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Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 > Unit 10 Module 22 (review) > Flashcards

Unit 10 Module 22 (review) Flashcards

1
Q

ASL

A. Auditory-Oral

B. Bilingual-Bicultural

C. Total Communication

A

B. Bilingual-Bicultural

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2
Q

Combination of sign language (accepts the use of any of the sign language systems), fingerspelling, and speechreading

A. Auditory-Oral

B. Bilingual-Bicultural

C. Total Communication

A

C. Total Communication

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3
Q

Spoken (oral) English

A. Auditory-Oral

B. Bilingual-Bicultural

C. Total Communication

A

A. Auditory-Oral

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4
Q

Considers American Sign Language (ASL) to be the natural language of the Deaf culture and urges recognition of ASL as the primary language choice with English considered a second language

A. To provide a multifaceted approach to communication to facilitate whichever method(s) work(s) best for each individual

B. To facilitate the development of spoken (oral) English

C. To provide a foundation in the use of ASL with its unique vocabulary and syntax rules; English as a second language (ESL) instruction provided for English vocabulary and syntax rules

A

C. To provide a foundation in the use of ASL with its unique vocabulary and syntax rules; English as a second language (ESL) instruction provided for English vocabulary and syntax rules

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5
Q

Supports the belief that simultaneus use of multiple communication techniques enhances an individual’s ability to communicate, comprehend, and learn

A. To provide a multifaceted approach to communication to facilitate whichever method(s) work(s) best for each individual

B. To facilitate the development of spoken (oral) English

C. To provide a foundation in the use of ASL with its unique vocabulary and syntax rules; English as a second language (ESL) instruction provided for English vocabulary and syntax rules

A

A. To provide a multifaceted approach to communication to facilitate whichever method(s) work(s) best for each individual

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6
Q

Supports the belief that children with hearing impairments can develop listening/receptive language and oral language expression (English) skills; emphasizes use of residual hearing (the level of hearing an individual possesses), amplification (hearing aids, auditory training, etc.), and speech/language training

A. To provide a multifaceted approach to communication to facilitate whichever method(s) work(s) best for each individual

B. To facilitate the development of spoken (oral) English

C. To provide a foundation in the use of ASL with its unique vocabulary and syntax rules; English as a second language (ESL) instruction provided for English vocabulary and syntax rules

A

B. To facilitate the development of spoken (oral) English

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7
Q

Which of the following options is the basic foundation of communication for students with or without hearing impairments?

A. Language

B. Auditory acuity

C. Gestures

D. Facial expression

A

A. Language

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8
Q

indicate whether it is (Yes) or is not (No) a form of communication other than speech for students who are hearing impaired?

Cochlear implants

YES

NO

A

NO

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9
Q

indicate whether it is (Yes) or is not (No) a form of communication other than speech for students who are hearing impaired?

Fingerspelling

YES

NO

A

YES

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10
Q

indicate whether it is (Yes) or is not (No) a form of communication other than speech for students who are hearing impaired?

Sign language

YES

NO

A

YES

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11
Q

This approach focuses on individual needs, combining fingerspelling, sign, and speech-reading as needed.

A. total communication

B. auditory-oral

C. bilingual-bicultural

A

A. total communication

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12
Q

The approach uses American Sign Language (ASL) as its foundation and has English vocabulary and syntax.

A. total communication

B. auditory-oral

C. bilingual-bicultural

A

C. bilingual-bicultural

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13
Q

This approach emphasizes spoken English only and uses oral words, phrases, and syntax.

A. total communication

B. auditory-oral

C. bilingual-bicultural

A

B. auditory-oral

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14
Q

True or false? Early detection of hearing loss is critical in infants and very young children because it directly impacts the development of fine and gross motor skills.

True

False

A

False

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15
Q

Family dynamics can be negatively disturbed when one of the children has a severe hearing impairment.

TRUE

FALSE

A

TRUE

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16
Q

Public school personnel cannot work with families and young children with hearing impairments to stimulate language development before age 5.

TRUE

FALSE

A

FALSE

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17
Q

Siblings and grandparents are often heavily involved when a child has a severe hearing impairment.

TRUE

FALSE

A

TRUE

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18
Q

Ninety percent of all students with hearing impairments have parents who are not deaf.

TRUE

FALSE

A

TRUE

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19
Q

Has programmable electronic components used to amplify sounds and is worn in the ear

A. computers

B. hearing aid

C. auditory trainers

A

B. hearing aid

20
Q

An FM system used in classrooms that separates background noise from a teacher’s voice for students

A. computers

B. hearing aid

C. auditory trainers

A

C. auditory trainers

21
Q

Runs software that synthesizes speech from the keyboard and puts print on the screen

A. computers

B. hearing aid

C. auditory trainers

A

A. computers

22
Q

Uses vibration or flashing lights, as well as sound, for doorbells, alarm clocks, etc.

A. TDD

B. alerting device

C. captioning

A

B. alerting device

23
Q

Software that converts speech sounds to ASL in real time for students

A. TDD

B. alerting device

C. captioning

A

C. captioning

24
Q

Used to communicate by telephone for individuals with hearing impairments

A. TDD

B. alerting device

C. captioning

A

A. TDD

25
Q

Which statement below accurately describes cochlear implants?

A. Research has shown that people with cochlear implant do significantly worse on many tasks than those wearing hearing aids.

B. Cochlear implants are so effective for all individuals with a hearing impairment that they should replace hearing aids as soon as possible.

C. A cochlear implant is a surgically implanted device that makes many sounds more distinguishable for students who are deaf.

D. Cochlear implants are the same as hearing aids, because they both increase hearing acuity for students with hearing impairments.

A

C. A cochlear implant is a surgically implanted device that makes many sounds more distinguishable for students who are deaf.

26
Q

When students who are deaf use cochlear implants, classroom instruction will be ____________ to the strategies and accommodations used with children with mild to moderate hearing loss.

A. similar

B. different

A

A. similar

27
Q

Magnifiers, glasses, closed-circuit television (CCTV), Braille, bookstands, video, scanners, optical character recognition system

Word processing programs, slate and stylus, electronic spell-checkers, bold line writing paper, embossed writing paper, signature writing guides

Abacus, scientific calculator, talking clock, Braille/print protactors and rulers, embossed and bold line grid pattern sheets, spreadsheet software

Tactile globes, relief maps, Braille and large-print maps, tactile anatomy atlas, speech output devices such as thermometers and environmental controls

A. Leisure Time and Recreational Activities

B. Daily Living and Self-Help

C. Academics

A

C. Academics

28
Q

Adapted games, large-print books, radio reading services, beeper balls, buzzers, wheelchair adapted for basketball and tennis play, lifts for swimming pools, adapted snow- and water- skiing equipment, descriptive video

A. Leisure Time and Recreational Activities

B. Daily Living and Self-Help

C. Academics

A

A. Leisure Time and Recreational Activities

29
Q

Walkers, feeding adaptations, Braille labels, voice-activated switches, button switches, large-print telephone buttons, automatic thermostats, Braille calendars, electronic address books and calendars, magnifiers for hand sewing and sewing machines, electronic mobility devices, lifts for automobiles and chairs

A. Leisure Time and Recreational Activities

B. Daily Living and Self-Help

C. Academics

A

B. Daily Living and Self-Help

30
Q

True or false? Using an expanded core curriculum to meet the needs of students with visual impairments means developing a parallel curriculum of disability-specific skills and accommodations applicable to the general education curriculum.

True

False

A

True

31
Q

Orientation and Mobility training is a unique accommodation for students who are blind or have limited functional vision. The key to orientation for an individual with impaired vision is being 1. _________ immediate surroundings and the route to use to get to a new location, while the key to mobility is the 2. _______.

  1. A. completely familiar with
    B. oblivious to
    C. aware of
  2. A. assistive technology available at any given time
    B. actual movement from place to place
A
  1. C. aware of

2. B. actual movement from place to place

32
Q

When students with visual impairments leave high school, the main issue that they and their families face is personal ___________.

A. independence

B. organization

C. advocacy

A

A. independence

33
Q

Parent and professional 1. _________ and local or national 2. _________ groups can provide information about resources and on-going support for families as they address this critical area.

  1. A. independence
    B. organization
    C. advocacy
  2. A. independence
    B. organization
    C. advocacy
A
  1. B. organization

2. C. advocacy

34
Q 
Refreshable Braille displays
Screen enlargement peripherals
Speech synthesizers
Printers
Braille embosser
Electronic note takers
Braille input/output devices

A. Adaptive Software

B. Adapted Output Systems

C. Adaptive Hardware

A

C. Adaptive Hardware

35
Q

Braille translation software
Screen readers (e.g., JAWS)
Screen magnification software (e.g., MAGic)
Screen recognition software (e.g., Dragon NaturallySpeaking)

A. Adaptive Software

B. Adapted Output Systems

C. Adaptive Hardware

A

A. Adaptive Software

36
Q

Enhanced image systems (e.g., CCTV)
Screen readers (e.g., JAWS, NaturalReader)
Refreshable Braille displays
Use of Braille printers
Use of optical character recognition (OCR) systems (e.g., ReadingPen, Kurzweil 1000)

A. Adaptive Software

B. Adapted Output Systems

C. Adaptive Hardware

A

B. Adapted Output Systems

37
Q

Braille input devices
Use of speech recognition systems (e.g., Dragon NaturallySpeaking)

A. Adapted Output Systems

B. Adapted Input Systems

C. Global Positioning Systems (GPS)

A

B. Adapted Input Systems

38
Q

Portable travel tools (e.g., BrailleNote GPS, Trekker GPS) that permit individuals the freedom to independently navigate their environment

A. Global Positioning Systems (GPS)

B. Adapted Output Systems

C. Adapted Input Systems

A

A. Global Positioning Systems (GPS)

39
Q

Closed-circuit television (CCTV)
Hardware used to project magnified images onto a video monitor

A. Synthetic Speech

B. Video Magnifier

C. Optical Character Recognition (OCR)

A

B. Video Magnifier

40
Q

JAWS, Window-Eyes
Screen reading software that allows text to be converted to speech

A. Synthetic Speech

B. Video Magnifier

C. Optical Character Recognition (OCR)

A

A. Synthetic Speech

41
Q

Kurzweil 1000, OpenBook
A system that provides the capacity to scan printed text, have it spoken in synthetic speech, save it to a computer file, or render it in Braille

A. Synthetic Speech

B. Video Magnifier

C. Optical Character Recognition (OCR)

A

C. Optical Character Recognition (OCR)

42
Q

Perkings Brailler
A machine with keys corresponding to each of six dots of the Braille code to create all characters of the code

A. Braille Embosser

B. Synthetic Speech

C. Braille Writer

A

C. Braille Writer

43
Q

Mountbatten Brailler
Electronic Braille embosser that translates text from a Braille keyboard to a printer

A. Braille Embosser

B. Synthetic Speech

C. Braille Writer

A

A. Braille Embosser

44
Q

Which accommodation listed below is applicable to teaching academic skills to students with visual impairments?

A. Switches for operating toys and games

B. Standard calculators to use with math problems

C. Braille or large print to facilitate reading texts

D. Alerting devices on alarm clocks or doorbells

E. Bigger keys on adapted computer keyboards

A

C. Braille or large print to facilitate reading texts

45
Q

True or false? Assistive technology (AT) often gives students with visual impairments an extra advantage that they need to compete successfully in educational programs with sighted peers.

True

False

A

False

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

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