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Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 > Pre-assessment I need to review > Flashcards

Pre-assessment I need to review Flashcards

1
Q

A kindergarten student is hard of hearing and has difficulty understanding spoken language from a distance. The student does well when she sits near the teacher but struggles when moving independently around the classroom.

The Individual Education Program (IEP) team determines that the student needs assistive technology to help her fully engage in the classroom.

What is an appropriate recommendation from the team?

A. A cochlear implant

B. A wireless FM listening system

C. An electronic tablet for individual work

D. A personal computer station near the teacher

A

B. A wireless FM listening system

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2
Q

An Individualized Education Program (IEP) team has determined that a student with a hearing impairment needs assistive technology to help her fully engage in physical education instruction and activities outdoors.

Which assistive technology is appropriate for this student?

A. A signboard for the student to see while on the playing field

B. An augmentative communication device to use during activities

C. A wireless FM listening system to hear the teacher from a distance

D. An e-reader to read activity rules and directions written by the teacher

A

C. A wireless FM listening system to hear the teacher from a distance

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3
Q

What is an appropriate low-tech assistive technology to help a student understand the concept of fractions?

A. Calculator

B. Virtual manipulatives

C. Concrete manipulatives

D. Computer-assisted instruction

A

C. Concrete manipulatives

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4
Q

What is an appropriate mid-tech assistive technology for a child with a speech and language impairment?

A. Picture symbol system

B. Unaided communication tool

C. Mobile technology computer app

D. Battery-operated speech-generating device

A

D. Battery-operated speech-generating device

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5
Q

Which act removed cochlear implants from the definition of assistive technology?

A. Section 504 of the Rehabilitation Act 1973

B. Individuals with Disabilities Education Act 2004

C. Elementary and Secondary Education Amendments Act

D. Technology-Related Assistance for Individuals with Disabilities Act

A

B. Individuals with Disabilities Education Act 2004

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6
Q

A teacher candidate is reviewing historical data on Braille as an assistive technology for students with visual impairments to find the origin of legislation governing its use.

Which law and time period is relevant to this search?

A. PL 45-186 (1879)

B. PL 85-905 (1958)

C. PL 90-247 (1968)

D. Section 504 (1973)

A

A. PL 45-186 (1879)

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7
Q

Match each assistive technology application to the current legal and legislative action.

Answer options may be used more than once or not at all. Select your answers from the pull-down list.

Mandates that the assistive technology is provided at no cost to the student
A. 2004 Reauthorization of IDEA
B. 1990 Reauthorization of IDEA
C. 1997 Reauthorization of IDEA
D. 1998 Reauthorization of Tech Act. 
Stipulates that students with print disabilities are provided with accessible instructional materials
A. 2004 Reauthorization of IDEA
B. 1990 Reauthorization of IDEA
C. 1997 Reauthorization of IDEA
D. 1998 Reauthorization of Tech Act
Mandates that assistive technology is provided if the Individual Education Program team determines it is needed
A. 2004 Reauthorization of IDEA
B. 1990 Reauthorization of IDEA
C. 1997 Reauthorization of IDEA
D. 1998 Reauthorization of Tech Act
Mandates that Individual Education Program teams consider assistive technology for all students with disabilities
A. 2004 Reauthorization of IDEA
B. 1990 Reauthorization of IDEA
C. 1997 Reauthorization of IDEA
D. 1998 Reauthorization of Tech Act
A
  1. A. 2004 Reauthorization of IDEA
  2. A. 2004 Reauthorization of IDEA
  3. B. 1990 Reauthorization of IDEA
  4. C. 1997 Reauthorization of IDEA
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8
Q

How did the 1988 TECH Act define assistive technology?

A. Accommodations

B. Communication aids

C. Services as they pertain to device use

D. Personnel providing technology assistance

A

C. Services as they pertain to device use

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9
Q

A fourth-grade teacher has a culturally and linguistically diverse student who is a visual learner.

Which accommodation should be made for this student?

A. Provide highlighted handouts

B. Use role playing to dramatize material

C. Question the student about the material

D. Have the student trace the words on paper

A

A. Provide highlighted handouts

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10
Q

What is a characteristic of children with limited English proficiency?

A. The primary language spoken in the home is English.

B. Their English language skills will require development.

C. The speech and language skills vary across cultures.

D. Their prelinguistic skills have a perceived pejorative connotation.

A

B. Their English language skills will require development.

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11
Q

Match each characteristic found with students that have speech and language difficulties on the left to the language disorder on the right.

Answer options may be used more than once or not at all. Select your answers from the pull-down list.

There are errors in the production of speech sounds.
A. Fluency disorder
B. Articulation disorder
C. Voice disorder
D. Resonance disorder
There are difficulties with the rhythm and timing of speech.
A. Fluency disorder
B. Articulation disorder
C. Voice disorder
D. Resonance disorder
There are sounds which result from a disorder of the larynx.
A. Fluency disorder
B. Articulation disorder
C. Voice disorder
D. Resonance disorder
There are too many sounds coming through the air passages of the nose.
A. Fluency disorder
B. Articulation disorder
C. Voice disorder
D. Resonance disorder
A
  1. B. Articulation disorder
  2. A. Fluency disorder
  3. C. Voice disorder
  4. D. Resonance disorder
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12
Q

A third-grade student has difficulty with fine motor skills. The student’s mother wants to seek out a support service to help the student improve handwriting.

Which professional could provide this additional support?

A. Physical therapist

B. Recreational specialist

C. Occupational therapist

D. Orientation and mobility specialist

A

C. Occupational therapist

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13
Q

A student with which disability will benefit from vocational training, functional curriculum, community based instruction, and inclusion?

A. Intellectual disability

B. Mild physical disability

C. Hearing or visual impairment

D. Emotional or behavioral disorder

A

A. Intellectual disability

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14
Q

A parent of a child who is diagnosed with autism spectrum disorder is experiencing guilt as expressed by the parent’s statements that include, “If only I had not vaccinated him, or maybe if I had breastfed him longer.”

Which phase is the parent experiencing as a result of the diagnosis?

A. Primary phase

B. Secondary phase

C. Tertiary phase

D. Transition phase

A

B. Secondary phase

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15
Q

A student’s preschool teacher and team are reviewing test results that show the student has a developmental delay. The parents believe the team neither understands nor likes their son, and they refuse to agree to the recommended services.

Which phase of parental reaction are the parents demonstrating?

A. Primary phase

B. Tertiary phase

C. Secondary phase

D Quaternary phase

A

A. Primary phase

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16
Q

How does expanded core curriculum promote learning for a student with a visual impairment?

A. It designates what curriculum will be taught and how

B. It prepares an alternate presentation of core academic curriculum

C. It supplements the core curriculum with services specific to the disability

D. It replaces the core academic curriculum with disability-specific materials

A

C. It supplements the core curriculum with services specific to the disability

17
Q

Which two formal assessments should be used to identify an intellectual disability?

Choose 2 answers

A. Stanford Achievement Test

B. Torrance Test of Creative Thinking

C. Diagnostic Adaptive Behavior Scale

D. Wechsler Intelligence Scale for Children

A

C. Diagnostic Adaptive Behavior Scale

D. Wechsler Intelligence Scale for Children

18
Q

Match each type of curriculum or instruction for students with an intellectual disability with its corresponding description.

Answer options may be used more than once or not at all. Select your answers from the pull-down list.

Functional curriculum
A. Targets skills that can be applied to everyday routines
B. Instructional program is developed around students’ specific educational requirements
C. Targets academic content based on the general education curriculum
D. Instruction occurs in natural settings to overcome issues with generalization

Individualized curriculum
A. Targets skills that can be applied to everyday routines
B. Instructional program is developed around students’ specific educational requirements
C. Targets academic content based on the general education curriculum
D. Instruction occurs in natural settings to overcome issues with generalization

Standards-based curriculum
A. Targets skills that can be applied to everyday routines
B. Instructional program is developed around students’ specific educational requirements
C. Targets academic content based on the general education curriculum
D. Instruction occurs in natural settings to overcome issues with generalization

Community-based instruction
A. Targets skills that can be applied to everyday routines
B. Instructional program is developed around students’ specific educational requirements
C. Targets academic content based on the general education curriculum
D. Instruction occurs in natural settings to overcome issues with generalization

A
  1. A. Targets skills that can be applied to everyday routines
  2. B. Instructional program is developed around students’ specific educational requirements
  3. C. Targets academic content based on the general education curriculum
  4. D. Instruction occurs in natural settings to overcome issues with generalization
19
Q

Which educational programming option is appropriate for students with an intellectual disability?

A. Supporting students by grouping them by intelligence levels

B. Including functional academics in the classroom curriculum

C. Giving students access to a specialized curriculum that differentiates them from students who are not disabled

D. Providing specialized classrooms for students so they can interact with peers at the same intellectual level

A

B. Including functional academics in the classroom curriculum

20
Q

Which assessment method is often used to help diagnose attention deficit hyperactivity disorder in conjunction with a medical evaluation?

A. The diagnostician completes an observational rating.

B. The school therapist and counselor complete an evaluation.

C. The teachers and parents complete behavioral rating scales.

D. The district special education consultants complete an evaluation.

A

C. The teachers and parents complete behavioral rating scales.

21
Q

Which condition would require an educator to monitor and change assistive technology as the condition progresses?

A. Muscular dystrophy

B. Cerebral palsy

C. Deaf-blindness

D. Autism spectrum disorder

A

A. Muscular dystrophy

22
Q

What must the Individualized Education Program (IEP) include for all students with disabilities under the Individuals with Disabilities Education Act (IDEA)?

A. A supporting medical statement

B. Services presently offered by the school

C. An analysis of the student’s social system

D. Where the proposed services will be provided

A

D. Where the proposed services will be provided

Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 (59 decks)

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