intellectual disability more accurately reflects the scope of AAIDD research.

34
Q

Why do students with intellectual disability often seem less mature than their peers?
Choose 4

a. They possess social skills typical of younger students.
b. They tend to have low self-esteem and low tolerance for frustration.
c. They prefer to work and play by themselves.
d. Adolescents with intellectual disabilities remain in the Piagetian phase of concrete operations.
e. They exhibit limited metacognition about their own learning ability.

A

a. They possess social skills typical of younger students.
b. They tend to have low self-esteem and low tolerance for frustration.
d. Adolescents with intellectual disabilities remain in the Piagetian phase of concrete operations.
e. They exhibit limited metacognition about their own learning ability.

35
Q

What is an appropriate teaching technique to help a student with intellectual disabilities grow academically?

a. Assign self-directed activities that have delayed feedback.	
b. Provide the student with a manageable individual assignment.	
c. Create learning tasks that require following multiple steps.	
d. Expect less from students with intellectual disabilities.
A

b. Provide the student with a manageable individual assignment.

36
Q

How are children with learning disabilities typically identified?

a. trouble learning to read or write	
b. deficits in social skills and learning	
c. discrepancies between achievement and IQ scores	
d. IQ-consistent students with behavior problems
A

c. discrepancies between achievement and IQ scores

37
Q

What instructional strategies are recommended for students with learning disabilities and ADHD?
Choose 3

a. Use a combined approach of direct and strategy instruction.
b. Have limited expectations of students with learning disabilities.
c. Provide hands-on learning activities and materials.
d. Promote peer tutoring and cooperative learning situations.
e. Expect students with learning disabilities to work independently.

A

a. Use a combined approach of direct and strategy instruction.
c. Provide hands-on learning activities and materials.
d. Promote peer tutoring and cooperative learning situations.

38
Q

What characteristics define emotionally disturbed students in IDEA?
Choose 3

a. satisfactory interpersonal relationships
b. oppositional behavior pattern
c. general unhappiness or depression
d. unexplained inability to learn
e. high level of intelligence

A

b. oppositional behavior pattern
c. general unhappiness or depression
d. unexplained inability to learn

39
Q

What major characteristics do many gifted and talented students share?
Choose 3

a. excelling in tasks involving language, logic, and mathematics
b. giving up on tasks easily when they feel they are too difficult
c. transferring learned information to solve problems
d. exhibiting high levels of motivation and task persistence
e. being inclined to be less solitary and more extroverted

A

a. excelling in tasks involving language, logic, and mathematics
c. transferring learned information to solve problems
d. exhibiting high levels of motivation and task persistence

40
Q

What principles guide the Universal Design for Learning (UDL) approach?
Choose 3

a. Multiple ways are used to represent what is to be learned.
b. Learning may be expressed in various ways.
c. Technology provides multiple means of engagement.
d. Students are categorized as either normal or disabled.
e. Web 2.0 tools are reserved for special education students.

A

a. Multiple ways are used to represent what is to be learned.
b. Learning may be expressed in various ways.
c. Technology provides multiple means of engagement.

41
Q

What factors were important to the growth of public education in the early 20th century?
Choose 3

a. Many immigrant children arrived in the U.S.
b. All states passed compulsory school attendance laws.
c. Child labor laws were enacted to permit children to work.
d. Federal laws prevented employers from hiring children.
e. Vocational schools were mandated for immigrant children.

A

a. Many immigrant children arrived in the U.S.
b. All states passed compulsory school attendance laws.
d. Federal laws prevented employers from hiring children.

42
Q

What were the early effects of ability grouping on students with mental and physical disabilities?
Choose 3

a. Special schools were created for children who scored poorly on IQ tests.
b. Mentally retarded or physically disabled children attended regular schools.
c. Special schools were dumping grounds for children with learning problems.
d. IQ test results prevented immigrant children from attending regular school.
e. Disabled children were deemed incapable of learning in regular classrooms.

A

a. Special schools were created for children who scored poorly on IQ tests.
c. Special schools were dumping grounds for children with learning problems.
e. Disabled children were deemed incapable of learning in regular classrooms.

43
Q 
What are the major research findings about between-class ability grouping?
Choose 3

a. Weak, inexperienced teachers are often assigned to low tracks.
b. Teachers of low-ability classes stress creativity over compliance.
c. Teachers of high-ability classes cover more complex material.
d. Teachers of low-ability classes expect less from their students.
e. Minority and low-SES students are often found in high ability groups.

A

a. Weak, inexperienced teachers are often assigned to low tracks.
c. Teachers of high-ability classes cover more complex material.
d. Teachers of low-ability classes expect less from their students.

44
Q

What is the main purpose of the Individuals with Disabilities Education Act (IDEA)?

a. to provide professional training to those who teach gifted children	
b. to ensure that disabled students receive a free and appropriate education	
c. to provide educational options to gifted and talented children	
d. to require vocational training for all disabled students
A

b. to ensure that disabled students receive a free and appropriate education

45
Q

Compared to average students, what characteristics describe students with intellectual disabilities?

a. lower intelligence scores
b. similar rate and degree of development
c. normal language development
d. similar memory capacity
e. identical metacognitive abilities

A

a. lower intelligence scores

46
Q

What characteristics describe students with learning disabilities?
Choose 2

a. economic, environmental, or cultural disadvantages
b. learning difficulties in language or mathematics
c. memory, auditory perception, or visual perception disorders
d. learning problems due to blindness or deafness
e. motor disabilities, mental retardation, or emotional disturbance

A

b. learning difficulties in language or mathematics

c. memory, auditory perception, or visual perception disorders

47
Q

What strategies are recommended for instructing emotionally disturbed students?
Choose 3

a. Encourage social interaction and cooperation.
b. Ignore inappropriate behavior.
c. Prompt and reinforce appropriate social interactions.
d. Nip aggressive or antisocial behavior in the bud.
e. Use physical punishment to keep classroom order

A

a. Encourage social interaction and cooperation.
c. Prompt and reinforce appropriate social interactions.
d. Nip aggressive or antisocial behavior in the bud.

48
Q

How are emotionally disturbed students classified?

a. pessimistic or optimistic	
b. negativistic or positivistic	
c. externalizing or internalizing	
d. concrete or abstract
A

c. externalizing or internalizing

49
Q

What approaches are suggested for differentiating instruction for gifted and talented students?
Choose 3

a. Assign advanced study projects related to the curriculum.
b. Publicly reward students who complete assignments early.
c. Encourage supplementary independent reading and writing.
d. Require gifted students to tutor slower classroom peers.
e. Have gifted students create a class website or home page.

A

a. Assign advanced study projects related to the curriculum.
c. Encourage supplementary independent reading and writing.
e. Have gifted students create a class website or home page.

50
Q

What is the role of assistive technology in public education?

a. technology for all students to use in the classroom	
b. IDEA-mandated support for disabled students	
c. technology designed for lesson presentation	
d. Internet web quests to engage gifted students
A

b. IDEA-mandated support for disabled students

Psychology for Educators – C913 (complete) (15 decks)

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