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Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 > Unit 2 Module 3 (review!!) > Flashcards

Unit 2 Module 3 (review!!) Flashcards

1
Q

Amy, a first grader, has a slight nearsightedness.

A. Disability
B. Impairment
C. Inability
D. Handicap

A

B. Impairment

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2
Q

Amy broke her glasses during recess. For the afternoon class, words on the board were too fuzzy for her to read.

A. Disability
B. Impairment
C. Inability
D. Handicap

A

D. Handicap

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3
Q

That night at home, Amy picked up her sister’s 200 page chapter book to read. She complained to Mom that she couldn’t do her homework because the book was too hard to read.

A. Disability
B. Impairment
C. Inability
D. Handicap

A

C. Inability

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4
Q

Which of the following best defines special education services?

A. Specially designed instruction provided by the school district or agency that meets the needs of identified students. All special education services are provided to students by public schools, at no cost to parents.

B. “Special education” is a place or placement or a pre-packaged program. Special education is the resource room, the classroom in the trailer, or the special school across town.

A

A. Specially designed instruction provided by the school district or agency that meets the needs of identified students. All special education services are provided to students by public schools, at no cost to parents.

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5
Q

Which of the following are related services?

A. Related services are assistance required to enable students to benefit from special education. For example, speech-language therapy, transportation to and from school in a specialized van or school bus, and physical therapy. All related services are provided to students by public schools at no cost to parents.

B. Related services include a medical device that is surgically implanted; the optimization of that device’s functioning (e.g., mapping); maintenance of that device, or the replacement of that device.

A

A. Related services are assistance required to enable students to benefit from special education. For example, speech-language therapy, transportation to and from school in a specialized van or school bus, and physical therapy. All related services are provided to students by public schools at no cost to parents.

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6
Q

Which of the following are supplementary aids and services?

A. Supplementary aids and services are those, such as physical therapy and occupational therapy, that are provided to students by public schools at a minimal cost to parents.

B. Supplementary aids and services are additional supports that are provided either in general education settings, other education-related settings, or in extracurricular and nonacademic settings, to enable students with disabilities to be educated with their nondisabled peers to the maximum extent appropriate.

A

B. Supplementary aids and services are additional supports that are provided either in general education settings, other education-related settings, or in extracurricular and nonacademic settings, to enable students with disabilities to be educated with their nondisabled peers to the maximum extent appropriate.

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7
Q

LD

A

Specific learning disabilities

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8
Q

OHI

A

Other health impairments

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9
Q

ID

A

Intellectual disability

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10
Q

ASD

A

Autism

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11
Q

HI

A

Hearing impairments including deafness

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12
Q

TBI

A

Traumatic brain injury

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13
Q

ADHD

A

Attention deficit hyperactive disorder

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14
Q

ADA

A

Americans with Disabilities Act

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15
Q

IDEA (2004)

A

Individuals with Disabilities Education Improvement Act

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16
Q

NCLB

A

No Child Left Behind of 2001

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17
Q

FAPE

A

Free Appropriate Public Education

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18
Q

IEP

A

Individualized Education Program

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19
Q

IFSP

A

Individualized Family Service Plan

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20
Q

OT

A

Occupational Therapy

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21
Q

PT

A

Physical Therapy

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22
Q

LRE

A

Least Restrictive Environment

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23
Q

ESEA

A

Elementary and Secondary Education Act of 1965

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24
Q

ESSA

A

Every Student Succeeds Act of 2015

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25
Q

The total number of individuals with a particular disability at a given time is referred to as _______________.

A. incidence

B. prevalence

A

B. prevalence

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26
Q

In a certain city, a new housing complex has just opened with optimal accessibility for families with disabilities. What is this more likely to increase: the incidence or prevalence of children with disabilities in the community schools in the coming years?

A. Incidence

B. Prevalence

A

B. Prevalence

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27
Q

Thomas Hopkins Gallaudet (1787–1851)
Gallaudet University was established specifically for students with this disability.

A. Hearing Impairment

B. Visual impairments including blindness

C. Orthopedic impairments

D. Developmental delay

A

A. Hearing Impairment

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28
Q

Samuel Gridley Howe (1801–1876)
Howe worked in several areas of disability. Choose his first work for which he is most noted.

A. Hearing impairments including deafness

B. Visual impairments including blindness

C. Speech or language impairments

D. Intellectual disability

A

B. Visual impairments including blindness

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29
Q 
Louis Braille (1809–1852)
Think about a special type of print called braille that you can feel with your fingers.

A. Developmental delay

B. Visual impairments including blindness

C. Emotional disturbance

D. Multiple disabilities

A

B. Visual impairments including blindness

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30
Q 
Edouard Seguin (1812–1880)
Seguin was a pupil of Itard. Think about the kind of work that Itard is noted for.

A. Orthopedic impairments

B. Visual impairments including blindness

C. Intellectual giftedness

D. Intellectual disability

A

D. Intellectual disability

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31
Q 
Francis Galton (1822–1911)
The correct category is generally not considered a disability.

A. Intellectual giftedness

B. Developmental delay

C. Multiple disabilities

D. Emotional disturbance

A

A. Intellectual giftedness

32
Q

Alexander Graham Bell (1847–1922)
Think about the invention connected with Bell’s name.

A. Speech or language impairments

B. Multiple disabilities

C. Hearing Impairments including deafness

D. Visual impairments including blindness

A

C. Hearing Impairments including deafness

33
Q 
Alfred Binet (1857–1911)
Think about test named after Binet.

A. Intellectual giftedness

B. Intellectual disability

C. Speech or language impairments

D. Orthopedic impairments

A

B. Intellectual disability

34
Q 
Maria Montessori (1870–1952)
Think about schools with specific methods for learning through activities.

A. Intellectual giftedness

B. Emotional disturbance

C. Intellectual disability

D. Speech or language impairments

A

C. Intellectual disability

35
Q 
Lewis Terman (1877–1956)
Terman expanded on work originated by Binet.

A. Intellectual disability

B. Multiple disabilities

C. Orthopedic impairments

D. Intellectual giftedness

A

D. Intellectual giftedness

36
Q

Parent organizations may serve any of these functions except __________.

A. providing the structure for obtaining needed services for their children

B. provide an informal group for parents who understand one another’s problems and needs and help one another deal with anxieties and frustrations

C. evaluating special education programs

D. providing information about services and resources

A

C. evaluating special education programs

37
Q

Brian has just started first grade. He frequently disrupts the class with loud anger outbursts and responds to being touched by swinging his fists. The kindergarten teacher noted that he was not always cooperative following directions. At a meeting with Brian’s parents, the first grade teacher recommends evaluation from various professionals.

Mom mentions that Brian seems to have more problems if he has candy or a sweet treat after school. A
A. Psychologist
B. Nutritionist
C. Parent Counselor
D. School Nurse
E. Social worker
specialist may be able to help with services for
A. Cognitive Skills
B. Interpersonal skills
C. Nutrition guidance
D. injuries from fights with other students
E. family interactions to support school adaptions

A

B. Nutritionist

C. Nutrition guidance

38
Q

Even after the kindergarten teacher noted that Brian was not always cooperative following directions, he did not receive any special support services in kindergarten. The school had hoped Brian would mature and have better self-control in first grade. Instead, his behavior worsened. A
A. Psychologist
B. Nutritionist
C. Parent Counselor
D. School Nurse
E. Social worker
specialist may be able to help with services for
A. Cognitive Skills
B. Interpersonal skills
C. Nutrition guidance
D. injuries from fights with other students
E. family interactions to support school adaptions

A

E. Social worker

B. Interpersonal skills

39
Q

Using the same scenario about Brian, why might the first grade teacher have requested support services when the kindergarten teacher did not?

A. Brian’s behavior did not improve as he got older, but got worse.

B. Brian is not able to learn when small frustrations cause such a dramatic response.

C. Other students are not able to learn when Brian frequently disrupts the classroom.

D. The kindergarten teacher saw Brian for a shorter time during the day and was not so focused on academic skills.

E. The kindergarten class had more moving around to different activity centers that helped Brian to stay interested.

A

ALL OF THESE ARE REASONS

40
Q

Each ITP is designed to have specific goals or outcomes defined.

A. Results-oriented

B. Living and employment options are considered

C. focused on improving functional skills and academic skills

D. Individualized

A

A. Results-oriented

41
Q

Transition planning includes postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education.

A. Results-oriented

B. Living and employment options are considered

C. focused on improving functional skills and academic skills

D. Individualized

A

C. focused on improving functional skills and academic skills

42
Q

Transition planning is based on the individual’s needs, taking into account their strengths, preferences, and interests.

A. Results-oriented

B. Living and employment options are considered

C. focused on improving functional skills and academic skills

D. Individualized

A

D. Individualized

43
Q

Transition planning addresses adult services, independent living, or community participation, such as: work behaviors, independent living skills, and recreational and leisure time activities. Specific instruction, related services, community experiences may include functional vocational evaluations and needed adaptations.

A. Results-oriented

B. Living and employment options are considered

C. focused on improving functional skills and academic skills

D. Individualized

A

B. Living and employment options are considered

44
Q

Every high school student who is enrolled in a special education program is to have _____ as part of his or her IEP.

A. An individual family service plan (IFSP)

B. A 504 accommodation plan

C. A behavior management plan

D. An individualized transition plan (ITP)

A

D. An individualized transition plan (ITP)

45
Q

A group of professionals from different disciplines who perform their evaluations and services independent of one another. A team exists only in the sense that each person shares a common goal. There is very little coordination or collaboration across discipline areas.

A. Multidisciplinary

B. Interdisciplinary

C. Transdisciplinary

A

A. Multidisciplinary

46
Q

Team members from different disciplines perform their evaluations independently, but program development and instructional recommendations are the result of information sharing and joint planning. There is an integrated plan of services and a holistic view of the student’s strengths and needs. Greater communication, coordination, and collaboration are the distinctive trademarks of this model.

A. Multidisciplinary

B. Interdisciplinary

C. Transdisciplinary

A

B. Interdisciplinary

47
Q

Team members from different disciplines perform their evaluations independently, but a peer (team leader) is identified as the primary interventionist to implement the recommendations. The goal is to avoid compartmentalization and fragmentation of services. This team model attempts to provide a more coordinated and unified approach to assessment and service delivery.

A. Multidisciplinary

B. Interdisciplinary

C. Transdisciplinary

A

C. Transdisciplinary

48
Q

Now, to make sure you grasp the framework of each team and the role of stakeholders, respond to the following:

If a school includes parents in a multidisciplinary team meeting, the school is then not obligated to include the parent in any future transdisciplinary meetings alongside discipline experts.

True

False

A

False

49
Q

Which of the following team models is considered to be most efficient?

A. Interdisciplinary Teams

B. Multidisciplinary Teams

C. Transdisciplinary Teams

A

C. Transdisciplinary Teams

50
Q

An approach in which related service professionals teach their skills to each other is referred to as a(n)

A. Multidisciplinary

B. Interdisciplinary

C. Transdisciplinary

A

C. Transdisciplinary

51
Q

Which type of teaming involves each team member performing individual assessment and then collaborating for program development?

A. Transdisciplinary

B. Multidisciplinary

C. Interdisciplinary

A

C. Interdisciplinary

52
Q

Which of the following best describes a multidisciplinary team?

A. A situation in which service professionals are likely to teach their skills to each other, rather than conducting individual assessments and interventions

B. A situation in which service providers work independently to conduct evaluations, then meet to discuss their assessments, typically with no previous collaboration

C. A situation where each team member performs individual assessment and then collaborates during program development, with collaboration typically happening before and/or after the formal meeting

A

B. A situation in which service providers work independently to conduct evaluations, then meet to discuss their assessments, typically with no previous collaboration

53
Q

When a team convenes for the first time, each team member typically brings a unique perspective of the child to the meeting, based on members’ individual assessment of the child.

What kind of team approach does this case describe?

A. Transdisciplinary

B. Multidisciplinary

C. Interdisciplinary

A

B. Multidisciplinary

54
Q

One teacher presents the instruction to the entire class while the second educator circulates, gathering information (data) on a specific pupil, a small group of students, or targeted behaviors across the whole class.

A. One Teach, One Observe

B. One Teach, One Support

C. Station Teaching

A

A. One Teach, One Observe

55
Q

Both individuals are present, but one teacher takes the instructional lead while the other provides support and assistance to the students.

A. One Teach, One Observe

B. One Teach, One Support

C. Station Teaching

A

B. One Teach, One Support

56
Q

The lesson is divided into two or more segments and presented in different locations in the classroom. One teacher presents one portion of the lesson while the other teacher provides a different portion. Then the groups rotate, and the teachers repeat their information to new groups of pupils. Students may also work independently at a different station.

A. One Teach, One Observe

B. One Teach, One Support

C. Station Teaching

A

C. Station Teaching

57
Q

Instruction is planned jointly but is delivered by each teacher to one half of a heterogeneous group of learners. Coordination of efforts is crucial.

A. Parallel Teaching

B. Alternative Teaching

C. Team Teaching

A

A. Parallel Teaching

58
Q

One teacher provides instruction to the larger group while the other teacher interacts with a small group of pupils.

A. Parallel Teaching

B. Alternative Teaching

C. Team Teaching

A

B. Alternative Teaching

59
Q

Both teachers share the instructional activities equally.

A. Parallel Teaching

B. Alternative Teaching

C. Team Teaching

A

C. Team Teaching

60
Q

One key advantage of cooperative teaching is that it allows parents, teachers, experts, and others to plan and deliver instruction.

True

False

A

False

61
Q

From the video, what is one of the first things teachers should consider when thinking about universal supports for students?

A. Content standards

B. Duration of the lesson

C. Classroom environment

A

A. Content standards

62
Q

From the video, what is another important consideration when thinking about universal supports for students?

A. Teaching strategies

B. Instructional materials

C. Individual student needs

A

C. Individual student needs

63
Q

One of the practices identified in the video as a universal support strategy for learners is pairing a picture (visual) with a word (text). What is the benefit of such a strategy?

A. It helps students think critically about unfamiliar concepts.

B. It provides a concrete example of potentially challenging concepts.

A

B. It provides a concrete example of potentially challenging concepts.

64
Q

UDL is the design curriculum materials, instructional activities, and evaluation procedures to meet the varying _________.

A. Needs of students

B. teaching styles

A

A. Needs of students

65
Q

The Goal of UDL is to make curriculum ________.

A. accessible for students

B. manageable for students

A

A. accessible for students

66
Q

In UDL, learning tasks and activities are designed to allow for _______ and offer _________ways to learn.

A. flexibility
B. learning

A. various
B. easy

A

A. flexibility

A. various

67
Q

Wheelchair users

Acceptable

Unacceptable

A

Unacceptable

68
Q

A mentally retarded child

Acceptable

Unacceptable

A

Unacceptable

69
Q

An adult who has cerebral palsy

Acceptable

Unacceptable

A

Acceptable

70
Q

A student with ADHD

Acceptable

Unacceptable

A

Acceptable

71
Q

A hearing impaired infant

Acceptable

Unacceptable

A

Unacceptable

72
Q

Crippled students

Acceptable

Unacceptable

A

Unacceptable

73
Q

The disabled

Acceptable

Unacceptable

A

Unacceptable

74
Q

A physically disabled child

A. A child with physical disabilities

B. A child who is handicapped

C. The physically disabled

A

A. A child with physical disabilities

75
Q

An epileptic student

A. A student who is epileptic

B. A student who has epilepsy

C. The epileptic

A

B. A student who has epilepsy

76
Q

The bipolar student

A. The student with bipolar disorder

B. The student who is bipolar

C. The bipolar

A

A. The student with bipolar disorder

77
Q

The mentally retarded boy

A. The boy with mental retardation

B. A boy with a cognitive impairment

C. A boy with an intellectual disability

D. The intellectually disabled

E. The cognitively impaired

A

C. A boy with an intellectual disability

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

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