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Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 > Unit 11 Module 23 (review) > Flashcards

Unit 11 Module 23 (review) Flashcards

1
Q

Students with physical and health disabilities ____________.

A. compromise a diverse a population of individuals.

B. make up the largest percentage of students in special education

C. have similar levels of severity

D. all have the same characteristics

A

A. compromise a diverse a population of individuals.

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2
Q

At the same time, the combined population size of students with the low-incidence disabilities of traumatic brain injury, multiple disabilities, and deaf-blindness accounts for ___________ of the population of students receiving special education services.

A. 5.3%

B. 2.6%

C. 3.5%

D. 1.5%

A

B. 2.6%

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3
Q

True or False. In the area of disability classification, the term “low-incidence” refers to the infrequent occurrence of a disability.

True

False

A

True

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4
Q

Students require special education services only if their physical, or health, or low-incidence disability _________.

A. improves educational performance

B. can be managed in a school setting

C. adversely affects educational performance

D. is very severe

A

C. adversely affects educational performance

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5
Q

A disability that affects a person’s bodily structure or functioning
Mild: Some difficulty walking, an unseen skeletal abnormality
Severe: Inability to talk, walk, point, or make any purposeful movement

A. Health disabilities

B. Low-incidence disabilities

C. Physical disabilities

A

C. Physical disabilities

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6
Q

A disability that affects a person’s strength, vitality, or alertness
Mild: A heart condition
Severe: Forces someone to stay home

A. Health disabilities

B. Low-incidence disabilities

C. Physical disabilities

A

A. Health disabilities

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7
Q

A physical or health disability that occurs infrequently Traumatic brain injury, deaf-blindness, and multiple disabilities

A. Health disabilities

B. Low-incidence disabilities

C. Physical disabilities

A

B. Low-incidence disabilities

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8
Q

Deaf-blindness
Concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

A. Section in IDEA 300.8.c.8

B. Section in IDEA 300.8.c.2

C. Section in IDEA 300.8.c.12

D. Section in IDEA 300.8.c.7

A

B. Section in IDEA 300.8.c.2

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9
Q 
Multiple Disabilities	
Concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The category of multiple disabilities does not include deaf-blindness.

A. Section in IDEA 300.8.c.8

B. Section in IDEA 300.8.c.2

C. Section in IDEA 300.8.c.12

D. Section in IDEA 300.8.c.7

A

D. Section in IDEA 300.8.c.7

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10
Q

Other Health Impairment
Having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment. Such symptoms may be due to chronic or acute health problems such as asthma, attention deficit disorder, or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome. Health problems must adversely affect a child’s educational performance.

A. Section in IDEA 300.8.c.8

B. Section in IDEA 300.8.c.2

C. Section in IDEA 300.8.c.12

D. Section in IDEA 300.8.c.7

A

A. Section in IDEA 300.8.c.8

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11
Q

Traumatic Brain Injury
An acquired injury to the brain caused by an external physical force, resulting in a total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual, and motor abilities, psychosocial behavior, physical functions, information processing, and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative.

A. Section in IDEA 300.8.c.8

B. Section in IDEA 300.8.c.2

C. Section in IDEA 300.8.c.12

D. Section in IDEA 300.8.c.7

A

C. Section in IDEA 300.8.c.12

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12
Q

Cerebral palsy

A. Physical Disability

B. Health Disability

A

A. Physical Disability

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13
Q

Diabetes

A. Physical Disability

B. Health Disability

A

B. Health Disability

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14
Q

Spinal cord injury

A. Physical Disability

B. Health Disability

A

A. Physical Disability

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15
Q

Epilepsy

A. Physical Disability

B. Health Disability

A

B. Health Disability

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16
Q

Cystic fibrosis

A. Physical Disability

B. Health Disability

A

B. Health Disability

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17
Q

Spina bifida

A. Physical Disability

B. Health Disability

A

A. Physical Disability

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18
Q

True or False. Spinal cord injury is likely caused by chromosomal or genetic defects.

True

False

A

False

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19
Q

The etiology, or 1. _____________, of physical and health disabilities varies greatly and, in some instances, there may be 2. ______________ etiologies.

  1. A. characteristic
    B. cause
    C. symptom

2.
A. multiple
B. no

A
  1. B. cause

2. A. multiple

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20
Q

However, ___________ is not one of the common etiologies of physical and health disabilities.

A. microscopic amoeba

B. teratogenic causes

C. prematurity

D. chromosomal and genetic causes

A

A. microscopic amoeba

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21
Q

True or False. One of the major causes of asthma is caused by chromosomal or genetic defects.

True

False

A

True

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22
Q

A congenital condition resulting from an unusually shaped (tear-drop) pupil and/or other abnormalities of the eye contributing to difficulties with depth perception, visual acuity, and sensitivity to light

A. Heart defects

B. Atresia

C. Coloboma

A

C. Coloboma

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23
Q

May range from minor to life-threatening conditions

A. Heart defects

B. Atresia

C. Coloboma

A

A. Heart defects

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24
Q

Complications of the respiratory system

A. Heart defects

B. Atresia

C. Coloboma

A

B. Atresia

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25
Q

In some instances intellectual disability is also present

A. Ear defects

B. Retarded physical growth

C. Genital abnormalities

A

B. Retarded physical growth

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26
Q

Incomplete or underdeveloped genitals, more common in males

A. Ear defects

B. Retarded physical growth

C. Genital abnormalities

A

C. Genital abnormalities

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27
Q

Structural deformities in the outer, middle, or inner ear; hearing loss may range from mild to profound

A. Ear defects

B. Retarded physical growth

C. Genital abnormalities

A

A. Ear defects

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28
Q

Which of the statements below applies to CHARGE association (syndrome)? (Choose all that apply.)

A. A child must display at least four key characteristics for a diagnosis.

B. Anxiety and compulsion are common.

C. It is an acquired disorder.

D. A child must display at least three of the key characteristics for a diagnosis.

E. It is a collection of physical irregularities.

A

A. A child must display at least four key characteristics for a diagnosis.

B. Anxiety and compulsion are common.

E. It is a collection of physical irregularities.

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29
Q

Approximately 1 in _________ individuals is born with Usher syndrome.

A. 2,000

B. 22,000

C. 25,000

D. 20,000

A

D. 20,000

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30
Q

_________________ are outside influences that lead to malformations of the fetus.

A. Genetic causes

B. Teratogenic causes

C. Premature birth

D. Chromosomal causes

A

B. Teratogenic causes

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31
Q

Which of the following disabilities may be caused by teratogenic factors such as infection? (Choose all that apply.)

A. Deafness

B. Cerebral palsy

C. Asthma

D. Blindness

A

A. Deafness

B. Cerebral palsy

D. Blindness

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32
Q

Which of the possible effects listed below is not linked to maternal alcohol abuse during pregnancy?

A. Cognitive abnormalities

B. Physical abnormalities

C. Autism spectrum disorders

D. Lifelong behavioral challenges

A

C. Autism spectrum disorders

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33
Q

Defects in one or both parents’ chromosomes or genes, passed on to the child, causing a disability

A. Prematurity and pregnancy complications

B. Acquired causes

C. Teratogenic causes

D. Chromosomal and genetic causes

A

D. Chromosomal and genetic causes

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34
Q

Outside causes not associated with hereditary chromosomal or genetic conditions

A. Prematurity and pregnancy complications

B. Acquired causes

C. Teratogenic causes

D. Chromosomal and genetic causes

A

C. Teratogenic causes

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35
Q

Infants born at 37 weeks or earlier and/or are born with a low birth weight

A. Prematurity and pregnancy complications

B. Acquired causes

C. Teratogenic causes

D. Chromosomal and genetic causes

A

A. Prematurity and pregnancy complications

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36
Q

Incidences or situations that cause a person to acquire a disability after birth

A. Prematurity and pregnancy complications

B. Acquired causes

C. Teratogenic causes

D. Chromosomal and genetic causes

A

B. Acquired causes

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37
Q

Incidences or situations that cause a person to acquire a disability after birth

A. Prematurity and pregnancy complications

B. Acquired causes

C. Teratogenic causes

D. Chromosomal and genetic causes

A

B. Acquired causes

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38
Q

Sammy was at the pool with his friends. While playing an intense game of water tag, Sammy dove into the shallow end and hit his head on the pool bottom. Sammy was rushed to the emergency room and doctors gave the news to his parents that he had incurred a severe spinal cord injury.

A. Prematurity and pregnancy complications

B. Acquired causes

C. Teratogenic causes

D. Chromosomal and genetic causes

A

B. Acquired causes

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39
Q

Lucy was 32-weeks pregnant and was carefully folding clothes for her new baby. She suddenly felt a sharp twinge in her abdomen that rapidly became intensely worse. Her son was born later that day, weighing 3 lbs, 2 oz. He has been in the intensive care unit at the hospital for two weeks and doctors are screening him for multiple disabilities.

A. Prematurity and pregnancy complications

B. Acquired causes

C. Teratogenic causes

D. Chromosomal and genetic causes

A

A. Prematurity and pregnancy complications

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40
Q

Carla took several types of prescription medications and starting drinking a significant amount of alcohol on a regular basis. After several months, she suspected she was pregnant and a home pregnancy test confirmed that she was. Carla continued to take her medications and drink regularly, and she never disclosed either practice to an obstetrician (not her primary physician who prescribed her medication) she eventually went to see. Her child was born with both physical and health disabilities.

A. Prematurity and pregnancy complications

B. Acquired causes

C. Teratogenic causes

D. Chromosomal and genetic causes

A

C. Teratogenic causes

41
Q

Sarah and Kyle were newly married and were excited to begin a family. They did have to have several discussions about Sarah’s one abnormal X chromosome, as she had discovered years earlier that she was a carrier of Duchenne Muscular Dystrophy (DMD). If the couple gave birth to a son, he would have a 50% chance of having the disorder. With this knowledge, the couple decided to go forward with starting a family. Their son, Tyler, has DMD.

A. Prematurity and pregnancy complications

B. Acquired causes

C. Teratogenic causes

D. Chromosomal and genetic causes

A

D. Chromosomal and genetic causes

42
Q

___________ is an abnormality of, or damage to, the brain, spinal cord, or nerves that send impulses to the muscles of the body.

A. Health impairment

B. Neuromotor impairment

C. Epilepsy

D. Traumatic brain injury

A

B. Neuromotor impairment

43
Q

Very tight muscles occurring in one or more muscle groups. This tightness results in stiff, uncoordinated movements.

A. Spastic

B. Mixed

C. Athetoid

D. Ataxia

A

A. Spastic

44
Q

Movements are contorted, abnormal, and purposeless.

A. Spastic

B. Mixed

C. Athetoid

D. Ataxia

A

C. Athetoid

45
Q

Poor balance and equilibrium in addition to uncoordinated voluntary movement.

A. Spastic

B. Mixed

C. Athetoid

D. Ataxia

A

D. Ataxia

46
Q

Refers to a combination of types of cerebral palsy.

A. Spastic

B. Mixed

C. Athetoid

D. Ataxia

A

B. Mixed

47
Q

Only one limb is involved.

A. Quadriplegia

B. Monoplegia

C. Hemiplegia

D. Paraplegia

E. Diplegia

A

B. Monoplegia

48
Q

The legs are more affected than the arms.

A. Quadriplegia

B. Monoplegia

C. Hemiplegia

D. Paraplegia

E. Diplegia

A

E. Diplegia

49
Q

Only the legs are involved.

A. Quadriplegia

B. Monoplegia

C. Hemiplegia

D. Paraplegia

E. Diplegia

A

D. Paraplegia

50
Q

Involves either the left or right side of the body.

A. Quadriplegia

B. Monoplegia

C. Hemiplegia

D. Paraplegia

E. Diplegia

A

C. Hemiplegia

51
Q

All four limbs are involved

A. Quadriplegia

B. Monoplegia

C. Hemiplegia

D. Paraplegia

E. Diplegia

A

A. Quadriplegia

52
Q

Which of these does NOT occur when a child developments spina bifida?

A. The damage can be undone.

B. Occurs in the first twenty-eight days of pregnancy.

C. A neural tube defect occurs in the area of the spinal cord.

D. The most severe form is myelomeningocele spina bifida.

A

A. The damage can be undone.

53
Q

__________ is one of the most common degenerative diseases seen in school-aged children.

A. Spina Bifida

B. Cerebral palsy

C. Duchenne muscular dystrophy

D. Traumatic brain injury

A

C. Duchenne muscular dystrophy

54
Q

Before the age of three, a child may show ________.

A. clear evidence of disability

B. behavioral challenges

C. communication challenges

D. no sign of disability

A

D. no sign of disability

55
Q

Over time, the child will have ___________.

A. improved behavior

B. improved muscular coordination

C. increasing levels of difficulty controlling and moving arms, legs and head

D. improved communication

A

C. increasing levels of difficulty controlling and moving arms, legs and head

56
Q

Which is not a characteristic or description of a student with multiple disabilities?

A. The additive effects of one disability on another existing disability.

B. Concomitant impairments.

C. Needs cannot be met in a special education program designed solely for one of the impairments.

D. No one single definition of multiple disabilities.

A

A. The additive effects of one disability on another existing disability.

57
Q

indicate whether the student would (Yes) or would not (No) classify as having multiple disabilities.

Alex is diagnosed with autism. He has communication and language deficits as well as some behavioral challenges. Alex’s gym teacher is especially concerned with how much difficulty he has with gross motor tasks in gym class.

YES

NO

A

NO

58
Q

indicate whether the student would (Yes) or would not (No) classify as having multiple disabilities.

Emily was diagnosed with spina bifida at birth. She was able to perform at level similar to her peers until third grade. After her parents and teacher expressed concern about her academic functioning. She was evaluated and has recently received a diagnosis of intellectual disability.

YES

NO

A

YES

59
Q

indicate whether the student would (Yes) or would not (No) classify as having multiple disabilities.

Franny’s parents have been concerned about her behavior as well as her fine and gross motor movements since she was a toddler. She has recently entered preschool. Her teacher has also expressed concern with her performance in these areas.

YES

NO

A

NO

60
Q

indicate whether the student would (Yes) or would not (No) classify as having multiple disabilities.

Garrett was diagnosed with asthma when he was in kindergarten and his parents have struggled to control it since he was diagnosed. He has been in the emergency room on many occasions. Garrett is now a very active and energetic third grader and has recently been diagnosed with attention deficit hyperactivity disorder (ADHD).

YES

NO

A

YES

61
Q

Traumatic brain injury (TBI) refers to temporary or permanent injury to the brain from acquired causes. TBI may be the result of ___________.

A. congenital conditions

B. car accident

C. degenerative conditions

D. brain trauma

A

B. car accident

62
Q

________________ are among the most at risk for acquiring a TBI.

A. Infants

B. High school students

C. Elementary school students

D. Toddlers

A

B. High school students

63
Q

May require teachers to use various modifications and techniques to meet the needs of the student

A. Mild TBI

B. Moderate to severe TBI

C. Severe TBI- physical ability

D. Moderate to severe TBI-cognitive ability

E. All types of TBI

A

E. All types of TBI

64
Q

Headaches, fatigue, distractibility, memory problems

A. Mild TBI

B. Moderate to severe TBI

C. Severe TBI- physical ability

D. Moderate to severe TBI-cognitive ability

E. All types of TBI

A

A. Mild TBI

65
Q

Limited or no ability to walk or use their hands

A. Mild TBI

B. Moderate to severe TBI

C. Severe TBI- physical ability

D. Moderate to severe TBI-cognitive ability

E. All types of TBI

A

C. Severe TBI- physical ability

66
Q

Hospitalization and rehabilitation

A. Mild TBI

B. Moderate to severe TBI

C. Severe TBI- physical ability

D. Moderate to severe TBI-cognitive ability

E. All types of TBI

A

B. Moderate to severe TBI

67
Q

Difficulty sustaining attention, shifting attention, organization, planning, comprehension, and memory

A. Mild TBI

B. Moderate to severe TBI

C. Severe TBI- physical ability

D. Moderate to severe TBI-cognitive ability

E. All types of TBI

A

D. Moderate to severe TBI-cognitive ability

68
Q

Which of these factors would NOT trigger a seizure?

A. Metabolic disorders

B. Drugs or poison

C. High fever

D. Air pollution

A

D. Air pollution

69
Q

On the bus, Tim started convulsing, then lost consciousness and became very stiff. He fell over in his seat and suddenly began jerking.

A. Absence

B. Simple complex

C. Tonic-clonic

A

C. Tonic-clonic

70
Q

During lunch, Susie consciousness seemed to be impaired. She looked dazed and began bringing her milk carton back and forth between the table and the milk bin.

A. Absence

B. Simple complex

C. Tonic-clonic

A

B. Simple complex

71
Q

During math class, Allen suddenly lost consciousness, stopped moving, and stared straight ahead. He appeared trancelike.

A. Absence

B. Simple complex

C. Tonic-clonic

A

A. Absence

72
Q

If Paige has had one seizure, she is considered epileptic.

True

False

A

False

73
Q

Which of the follow factors is NOT likely to trigger an asthma attack?

A. Exercise

B. Respiratory infection

C. High fever

D. Pollen or air pollution

A

C. High fever

74
Q

Tina’s teacher is aware of her student’s asthmatic condition. The best thing that her teacher can do is to 1._________ and 2. ___________.

  1. A. keep Tina away from the other students during lunch
    B. Share this information with everyone in the school
    C. know her triggers
  2. A. help Tina avoid triggers as much as possible
    B. slow introduce her to those triggers
    C. send home a daily report to her parents
A
  1. C. know her triggers

2. A. help Tina avoid triggers as much as possible

75
Q

The population of students who are deaf-blind is incredibly __________.

A. large

B. heterogenous

C. young

D. similar

A

B. heterogenous

76
Q

Students in this population have very __________ needs.

A. low-level

B. easy to accommodate

C. unique

D. simple

A

C. unique

77
Q

Students may have other disabilities in addition to deaf-blindness. Of students who are deaf-blind, approximately 1. _______have complex health needs, 2. ________ have cognitive deficits, 3. _________ have physical impairments, and 4. _______ have speech and language impairments as well as behavioral challenges.

1. 
A. 66%
B. many
C. 38%
D. 57%
2. 
A. 66%
B. many
C. 38%
D. 57%
3. 
A. 66%
B. many
C. 38%
D. 57%
4. 
A. 66%
B. many
C. 38%
D. 57%
A
  1. C. 38%
  2. A. 66%
  3. D. 57%
  4. B. many
78
Q

possible purpose of a medical evaluation listed below and indicate whether it is (Yes) or is not (No) an actual purpose of this type of evaluation.

Diagnose a student’s physical or health condition.

YES

NO

A

YES

79
Q

possible purpose of a medical evaluation listed below and indicate whether it is (Yes) or is not (No) an actual purpose of this type of evaluation.

Determine necessary medications or surgeries.

YES

NO

A

YES

80
Q

possible purpose of a medical evaluation listed below and indicate whether it is (Yes) or is not (No) an actual purpose of this type of evaluation.

Determine special diet or activity restriction.

YES

NO

A

YES

81
Q

possible purpose of a medical evaluation listed below and indicate whether it is (Yes) or is not (No) an actual purpose of this type of evaluation.

Determine appropriate ways of managing challenging behaviors.

YES

NO

A

NO

82
Q

possible purpose of an educational evaluation listed below and indicate whether it is (Yes) or is not (No) an actual purpose of this type of evaluation.

Determine academic functioning.

YES

NO

A

YES

83
Q

possible purpose of an educational evaluation listed below and indicate whether it is (Yes) or is not (No) an actual purpose of this type of evaluation.

Observe adaptive behavior.

YES

NO

A

YES

84
Q

possible purpose of an educational evaluation listed below and indicate whether it is (Yes) or is not (No) an actual purpose of this type of evaluation.

Measure language and communication skills.

YES

NO

A

YES

85
Q

possible purpose of an educational evaluation listed below and indicate whether it is (Yes) or is not (No) an actual purpose of this type of evaluation.

Diagnose a disability.

YES

NO

A

NO

86
Q

possible source of interference listed below and indicate whether it is (Yes) or is not (No) an actual source that an evaluator might encounter in the process of doing a psychological evaluation.

Student is unable to speak.

YES

NO

A

YES

87
Q

possible source of interference listed below and indicate whether it is (Yes) or is not (No) an actual source that an evaluator might encounter in the process of doing a psychological evaluation.

Student cannot reliably use a communication device because of severe motor constraints.

YES

NO

A

YES

88
Q

possible source of interference listed below and indicate whether it is (Yes) or is not (No) an actual source that an evaluator might encounter in the process of doing a psychological evaluation.

Student did not eat breakfast the morning of the evaluation.

YES

NO

A

NO

89
Q

possible source of interference listed below and indicate whether it is (Yes) or is not (No) an actual source that an evaluator might encounter in the process of doing a psychological evaluation.

Student did not sleep well the night before the evaluation.

YES

NO

A

NO

90
Q

Thomas’s teacher has sent a note home to his parents saying that she “strongly believes that Thomas has ADHD.”

Does this notification qualify as a medical evaluation for Thomas?

Yes

No

A

No

91
Q

Claire has received a diagnosis of muscular dystrophy from her doctor. The school psychologist conducts a session with Claire to determine if her disability affects her educational performance. The school psychologist finds that Claire’s autism has impacted her academic functioning and adaptive behavior.

Does the session described qualify as an educational evaluation?

YES

No

A

YES

92
Q

Carly is just entering pre-school and has a diagnosis of cerebral palsy and intellectual disability. She is also non verbal, but is beginning to learn to use a picture communication system to tell her parents and teacher which activity she prefers to engage in during playtime. During a psychological evaluation, the assessor attempts to use the new picture communication system to allow Carly to respond to assessment items.

It is likely that the assessment results will be accurate?

Yes

No

A

No

93
Q

The assessment/evaluation should be conducted by…

A. Using multiple measures over time and contexts

B. A team of individuals closest to the student with deaf-blindness

C. What the student can do and what the student still needs to learn

A

B. A team of individuals closest to the student with deaf-blindness

94
Q

The assessment/evaluation should be conducted…

A. Using multiple measures over time and contexts

B. A team of individuals closest to the student with deaf-blindness

C. What the student can do and what the student still needs to learn

A

A. Using multiple measures over time and contexts

95
Q

Assessments should aim to identify…

A. Using multiple measures over time and contexts

B. A team of individuals closest to the student with deaf-blindness

C. What the student can do and what the student still needs to learn

A

C. What the student can do and what the student still needs to learn

96
Q

Using norm-referenced assessments…

A. Obtaining information about the child during normal activities and across environments

B. Most often do not provide useful information

C. May provide some useful information, but have some limitations

A

B. Most often do not provide useful information

97
Q

Using criterion-referenced tests and informal observations…

A. Obtaining information about the child during normal activities and across environments

B. Most often do not provide useful information

C. May provide some useful information, but have some limitations

A

C. May provide some useful information, but have some limitations

98
Q

Authentic assessment is a strategy that involves…

A. Obtaining information about the child during normal activities and across environments

B. Most often do not provide useful information

C. May provide some useful information, but have some limitations

A

A. Obtaining information about the child during normal activities and across environments

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

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