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Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 > Unit 3 Module 6 and quizzes (review) > Flashcards

Unit 3 Module 6 and quizzes (review) Flashcards

1
Q

The diversity of the student population in the United States is ___________

A. INCREASING

B. DECREASING

C. STAYING THE SAME

A

A. INCREASING

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2
Q

while the diversity of the teacher population is ___________.

A. INCREASING

B. DECREASING

C. STAYING THE SAME

A

B. DECREASING

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3
Q

Overall, the percentage of teachers who are white is much ____________than the percentage of students identified as white.

A. HIGHER

B. LOWER

A

A. HIGHER

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4
Q

A person having origins in any of the original peoples of North and South America and who maintains cultural identification through tribal affiliation or community recognition.

A. Hispanic

B. Asian

C. Black

D. American Indian or Alaskan Native

A

D. American Indian or Alaskan Native

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5
Q

A person having origins in any of the original peoples of the Far East, Southeast Asia, and the Indian subcontinent. This area includes, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.

A. Hispanic

B. Asian

C. Black

D. American Indian or Alaskan Native

A

B. Asian

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6
Q

A person having origins in any of the black racial groups of Africa.

A. Hispanic

B. Asian

C. Black

D. American Indian or Alaskan Native

A

C. Black

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7
Q

A person of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin regardless of race.

A. Hispanic

B. Asian

C. Black

D. American Indian or Alaskan Native

A

A. Hispanic

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8
Q

A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.

A. White

B. Native Hawaiian or Other Pacific Islander

C. Two or more races

A

B. Native Hawaiian or Other Pacific Islander

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9
Q

A person having descended from any of the original peoples of Europe, North Africa, or the Middle East.

A. White

B. Native Hawaiian or Other Pacific Islander

C. Two or more races

A

A. White

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10
Q

An individual who selects two or more of the preceding categories when offered the option of indicating his or her racial designation.

A. White

B. Native Hawaiian or Other Pacific Islander

C. Two or more races

A

C. Two or more races

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11
Q

An educational strategy that focuses on an umbrella concept that includes race, language, social class, disability, gender, and culture

A. multiculturalism

B. bilingual education

C. culture

D. multicultural education

A

D. multicultural education

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12
Q

The acknowledgement of commonalities among more than one culture and an appreciation of the differences that exist.

A. multiculturalism

B. bilingual education

C. culture

D. multicultural education

A

A. multiculturalism

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13
Q

An educational strategy whereby students whose first language is not English are instructed in their native language

A. multiculturalism

B. bilingual education

C. culture

D. multicultural education

A

B. bilingual education

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14
Q

The attitudes, values, belief systems, norms, and traditions shared by a particular group of people that collectively form their heritage

A. multiculturalism

B. bilingual education

C. culture

D. multicultural education

A

C. culture

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15
Q

Which of the following terms/phrases refers specifically to acknowledging different native languages?

A. Diversity within the teaching profession

B. Cultural diversity

C. Linguistic diversity

D. Multiculturalism

A

C. Linguistic diversity

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16
Q

Teachers must guard against which cultural assumption?

A. that all students can learn

B. that all students can read English

C. That the behaviors, beliefs, and actions of one cultural group are the correct or better way of doing something

D. That all students speak the same language

A

C. That the behaviors, beliefs, and actions of one cultural group are the correct or better way of doing something

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17
Q

Which of the following statements would promote stereotyping members of a cultural group?

A. Many of the individuals from this culture follow that tradition.

B. Everyone from this culture follow that tradition.

C. Most of the individuals from this culture follow that tradition.

D. Some of the individuals from this culture follow that tradition.

A

B. Everyone from this culture follow that tradition.

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18
Q

At the center of a society is a general national culture referred to as the _____________.

A. macro-culture

B. micro-culture

C. multicultural education

A

A. macro-culture

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19
Q

This core culture is then made up of several subcultures referred to as _____________.

A. macro-culture

B. micro-culture

C. multicultural education

A

B. micro-culture

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20
Q

Finally, the purpose of _____________ is to then prepare individuals to acquire the knowledge, attitude, and skills needed to function effectively within the larger and smaller cultural settings.

A. macro-culture

B. micro-culture

C. multicultural education

A

C. multicultural education

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21
Q

EL children should be moved to English-only classes as early as possible.

YES

NO

A

NO

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22
Q

Most EL children can develop the complex language skills needed for school in under five years.

YES

NO

A

NO

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23
Q

After five years, an EL student should be moved to an English-only environment.

YES

NO

A

NO

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24
Q

Students are instructed in native language only until they have sufficient English.
Goal is to move all students as quickly as possible to all English-only classes.
This instructional model is the most common.
Bilingual education legislation favors this program.

A. English as a Second Language (ESL) Program

B. Transitional Programs

C. Maintenance Programs

A

B. Transitional Programs

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25
Q

They place a strong emphasis on students’ native language.
Goal is to maintain proficiency in first language while getting instruction in English.
This is a long-term approach that places less emphasis on exiting the program.

A. English as a Second Language (ESL) Program

B. Transitional Programs

C. Maintenance Programs

A

C. Maintenance Programs

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26
Q

These programs are not categorized as “bilingual education.”
Students receive instruction in English outside the regular classroom.
Goal is to develop English proficiency as quickly as possible.
Emphasis on teaching in English.
Native language is not used during instruction.

A. English as a Second Language (ESL) Program

B. Transitional Programs

C. Maintenance Programs

A

A. English as a Second Language (ESL) Program

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27
Q

Instruction is in English but the teacher may occasionally use native language to assist a student’s understanding.
Approach puts no effort into the EL student’s maintaining or developing proficiency in his or her native language.
English instruction is monitored and modified to encourage comprehension.
Student completes English language and subject content matter lessons.
Students remain in the general education classroom.

A. Maintenance Programs

B. Sheltered English

C. Immersion Program

A

B. Sheltered English

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28
Q

Language and culture are not incorporated.
A “sink or swim” philosophy.

A. Maintenance Programs

B. Sheltered English

C. Immersion Program

A

C. Immersion Program

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29
Q

The percentage of African-American boys identified as having a learning disability greatly exceeds expectations based on the percentage of African-American boys in the general education population.

A. overrepresentaion

B. underrepresentaion

A

A. overrepresentaion

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30
Q

The percentage of Hispanic girls identified as having an emotional and behavioral disorder is much less than expected based on the percentage of Hispanic girls in the general education population.

A. overrepresentaion

B. underrepresentaion

A

B. underrepresentaion

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31
Q

According to Ford (2012), what is one way to improve the underrepresentation of certain groups within the gifted and talented program?

A. Test any student that gets As on all assignments

B. Encouraging teachers to use their own bias and opinions on who would do well in a gifted program

C. Providing more gifted training to teachers

A

C. Providing more gifted training to teachers

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32
Q

What is the primary reason that students from racially and ethnically diverse populations experience academic difficulties?

A. Low socioeconomic Status

B. Race

C. Need for special education services

A

A. Low socioeconomic Status

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33
Q

What is a false positive in the context of the special education referral process?

A. When a student has moderate learning difficulties but does not qualify for special education services

B. When a student unnecessarily receives special education services instead of having their needs met with some accommodations in the general education environment

C. When a student takes a diagnostic assessment not in their native language

A

B. When a student unnecessarily receives special education services instead of having their needs met with some accommodations in the general education environment

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34
Q

In what way can the identification and referral process be improved to help reduce the disproportionality?

A. Referring all students who get Cs or lower on assignments

B. Qualifying students for special education based on the teacher’s opinions even if the assessments determine that the student does not have a disability

C. Ensuring the assessment tools are fair and a true representation of the student’s potential

A

C. Ensuring the assessment tools are fair and a true representation of the student’s potential

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35
Q

What is teacher bias and how can it affect the disproportionality of culturally and linguistically diverse populations?

A. Teacher bias occurs when a teacher only speaks in English, which ultimately aids in overrepresentation because some students may not speak clear English.

B. Teacher bias occurs when a teacher’s subjective opinions affect their decision-making and can ultimately aid in overrepresentation.

C. Teacher bias occurs when a teacher decides to only deliver instruction through one method and does not consider the learning needs of all of the students. This type of instruction lends itself to underrepresentation.

A

B. Teacher bias occurs when a teacher’s subjective opinions affect their decision-making and can ultimately aid in overrepresentation.

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36
Q

When differentiating instruction, teachers must ensure that the varied learning activities are equally _______.

A. ENGAGING

B. COMPLEX

A

A. ENGAGING

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37
Q

Further, teachers can utilize _________ in order differentiate instruction more easily by arranging students into a variety of groupings.

A. FLEXIBLE GROUPING

B. ONGOING ASSESSMENTS

A

A. FLEXIBLE GROUPING

38
Q

Lastly, in order to determine whether or not students are responding positively to instruction teachers must employ _____________ to guide their instruction.

A. ONGOING ASSESSMENTS

B. ENGAGING TASKS

A

A. ONGOING ASSESSMENTS

39
Q

achieve national learning standards easily

YES

NO

A

NO

40
Q

have a higher dropout rate

YES

NO

A

YES

41
Q

have a disproportionate placement rate in special education

YES

NO

A

YES

42
Q

usually have advanced academic outcomes

YES

NO

A

NO

43
Q

Tom learns best by engaging in hands-on activities. When learning new words, he likes to draw a picture to illustrate the meaning. His favorite classes are gym and art.

A. VISUAL

B. KINESTHETIC

C. AUDITORY

A

B. KINESTHETIC

44
Q

Emily responds really well when the teacher tells the class the schedule for the day. She also enjoys participating in small group discussions. Her favorite class is social studies because Mr. Smith tells really great stories.

A. VISUAL

B. KINESTHETIC

C. AUDITORY

A

C. AUDITORY

45
Q

Jason loves when Ms. Thomas lets the students act out scenes from the story they are reading. It helps him understand the perspectives of different characters. His favorite class is music because Ms. Vaughn lets everyone make music using the instruments.

A. VISUAL

B. KINESTHETIC

C. AUDITORY

A

B. KINESTHETIC

46
Q

In math class Charlene learns best by looking at graphs and tables. When she reads a tough word problem she puts the information into a table in order to process the important information more easily. In reading class she likes when Ms. Hoffman lets the students watch a video clip of the story they are reading.

A. VISUAL

B. KINESTHETIC

C. AUDITORY

A

A. VISUAL

47
Q

In music class Bob learns best by listening to the different instruments. Although the teacher has shown pictures of the different instruments, Bob tends to retain the names of the instruments once he hears the sounds they make. He also loves reading class because Mr. Hawthorne ends each class by reading a chapter from Charlotte’s Web out loud to the class.

A. VISUAL

B. KINESTHETIC

C. AUDITORY

A

C. AUDITORY

48
Q

Which description and strategy is true about students who are CLD?

A. Students who are CLD are often outgoing, talkative, and have strong social skills, therefore activities that incorporate a lot of collaborative work is not needed.

B. Students who are CLD are often shy and unsure of how to engage in social interactions, but activities that incorporate a lot of collaborative work are not that important because these skills will just develop naturally over time.

C. Students who are CLD are often shy and unsure of how to engage in social interactions, therefore activities that incorporate a lot of collaborative work are crucial to their development.

A

C. Students who are CLD are often shy and unsure of how to engage in social interactions, therefore activities that incorporate a lot of collaborative work are crucial to their development.

49
Q

What does it mean to have heterogeneous small groups?

A. All students in the group have mixed ability levels.

B. All students the group have the same ability levels.

C. All students in the group come from a different culture.

A

A. All students in the group have mixed ability levels.

50
Q

What is one consideration teachers must have when they have students who come from CLD backgrounds?

A. Individual Work- making sure the students primarily work independently so that they can use both languages on learning tasks.

B. Bilingual – teacher must become fluent or at least familiar with the student’s language.

C. Ethnocentrism- making sure the teacher does not favor his or her own way of doing things.

A

C. Ethnocentrism- making sure the teacher does not favor his or her own way of doing things.

51
Q

Assessment that fails to consider the cultural and experiential background of culturally and linguistically diverse students. The assessment assumes all students have homogenous life experience.

A. translated test validity

B. weak test-taking skills

C. lack of measurement tools/linguistic bias

D. standardized testing bias

A

D. standardized testing bias

52
Q

During assessments students may not do well with things such as performing under time constraints, keeping self motivation, and using appropriate response selection strategies.

A. translated test validity

B. weak test-taking skills

C. lack of measurement tools/linguistic bias

D. standardized testing bias

A

B. weak test-taking skills

53
Q

A lack of a test assessing what it was designed to assess once the language is translated to the student’s native language.

A. translated test validity

B. weak test-taking skills

C. lack of measurement tools/linguistic bias

D. standardized testing bias

A

A. translated test validity

54
Q

Some assessments may only be offered in English, leaving some individuals to take a test outside of their native language.

A. translated test validity

B. weak test-taking skills

C. lack of measurement tools/linguistic bias

D. standardized testing bias

A

C. lack of measurement tools/linguistic bias

55
Q

In order to obtain the most accurate profile of an individual and to minimize a faulty assessment process, PL 94-142 mandated _____________ .

A. cultural pluralism

B. nondiscriminatory testing

C. test bias

A

B. nondiscriminatory testing

56
Q

Additionally, ___________ assessment procedure must be used to determine the most appropriate educational program for a student.

A. one

B. more than one

A

B. more than one

57
Q

Further, many tests have been revised in order to reduce the amount of __________ embedded within the questions of the assessment.

A. underrepresentaion

B. multiple intelligence

C. content bias

A

C. content bias

58
Q 
One theorist (Gardner, 2011) argues that problem solving goes beyond the traditional view of intelligence and is best understood through eight \_\_\_\_\_\_\_\_\_\_\_
, such as logical, naturalist, visual, verbal, etc.).

A. multiple intelligence

B. test bias

C. cultural pluralism

A

A. multiple intelligence

59
Q

performance-based

A. traditional assessment

B. portfolio-based

A

B. portfolio-based

60
Q

standardized tests

A. traditional assessment

B. portfolio-based

A

A. traditional assessment

61
Q

assess what the student knows at the given time

A. traditional assessment

B. portfolio-based

A

A. traditional assessment

62
Q

assessment completed over time

A. traditional assessment

B. portfolio-based

A

B. portfolio-based

63
Q

writing sample, speeches, artwork

A. traditional assessment

B. portfolio-based

A

B. portfolio-based

64
Q

usually completed during one testing session or several sequential sessions

A. traditional assessment

B. portfolio-based

A

A. traditional assessment

65
Q

assesses the student’s development growth

A. traditional assessment

B. portfolio-based

A

B. portfolio-based

66
Q

results are compared to the student’s peers (norm-referenced)

A. traditional assessment

B. portfolio-based

A

A. traditional assessment

67
Q

Schools reflect the changing cultural and linguistic diversity of the communities they serve. Over the past century, cultural and linguistic diversity continues to evolve. What is one indicator that reflects this ongoing change in cultural and linguistic diversity?

A. Assimilation continues to be an important value within our schools.

B. Increased diversity in the teaching profession that reflects the current demographic trends.

C. Teachers are very knowledgeable about specific cultural groups, which directly translates into more effective teaching practices.

D. Approximately 20% of the United States population over the age of 5 speaks a language other than English at home.

A

D. Approximately 20% of the United States population over the age of 5 speaks a language other than English at home.

68
Q

Which of the following terms acknowledges basic commonalities among groups of people while appreciating their differences?

A. Multiculturalism

B. Bilingual Education

C. Assimilation

D. Culture

A

A. Multiculturalism

69
Q

Accurately determining disability in bilingual students is complex. Errors related to disability and eligibility determination can often lead to ____________.

A. integrated placement

B. inappropriate placement

C. segregated placement

A

B. inappropriate placement

70
Q

Which of the following is not a characteristic of a transitional program?

A. This instructional model is the most common.

B. Goal is to move students as quickly as possible to all English-only classes

C. No effort into the student’s maintaining or developing proficiency in his or her native language

D. Students are instructed in native language only until they have sufficient English

A

C. No effort into the student’s maintaining or developing proficiency in his or her native language

71
Q

Because students who are culturally and linguistically diverse (CLD) often have difficulty meeting national or state learning standards and have lower- than-average academic outcomes, teachers must incorporate culturally responsive teaching by ____________________________.

A. Become familiar with the educational structures of each country a student is from

B. create an environment that encourages cultural awareness by incorporating cultural traits, past experiences, and perceptions their of students.

C. adjust learning standards to meet individualized academic abilities

D. provide extensive specialized instruction to better meet the needs of CLD students

A

NOT D, B?

72
Q

Because students who are culturally and linguistically diverse (CLD) often have difficulty meeting national or state learning standards and have lower- than-average academic outcomes, teachers must incorporate culturally responsive teaching by ____________________________.

A. Become familiar with the educational structures of each country a student is from

B. create an environment that encourages cultural awareness by incorporating cultural traits, past experiences, and perceptions their of students.

C. adjust learning standards to meet individualized academic abilities

D. provide extensive specialized instruction to better meet the needs of CLD students

A

B. create an environment that encourages cultural awareness by incorporating cultural traits, past experiences, and perceptions their of students.

73
Q

Which one of these statements is NOT true?

A. Bilingual education cannot exist without multicultural education.

B. Some states prohibit bilingual education.

C. All students benefit from English-only instruction and make better progress in English acquisition with it regardless of acquisition stage.

D. Multicultural education focuses on understanding a variety of diverse perspectives.

A

C. All students benefit from English-only instruction and make better progress in English acquisition with it regardless of acquisition stage.

74
Q

True or false? Traits such as interdependence, self-awareness, and socioeconomic status are characteristics of the American macroculture.

True

False

A

False

75
Q

Which one of the statements below describes a practice that does NOT reduce disproportionality?

A. School systems provide ongoing teacher training in best practices.

B. Teachers use a variety of instructional approaches to support individualized learning.

C. Teachers engage in ongoing personal reflection on perceptions and biases.

D. Teachers use only formative assessments they created themselves to reduce or eliminate bias from standardized testing.

A

D. Teachers use only formative assessments they created themselves to reduce or eliminate bias from standardized testing.

76
Q

Disproportionate representation of minorities in special education is problematic because it can contribute to ___________.

A. lower expectations

B. crowed special education classrooms

C. few bilingual supporters

A

A. lower expectations

77
Q

Both differentiated instruction and culturally responsive teaching rely on __________ as a means to instruct students who are CLD in the most effective way possible.

A. Ongoing Assessment

B. Engaging tasks

C. Direct Instruction

D. Flexible Grouping

A

D. Flexible Grouping

78
Q

What are the unintended consequences of disproportionality?

A. Lower dropout rates because of the additional special education services provided

B. Increased bilingual supports to improve English acquisition

C. Improved employment opportunities

D. Inconsistent or unequal educational opportunities

A

D. Inconsistent or unequal educational opportunities

79
Q

Which statement below is TRUE about assessing students from culturally and linguistically diverse groups?

A. Under IDEA, assessments shall be provided and administered exclusively in English.

B. Under IDEA, assessments shall be provided and administered in the child’s native language or mode of communication.

C. Assessment measures rarely lead to disproportionate representation of CLD students in special education.

D. There are many measurement tools that provide accurate assessment of CLD students.

A

B. Under IDEA, assessments shall be provided and administered in the child’s native language or mode of communication.

80
Q

Which of the following statements best describes how Ms. Roberts can ensure that she is showing cultural pluralism in Krishna’s reading and social studies classes?

A. Ms. Roberts provides Krishna with reading assignments in both Hindi and English so that he can comprehend the content and practice improving his English language skills.

B. Ms. Roberts provides Krishna with reading assignments in only English so that he can improve his English language skills.

C. Ms. Roberts provides Krishna with reading assignments only in Hindi so he can comprehend the content and does not become frustrated trying to read English.

A

A. Ms. Roberts provides Krishna with reading assignments in both Hindi and English so that he can comprehend the content and practice improving his English language skills.

81
Q

Multicultural education addresses the issues of race, gender, native language, and culture.

True

False

A

True

82
Q

Which of the situations described below best exemplifies an activity focused on multicultural education?

A. Ms. Roberts tells the class that Krishna is from a different country and that he speaks a different language, and then giving the class helpful tips on how to talk to and interact with Krishna.

B. Ms. Roberts assigns everyone a partner for a reading activity, while Krishna is given a text in Hindi so he can read it independently.

C. Ms. Roberts assigns everyone in the class the task of designing a poster about himself or herself. She has the students include information such as the language they speak, their gender, and their family traditions. When everyone is finished, she has each student share his or her poster with the class.

A

C. Ms. Roberts assigns everyone in the class the task of designing a poster about himself or herself. She has the students include information such as the language they speak, their gender, and their family traditions. When everyone is finished, she has each student share his or her poster with the class.

83
Q

After observing Krishna, Ms. Roberts realizes that he tends to learn best by looking at visual representations of abstract concepts, watching videos of the texts he is reading, and seeing information presented in tables and charts. Which learning style best describes Krishna’s way of learning?

A. kinesthetic

B. auditory

C. visual

A

C. visual

84
Q

Maintenance linguistic programs are designed to help students learn English as quickly as possible and transition into the regular education environment for all of their classes as soon as possible.

True

False

A

False

85
Q

What is the primary difference between English as a Second Language (ESL) programs and Sheltered English programs?

A. ESL programs are long-term programs that students are encouraged to stay in throughout their educational career, whereas Sheltered English programs strive to teach English skills as quickly as possible so students can transition to the general education environment.

B. ESL programs deliver instruction in both English and the student’s native language, whereas Sheltered English programs only deliver instruction in the student’s native language.

C. ESL programs explicitly teach English, whereas Sheltered English programs focus on monitoring and modifying English instruction to aide in comprehension of English.

A

C. ESL programs explicitly teach English, whereas Sheltered English programs focus on monitoring and modifying English instruction to aide in comprehension of English.

86
Q

During the meeting, Ms. Roberts learns that Krishna is in a long-term linguistic program that emphasizes maintaining his native language of Hindi. He receives some instruction in English, but it is not a priority, as exiting quickly is not the primary goal of the program. What type of linguistic program is Krishna currently enrolled in?

A. Maintenance Program

B. English as a Second Language Program

C. Sheltered English Program

A

A. Maintenance Program

87
Q

Due to controversial assessment procedures, students who are CLD represent a large number of the special education population in comparison to their representation within the general population.

True

False

A

True

88
Q

Which challenge is NOT something Ms. Roberts and the other team members need to consider in regard to Krishna’s special education evaluation?

A. Whether or not Krishna’s family finds each assessment within the evaluation process meaningful.

B. Krishna may not have the necessary test-taking skills needed to perform adequately on standardized tests.

C. Most standardized assessments include some level of bias as the questions do not take into account each student’s culture and background experiences.

A

A. Whether or not Krishna’s family finds each assessment within the evaluation process meaningful.

89
Q

Multiple intelligences are eight different problem-solving avenues that are somewhat interrelated and allow a student’s skill sets to be identified outside of the standard IQ test framework.

True

False

A

True

90
Q

In addition to the standard IQ test and other standard special education assessments, Ms. Roberts wants the team to consider providing a few assessments that measure Krishna’s ability level within multiple intelligences. Which of the follow groups are considered some of the multiple intelligences?

A. Intrapersonal, Processes, and Kinesthetic

B. Logical, Visual, and Readiness

C. Interpersonal, Verbal, and Visual

A

C. Interpersonal, Verbal, and Visual

91
Q

In order for Krishna to receive special education services, his parents must be okay with the plan and provide their signatures to confirm agreement. If the plan does not adhere to their cultural values or meets with other objections, the team must work together to come to a mutual agreement.

True

False

A

True

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

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