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Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 > Unit 11 Module 24 (review) > Flashcards

Unit 11 Module 24 (review) Flashcards

1
Q

Inaccurate, difficult, slow, or restricted arm movements can negatively affect access to school materials (for example, inability to use a keyboard). Even with proper adaptations, school performance may be affected (for example, can only type 12 words a minute with an adapted keyboard).

A. Communication Impairments

B. Sensory Loss

C. Fatigue and Lack of Endurance

D. Atypical Movements and Motor Abilities

A

D. Atypical Movements and Motor Abilities

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2
Q

Many physical disabilities have an increased incidence of sensory impairments (for example, vision loss), which can impact students’ performance.

A. Communication Impairments

B. Sensory Loss

C. Fatigue and Lack of Endurance

D. Atypical Movements and Motor Abilities

A

B. Sensory Loss

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3
Q

Even with an augmentation communication device, asking questions and answering questions may be limited due to what is programmed into the device or due to the student still learning to use the device accurately.

A. Communication Impairments

B. Sensory Loss

C. Fatigue and Lack of Endurance

D. Atypical Movements and Motor Abilities

A

A. Communication Impairments

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4
Q

For some students fatigue can be so severe that they need breaks throughout the day or a shortened school day, which can impact the amount of school material learned.

A. Communication Impairments

B. Sensory Loss

C. Fatigue and Lack of Endurance

D. Atypical Movements and Motor Abilities

A

C. Fatigue and Lack of Endurance

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5
Q

Students experiencing pain or discomfort from conditions (for example, juvenile idiopathic arthritis) or from the devices (for example, poorly fitted wheelchair) will not be able to attend well to the lessons being taught. Frequent illness or surgeries may also result in extended absences.

A. Cognitive Impairments and Processing Issues

B. Communication Impairments

C. Health Factors

D. Experiential Deficits

A

C. Health Factors

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6
Q

Some students with physical disabilities will lack common experiences due to physical or motor issues that their peers usually have acquired. These missed experiences or concepts can be important for school success.

A. Cognitive Impairments and Processing Issues

B. Communication Impairments

C. Health Factors

D. Experiential Deficits

A

D. Experiential Deficits

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7
Q

Although students with physical disabilities can be gifted or have IQ’s in the normal range of intelligence, there is an increase of cognitive impairment and processing issues (for example, memory, organization, perception, motor planning) with certain physical disabilities that will affect school performance.

A. Cognitive Impairments and Processing Issues

B. Communication Impairments

C. Health Factors

D. Experiential Deficits

A

A. Cognitive Impairments and Processing Issues

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8
Q

Lack of motivation may be present due to other priorities over health issues or degenerative changes. Students may also lack motivation due to learned helplessness These would all affect school performance.

A. Self-Advocacy

B. Motivation

C. Behavior and Emotional Functioning

D. Self-Concept

A

B. Motivation

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9
Q

A poor self-concept may occur due difficulty mastering task from the effects of a physical disability or due the way others treat the students. This may interfere with school performance.

A. Self-Advocacy

B. Motivation

C. Behavior and Emotional Functioning

D. Self-Concept

A

D. Self-Concept

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10
Q

Students who do not operate/act as advocates for themselves in the classroom may not have adequate access to material to succeed in school (for example, student with a severe physical impairment can’t see the board due to poor wheelchair positioning and does not ask to be repositioned). Lack of sell-advocacy skills can also be life threatening (for example, students with diabetes does not tell substitute teacher she has to have a snack).

A. Self-Advocacy

B. Motivation

C. Behavior and Emotional Functioning

D. Self-Concept

A

A. Self-Advocacy

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11
Q

A negative impact on school performance often occurs with students who have difficulty coping with their disability and who exhibit such emotional problems as depression, anger, or hopelessness.

A. Self-Advocacy

B. Motivation

C. Behavior and Emotional Functioning

D. Self-Concept

A

C. Behavior and Emotional Functioning

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12
Q

Students with disabilities may have difficulty socializing due to misunderstandings of their disabilities by typical students, or due to delayed or maladaptive social functioning. A poor social environment may negatively impact a student’s performance in school.

A. Learning and Attitudinal Environments

B. Social Environment and Social Competence

C. Physical and Technological Environments

A

B. Social Environment and Social Competence

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13
Q

If proper accommodations and assistive technology are not in place for students with physical disabilities, their ability to succeed in the school environment will be negatively impacted.

A

C. Physical and Technological Environments

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14
Q

Performance may be affected if there are negative attitudes toward the student or if proper educational supports and adaptations are not in place.

A

A. Learning and Attitudinal Environments

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15
Q

indicate whether it is (Yes) or is not (No) an accommodation or modification that could be made to better meet the needs of a student with physical or health disabilities.
Table of multiple choice questions

Altering the environmental arrangement

YES

NO

A

YES

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16
Q

indicate whether it is (Yes) or is not (No) an accommodation or modification that could be made to better meet the needs of a student with physical or health disabilities.
Table of multiple choice questions

Changing the student’s grade level

YES

NO

A

NO

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17
Q

indicate whether it is (Yes) or is not (No) an accommodation or modification that could be made to better meet the needs of a student with physical or health disabilities.
Table of multiple choice questions

Changing the mode of communication

YES

NO

A

YES

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18
Q

indicate whether it is (Yes) or is not (No) an accommodation or modification that could be made to better meet the needs of a student with physical or health disabilities.
Table of multiple choice questions

Providing access to assistive technology

YES

NO

A

YES

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19
Q

Wheelchair-accessible desk placed near the door

A. Instructional and curricular

B. Environmental arrangement

C. Communication

A

B. Environmental arrangement

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20
Q

Using pictures to request favorite games during recess

A. Instructional and curricular

B. Environmental arrangement

C. Communication

A

C. Communication

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21
Q

Chapter book with enlarged print

A. Instructional and curricular

B. Environmental arrangement

C. Communication

A

A. Instructional and curricular

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22
Q

Using an iPad® to learn the location of the midwestern states

A. Assistive technology for specific content areas

B. Assignments and classroom tests

C. Class participation

A

A. Assistive technology for specific content areas

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23
Q

Sending home the “question of the day” the night before so the student’s answer can be programmed into a device

A. Assistive technology for specific content areas

B. Assignments and classroom tests

C. Class participation

A

C. Class participation

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24
Q

For a long-term project, breaking up the project into short-term segments

A. Assistive technology for specific content areas

B. Assignments and classroom tests

C. Class participation

A

B. Assignments and classroom tests

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25
Q

Which is not typically a primary area of concern for students who are blind and deaf?

A. Improving communication skills

B. Synthesizing key concepts of a story

C. Enabling the student to move about his or her environment

D. Orienting the student to his or her surroundings

A

B. Synthesizing key concepts of a story

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26
Q

indicate whether each procedure addresses orientation and mobility needs or communication needs.

Tracing the letters of the alphabet on a students hand.

A. Orientation and Mobility

B. Communication

A

B. Communication

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27
Q

indicate whether each procedure addresses orientation and mobility needs or communication needs.

Teaching a student to fingerspelling

A. Orientation and Mobility

B. Communication

A

B. Communication

28
Q

indicate whether each procedure addresses orientation and mobility needs or communication needs.

Teaching a student to use a cane

A. Orientation and Mobility

B. Communication

A

A. Orientation and Mobility

29
Q

indicate whether each procedure addresses orientation and mobility needs or communication needs.

Using objects to symbolize various activities that occur during a student’s day.

A. Orientation and Mobility

B. Communication

A

B. Communication

30
Q

indicate whether each procedure addresses orientation and mobility needs or communication needs.

Placing materials of different textures along the wall to identify different areas of the classroom

A. Orientation and Mobility

B. Communication

A

A. Orientation Mobility

31
Q

indicate whether each procedure addresses orientation and mobility needs or communication needs.

Building in preferred activities to encourage a student to participate in an activity in a new setting

A. Orientation and Mobility

B. Communication

A

A. Orientation and Mobility

32
Q

The child is having difficulty understanding that a bandage must be kept over his feeding tube

A. Speech and language pathologist

B. Teacher

C. Nurse

D. Physical or occupational therapist

A

C. Nurse

33
Q

The child had not yet learned to sit up during circle time activities.

A. Speech and language pathologist

B. Teacher

C. Nurse

D. Physical or occupational therapist

A

D. Physical or occupational therapist

34
Q

The child is nonverbal and engages in problem behavior to communicate.

A. Speech and language pathologist

B. Teacher

C. Nurse

D. Physical or occupational therapist

A

A. Speech and language pathologist

35
Q

The child can identify different animals when show the same set of 10 animal picture cards. However, when shown the same animals in a book, he or she cannot identify them.

A. Speech and language pathologist

B. Teacher

C. Nurse

D. Physical or occupational therapist

A

B. Teacher

36
Q

Only a teacher and parent are responsible for determining the major goals and objectives for the young child, including a safe and healthy environment, motor development and positioning, communication development, concept development, and early academic and functional skills.

True

False

A

False

37
Q

Individuals with cerebral palsy and other severe physical disabilities, as well as those with deaf-blindness and multiple disabilities, continue to experience a significant underemployment rate.

True

False

A

True

38
Q

indicate whether it is (Yes) or is not (No) a major factor that may influence adult outcomes.

Type of disability

YES

NO

A

YES

39
Q

indicate whether it is (Yes) or is not (No) a major factor that may influence adult outcomes.

Prognosis

YES

NO

A

YES

40
Q

indicate whether it is (Yes) or is not (No) a major factor that may influence adult outcomes.

Possible complications

YES

NO

A

YES

41
Q

indicate whether it is (Yes) or is not (No) a major factor that may influence adult outcomes.

Reading level

YES

NO

A

NO

42
Q

Having a successful and productive adult life within a community and work environment as an individual with a physical or health disability largely depends on both _________.

A. lowered expectations

B. personal motivation

C. financial support of the community

D. acceptance by the community

A

D. acceptance by the community

43
Q

( financial support of the community /acceptance by the community/lowered expectations/ personal motivation) and the provision of _____________.

A. extra supports

B. necessary supports and accommodations

C. charity services

D. an abundance of accommodations

A

B. necessary supports and accommodations

44
Q

All individuals with physical or health disabilities, from those who have mild disabilities to those with severe and even terminal conditions, experience only minor problems resulting from their disability.

True

False

A

False

45
Q

Providing preventive and appropriate medical care is key to the health of adults with physical, health, or related low-incidence disabilities.

True

False

A

True

46
Q

indicate whether it is (Yes) or is not (No) a service or support that is available to assist parents of children with disabilities.

Respite care

YES

NO

A

YES

47
Q

indicate whether it is (Yes) or is not (No) a service or support that is available to assist parents of children with disabilities.

Support groups

YES

NO

A

YES

48
Q

indicate whether it is (Yes) or is not (No) a service or support that is available to assist parents of children with disabilities.

Support from the child’s teacher

YES

NO

A

YES

49
Q

indicate whether it is (Yes) or is not (No) a service or support that is available to assist parents of children with disabilities.

Parental sense of control aids

YES

NO

A

NO

50
Q

Kyle uses a computer program to practice new spelling words.

A. Informational Technology

B. Instructional Technology

A

B. Instructional Technology

51
Q

Jen watches videos online during free choice time.

A. Informational Technology

B. Instructional Technology

A

A. Informational Technology

52
Q

Ryan reads about the Pittsburgh Pirates on the team’s website after dinner.

A. Informational Technology

B. Instructional Technology

A

A. Informational Technology

53
Q

Lindsay’s teacher uses an application on a tablet to assess and monitor Lindsay’s reading fluency.

A. Informational Technology

B. Instructional Technology

A

B. Instructional Technology

54
Q

If a student has difficulty with the accuracy and/or fluency with which he or she enters information into a computer a device or program ____________ can be used.

A. that increases text entry efficiency

B. that assists with hand positioning

C. known as an output modification

D. known as an input modification

A

A. that increases text entry efficiency

55
Q

A device or program that alters how information is presented or retrieved from a computer ____________.

A. is called an output modification

B. is called an input modification

C. increases text entry efficiency

D. assists with hand positioning

A

A. is called an output modification

56
Q

A device or appliance that allows a student with a physical or health disability to enter information into a computer ____________.

A. increases text entry efficiency

B. is called an input modification

C. is called an output modification

D. assists with hand positioning

A

B. is called an input modification

57
Q

Freddy uses a joystick instead of a mouse to select answers to multiplication problems on the computer.

A. Device/Program to increase text entry efficiency

B. output modification

C. input modification

A

C. input modification

58
Q

Katie uses a voice recognition program to enter her story into the computer.

A. Device/Program to increase text entry efficiency

B. output modification

C. input modification

A

A. Device/Program to increase text entry efficiency

59
Q

Ben uses a program to increase the size of the text on the computer screen.

A. Device/Program to increase text entry efficiency

B. output modification

C. input modification

A

B. output modification

60
Q

Which best describes the role of AAC?

A. To collect data on how fluently a student can access the Internet.

B. To assist a student with his or her toileting needs.

C. To allow a student who cannot speak verbally to communicate via other ways.

D. To improves a student’s ability to independently go to and from different classrooms.

A

C. To allow a student who cannot speak verbally to communicate via other ways.

61
Q

The purpose of AAC is to give students who cannot communicate verbally a voice. Therefore, all forms of AAC must involve some sort of device that speaks orally for the student.

True

False

A

False

62
Q

Which would not be an example of a device used to assist a student with his or her positioning or seating needs?

A. A power wheelchair

B. A foot rest

C. An adaptive chair with raised arms and a seat belt

D. A prone stander

A

A. A power wheelchair

63
Q

Which would not be an example of a device used to assist a student with his or her mobility needs?

A. An adaptive chair with a seat belt, extra cushioning, and lower arms.

B. An adaptive scooter with a seat, back support, and a seat belt

C. A manual wheelchair

D. A walker

A

A. An adaptive chair with a seat belt, extra cushioning, and lower arms.

64
Q

Which of the following options would not be an example of how an ECU may be used?

A. An ECU can be used to turn on and off a TV.

B. An ECU can be used to turn on and off lights in a house.

C. An ECU can be used to raise and lower a lift to get into a car.

D. An ECU can be used to support a student while sitting and watching TV.

A

D. An ECU can be used to support a student while sitting and watching TV.

65
Q

Which of the options below would NOT be an example of how assistive technology can be used to support individuals with physical and health disabilities to complete daily living tasks?

A. An adaptive toothbrush that has an extended, enlarged handle.

B. A bowl that has suction cups on the bottom to prevent it from slipping off the table.

C. A clip that extends the tab used to zip and unzip a coat.

D. A device that is attached to a wheelchair that allows the individual to open and close a garage door.

A

D. A device that is attached to a wheelchair that allows the individual to open and close a garage door.

66
Q

Assistive technology allows individuals with physical and health disabilities to participate in almost all typical play and recreation activities.

True

False

A

True

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

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