Unit 3 Module 7 quizzes

Question 1

Mr. and Mrs. Suni just moved to into the district and their daughter Kim is now enrolled in Ms. Star’s kindergarten classroom. Kim is a 6-year-old Asian-American girl who one week prior to moving was diagnosed with autism. Kim’s native language is Vietnamese. In order to get Kim the services she needs, Ms. Star arranged a meeting for everyone to get acquainted and discuss getting Kim an Individualized Educational Plan (IEP).

How should Ms. Star view the role of the Suni family in Kim’s education planning process?

A. As recipients of the school personnel’s decisions, therefore assuming a passive role in the educational planning process

B. As the cause of the child’s disability, therefore having minimal involvement in the educational planning process

C. As collaborators with the school personnel, therefore having an active role within the educational planning process

Answer 1

C. As collaborators with the school personnel, therefore having an active role within the educational planning process

Question 2

During the meeting, Mr. Suni shares that he does not think Kim has autism, but rather she just needs a little help with talking and conversing. He also later shares that Kim’s repetitive behaviors are normal because he feels everyone has things that they really enjoy and do more often. Mr. Suni understands that Kim needs support services but is not comfortable with labeling her with autism.

“Fill in the blank” question: select the correct answer.
There are _________ phases of parental reactions to a child’s having disability.

A. seven

B. five

C. three

Answer 2

C. three

Question 3

Which of the following parental reactions to a child’s disability is Mr. Suni experiencing?

A. shame

B. denial

C. shock

Answer 3

B. denial

Question 4

In addition to Mr. and Mrs. Suni attending the meeting, their youngest child, Mark, was brought to the meeting. As the parents discussed Kim’s needs, Mark interrupted and asked if something was wrong with Kim and why she getting so much attention lately.

There are currently no support groups available for children that have siblings with a disability.

True

False

Answer 4

False

Question 5

Which one of the following descriptions best describes sibling support groups?

A. A time when a group of kids get together and play with children who have a disability.

B. A time when a group of children who have a sibling with a disability get together and talk about how they feel, ask any questions they may have about their sibling and family, and spend time playing or doing activities with peers.

C. A time when a group of kids gets together and learns about disabilities in a classroom-like atmosphere. Students can ask questions about disabilities and complete learning tasks.

Answer 5

B. A time when a group of children who have a sibling with a disability get together and talk about how they feel, ask any questions they may have about their sibling and family, and spend time playing or doing activities with peers.

Question 6

Mr. Suni thanks Ms. Star for the support group recommendation, but he explains to her that in their culture having a disability is frowned upon and he would rather not send Mark to a public place where he discloses that Kim has a disability.

How can Ms. Star best handle this situation so that she respects their culture and maintains a collaborative working relationship with Mr. and Mrs. Suni?

A. Tell Mr. Suni that the support group is the only resource she knows of and that he should look online for other options.

B. Tell Mr. Suni to not worry about what other people think and that in America disabilities are not frowned upon.

C. Tell Mr. Suni that the support groups are confidential but if he wants to have a more private support for Mark, she will talk with the school psychologist to see what services are offered in the home.

Answer 6

C. Tell Mr. Suni that the support groups are confidential but if he wants to have a more private support for Mark, she will talk with the school psychologist to see what services are offered in the home.

Question 7

At the conclusion of the meeting an IEP is drafted and the parents signed in agreement for special education services to begin immediately. Four weeks after Kim has been receiving special education support, Mrs. Suni calls Ms. Star and shares that she would like to change something in the IEP because she thinks something else would work better.

True or false? The Suni’s appear to be taking passive role in Kim’s educational plan.

True

False

Answer 7

False

Question 8

In order to maintain a positive professional relationship with Mr. and Mrs. Suni, how should Ms. Star respond to Mrs. Suni’s request?

A. Tell Mrs. Suni that the her suggestion is not what is best for Kim from a professional’s perspective and that they should leave the IEP as is.

B. Tell Mrs. Suni that she appreciates her suggestion and that she will arrange an IEP meeting so that everyone can discuss the suggestion.

C. Tell Mrs. Suni that she will change the IEP according to her suggestion right away.

Answer 8

B. Tell Mrs. Suni that she appreciates her suggestion and that she will arrange an IEP meeting so that everyone can discuss the suggestion.

Question 9

Once Kim began getting special education services she started to show improvement academically and in her social interactions with peers and adults. Kim also started to improve her English speaking skills, but has started to forget some of her Vietnamese language. Mr. Suni is concerned about this decline and reached out to Ms. Star for guidance.

Although a CLD family may hold values specific to their culture, and it is important to recognize those values, once a student starts receiving special education services, the strategies and goals outlined in the educational program overrides any cultural traditions.

True

False

Answer 9

False

Question 10

Which of the follow descriptions best describes cultural sensitivity?

A. The acknowledgement that more than one culture exists and recognizing the commonalities and differences of each culture

B. The idea that cultural and ethnic differences are appreciated and respected and students are not required to relinquish or abandon their cultural heritage

C. An awareness of, respect for, and appreciation of the many factors that influence and shape the values, priorities, and perspectives of both CLD individuals and families.

Answer 10

C. An awareness of, respect for, and appreciation of the many factors that influence and shape the values, priorities, and perspectives of both CLD individuals and families.

Question 11

the family’s preferred manner of communication

YES

NO

Answer 11

YES

Question 12

the family’s values that they hold as a high priority

YES

NO

Answer 12

YES

Question 13

the family’s child-rearing beliefs

YES

NO

Answer 13

YES

Question 14

all of the ways she can exhibit cultural sensitivity

YES

NO

Answer 14

YES

Question 15

Ms. Star remembers that she had a student a few years back who had autism and struggled with English, yet the family still wanted the child to continue communicating in his native language because it was part of the family’s cultural identify. Ms. Star realized that Mr. and Mrs. Suni may want Kim to stay fluent in Vietnamese for the same reason.

Because CLD families share so many similarities, educational professionals can make generalizations about them when determining the best way to approach various situations.

True

False

Answer 15

False

Question 16

Ms. Star held a meeting with the family and school personnel and Kim’s educational plan was revised to incorporate special education services and time spent in the bilingual education program. Now, five months later as the end of the school year nears, Kim is making progress in both English and Vietnamese.

During the end of the school year celebration, Mr. and Mrs. Suni have a brief conversation with Ms. Star about Kim. Mr. Suni shares updates such as, “she may have autism, but from the parent support group meetings I learned that she can be just as successful as her peers;” “Kim is doing very well with the support services in place;” and “Mrs. Suni and I do our best each day, and we are enjoying watching Kim learn and grow.”

Which parental reaction is Mr. Suni now experiencing?

A. bargaining

B. adaptation and reorganization

C. shame and embarrassment

Answer 16

B. adaptation and reorganization

Question 17

Which of the following statements best describes the role of parents of children with special needs during the 1950s, 1960s, and early 1970s?

A. During this time period, families were not well educated about disabilities and struggled to understand educational approaches that would benefit their child.

B. The primary concern focused on the relationship each child had with his or her mother, as it was seen as potentially contributing to the disability of the child.

C. Parents were expected to unconditionally accept the expertise of professionals.

D. Families of children with disabilities often lived in poverty due to the financial demands of having a child with a disability. As a result, they needed to focus on survival instead of their child’s education.

Answer 17

C. Parents were expected to unconditionally accept the expertise of professionals.

Question 18

Which of the following reactions is typical in the tertiary phase of parental reaction to the diagnosis of a disability?

A. Adaptation

B. Ambivalence

C. Embarrassment

D. Depression

Answer 18

A. Adaptation

Question 19

Which of the following statements best reflects the impact on educational planning that family functions may have?

A. Many times disability has a predominantly negative effect on family function, which in turn takes time and energy away from participating in educational planning.

B. Families often require support in identifying the priority of each function and the impact each function has on the way the family is able to meet their needs, including their participation in educational planning.

C. Families that are less openly affectionate tend to have greater difficulty in assessing overall family priorities and may not fully understand the impact each function has on individual family members, which in turn negatively affects educational planning.

D. Families prioritize their functions based on complex factors. This prioritization is dynamic and responsive to various life experiences and situations.

Answer 19

D. Families prioritize their functions based on complex factors. This prioritization is dynamic and responsive to various life experiences and situations.

Question 20

True or false? The strong focus on multiculturalism and culturally responsive teaching has resulted in major progress in areas such as forming positive relationships with CLD families that have a child with an identified disability.

True

False

Answer 20

False

Question 21

Which of the following terms best describes the belief that a family is an interrelated social system with unique characteristics and needs?

A. Family life cycle

B. Family-systems model

C. Family characteristics

D. Family functions

Answer 21

B. Family-systems model

Question 22

Partnerships require all parties to work together to build and sustain these relationships. What would be a barrier that must be considered in supporting this process?

A. Families from culturally and linguistically diverse backgrounds feel strongly that they should be directing the professionals much more in their child’s educational planning.

B. Families from culturally and linguistically diverse backgrounds lack the willingness to learn English in an efficient manner.

C. Providing interpreters and translation services can be a significant burden on the school district both in terms of finding resources and in budgeting for all of the ongoing added expenses.

D. Families from culturally and linguistically diverse backgrounds are often in a lower socioeconomic position.

Answer 22

D. Families from culturally and linguistically diverse backgrounds are often in a lower socioeconomic position.

Question 23

True or false? Families provided strong leadership in the deinstitutionalization of students with disabilities and in redefining the roles of professionals as auxiliary supports in the educational planning process.

True

False

Answer 23

False

Question 24

There are three broad phases of parental reaction to disability. How might phase two impact the family’s ability to engage in family functions as well as educational planning for the child with the disability?

A. Anger, guilt, and shame can prevent families from seeking appropriate services and supports to help with family functions, as well as prioritizing overall needs. Educational planning is a piece of this. Having the appropriate resources will lead to better dynamics and outcomes as well as helping the family understand the broader situation.

B. During phase two, families often come to understand that they may have some responsibility in the presence of a disability. This leads to guilt and anger, which can impact educational planning by making the family strong advocates or ambivalent about the future.

C. In phase two, families are very self-absorbed and tend to have minimal focus on the child with the disability. They may not include the child or his or her needs in their planning and prioritization of family functions, making educational planning a low priority.

D. Families tend to engage in significant levels of denial during this phase. They may minimize the impact of disability or not fully acknowledge it. Educational planning is not always considered, and significant depression may set in, thereby further disrupting family functions.

Answer 24

A. Anger, guilt, and shame can prevent families from seeking appropriate services and supports to help with family functions, as well as prioritizing overall needs. Educational planning is a piece of this. Having the appropriate resources will lead to better dynamics and outcomes as well as helping the family understand the broader situation.

Question 25

At times in the educational planning process, the dynamics of family ___________
can impede the level of independence each person has, including the child with the disability.

A. cohesion

B. function

C. adaptability

Answer 25

A. cohesion

Question 26

As a result of the Individuals with Disabilities Act (IDEA), families play a more active role in the special education process and are considered full team members. Which of the following statements best addresses what may prevent some families from actively participating as full team members and decision-makers despite IDEA?

A. The families believe that entitlements that exist in IDEA 2004 and previous versions of the educational act ensure that appropriate instruction and services will be provided and monitored, so that their involvement and advocacy are not needed.

B. The families are not motivated or invested enough in their children’s education to learn how to fully support the children and participate more actively.

C. The families believe that educational advocacy through trained professionals who have the skills needed to advocate for their children has proven to be the best support and representation of individual family priorities.

D. The families feel overwhelmed by the educational planning process and do not completely understand their rights and how they can and should participate.

Answer 26

D. The families feel overwhelmed by the educational planning process and do not completely understand their rights and how they can and should participate.

Question 27

Siblings without disabilities are positively and negatively affected by a sibling with a disability, and vice versa. What is one way this mutual impact can be addressed in a proactive manner?

A. To build positive long-term relationships, it is best for the sibling with a disability to spend more time outside of the home, including in a residential type placement where he or she lives away from the family but still visits regularly.

B. It is important to provide training in how to care for the sibling with the disability and to have an appropriate schedule so that expectations of care are clear.

C. Typical siblings need to be taught flexibility, compassion, and understanding, so they are better able to accept less attention from their parents and other family members.

D. Both typical siblings and the sibling with a disability should receive developmentally appropriate education about the disability.

Answer 27

D. Both typical siblings and the sibling with a disability should receive developmentally appropriate education about the disability.

Question 28

Professionals need to be sensitive to the diverse needs, values, and perceptions of culturally and linguistically diverse families. One way this sensitivity can be achieved is through ________________.

A. assisting the family in understanding the intentions of the school professionals

B. ensuring families understand the importance of speaking English in the home

C. working at understanding the differences in perception and interpretation of disability

D. providing training on the need for the personal independence of the student with a disability

Answer 28

C. working at understanding the differences in perception and interpretation of disability

Question 29

Which statement below does NOT represent a strategy to build collaborative relationships between professionals and families?

A. It is important for professionals to develop better understandings of the various cultures while still being careful not to make broad generalities about specific groups.

B. Professionals must have a clear and reasonable timeline for when the family will have acquired sufficient English to fully participate in the child’s education without translators and other supports.

C. Professionals must make sure that resources and trainings on educational and home supports are communicated through multiple channels, across a variety of media, and are translated into needed languages during the school year.

D. Schools must provide ongoing professional development, including having families come and speak about various cultures.

Answer 29

B. Professionals must have a clear and reasonable timeline for when the family will have acquired sufficient English to fully participate in the child’s education without translators and other supports.

Question 30

Which statement below best describes how the values of culturally responsive teaching, multiculturalism, and the social construct of disability influence educational planning?

A. Professionals must integrate these values into the education plans offered to students from culturally and linguistically diverse families.

B. They are critical to discussing English language acquisition in a sensitive manner so that professionals’ priorities can be agreed upon.

Answer 30

A. Professionals must integrate these values into the education plans offered to students from culturally and linguistically diverse families.