UNIT 3 Module 7 (review!!)

Question 1

Parents have always been seen as equal and valued collaborators in their children’s special education.

TRUE

FALSE

Answer 1

FALSE

Question 2

Today many people believe parents are the cause of their child’s disability.

TRUE

FALSE

Answer 2

FALSE

Question 3

Support has shifted from responding to family needs as a whole to considering both the needs of the family as a whole and as individual family members.

TRUE

FALSE

Answer 3

TRUE

Question 4

Parents used to have a passive role in their child’s educational program and went along with whatever decisions school personnel made regarding their child.

TRUE

FALSE

Answer 4

TRUE

Question 5

The family’s ability to change in response to a crisis or stressful event

A. transition

B. adaptability

C. cohesion

Answer 5

B. adaptability

Question 6

The movement along a continuum from one stage to another and the accompanying adjustment period

A. transition

B. adaptability

C. cohesion

Answer 6

A. transition

Question 7

The belief that a family is an interrelated social system with unique characteristics and needs

A. family system-model

B. family life cycle

C. family characteristics

Answer 7

A. family system-model

Question 8

The interrelated activities that are necessary to fulfill each individual’s needs and the family’s collective needs

A. family life cycle

B. family interactions

C. family function

Answer 8

C. family function

Question 9

Those features that make the family unique: family size, cultural background, socioeconomic status, geographic location, nature of disability, coping strategies, etc.

A. family system-model

B. family life cycle

C. family characteristics

Answer 9

C. family characteristics

Question 10

The relationships and interactions among and between the various family subsystems dependent upon their cohesion and adaptability

A. family life cycle

B. family interactions

C. family function

Answer 10

B. family interactions

Question 11

The developmental changes that occur in most families over time and that may alter the structure of the family

A. family system-model

B. family life cycle

C. family characteristics

Answer 11

B. family life cycle

Question 12

The degree of freedom and independence experienced by each member of the family

A. transition

B. adaptability

C. cohesion

Answer 12

C. cohesion

Question 13

Which of the following statements best describes the eugenics movement?

A. It was a time when parents transitioned from a passive role to a more active role in the educational programming process.

B. A movement that identified caregivers and non-traditional parents and guardians as possible partners in the educational planning process. It served to set the premise that the family as a whole serves as the collaborative decision-makers with the professionals.

C. It was a campaign that sought to improve the quality of humankind through selective breeding, thus reducing the number of “unfit” parents and faulty offspring.

Answer 13

C. It was a campaign that sought to improve the quality of humankind through selective breeding, thus reducing the number of “unfit” parents and faulty offspring.

Question 14

Which of the following practices is NOT a suggested practice for creating a strong professional-parent partnership?

A. Assist families in gaining access to needed supports

B. Encourage family involvement in the development of the support plan

C. Focus planning solely on the specific needs of the child with a disability

Answer 14

C. Focus planning solely on the specific needs of the child with a disability

Question 15

Which statement best describes the way the advocacy role of parents and families has evolved within the special education process?

A. Whereas we once regarded parents/families as collaborators, we now see them as recipients of professionals’ decisions.

B. Whereas we once regarded parents/families as active members of the child’s education team, we now see them as more passive and uninvolved stakeholders.

C. Whereas parents/families were once regarded as part of the child’s problem, we now regard their opinions and perspectives as crucial in addressing the challenges associated with a child’s exceptionality.

Answer 15

C. Whereas parents/families were once regarded as part of the child’s problem, we now regard their opinions and perspectives as crucial in addressing the challenges associated with a child’s exceptionality.

Question 16

Couples that have a child with a disability have a significantly higher divorce rate than couples that do not have a child with a disability.

TRUE

FALSE

Answer 16

FALSE

Question 17

Mothers tend to be vulnerable and emotional when it comes to having a child with a disability.

TRUE

FALSE

Answer 17

TRUE

Question 18

Fathers tend to be very emotional and really focus on the immediate consequences of their child’s disability.

TRUE

FALSE

Answer 18

FALSE

Question 19

Fathers are often more affected by the physical visibility of their child’s disability than mothers.

TRUE

FALSE

Answer 19

TRUE

Question 20

All siblings of a child with a disability develop some form of depression during their childhood.

TRUE

FALSE

Answer 20

FALSE

Question 21

Some siblings can harbor feelings of resentment due to the increased childcare demands of their sibling with a disability.

TRUE

FALSE

Answer 21

TRUE

Question 22

Having a child with a disability may give the sibling a greater tolerance toward others and an increased compassion for others.

TRUE

FALSE

Answer 22

TRUE

Question 23

Siblings of children with disabilities can attend sibling support groups where they can talk to other individuals who have brothers and sisters with disabilities.

TRUE

FALSE

Answer 23

TRUE

Question 24

Types of reactions to having a child with a disability are listed below. Indicate which phase each typically occurs during.

ambivalence
depression
denial
shock
grief

A. Secondary phase

B. Primary phase

C. Tertiary phase

Answer 24

B. Primary phase

Question 25

Types of reactions to having a child with a disability are listed below. Indicate which phase each typically occurs during.

anger
shame
embarrassment
guilt

A. Secondary phase

B. Primary phase

C. Tertiary phase

Answer 25

A. Secondary phase

Question 26

Types of reactions to having a child with a disability are listed below. Indicate which phase each typically occurs during.

adaption
acceptance
bargaining
adjustment 
reorganization

A. Secondary phase

B. Primary phase

C. Tertiary phase

Answer 26

C. Tertiary phase

Question 27

Which individual often allows the disability diagnosis to affect how he or she evaluates the family and consequently influences the perceptions of the entire family?

A. father

B. sibling

C. mother

Answer 27

A. father

Question 28

What is most important for professionals to understand about a family’s reaction to having a child with a disability?

A. It is important for professionals to know that a parent’s reaction usually only occurs during the initial time period following the confirmed diagnosis and that within a short amount of time all parents come to accepting the disability.

B. It is important for professionals to realize that the identification of an individual as disabled affects the entire family structure and produces a wide range of reactions, responses, and feelings.

C. It is important to understand that every parent experiences the same reactions to having a child with a disability at the same time within the continuum.

Answer 28

B. It is important for professionals to realize that the identification of an individual as disabled affects the entire family structure and produces a wide range of reactions, responses, and feelings.

Question 29

When Mrs. Blosl found out that her son was diagnosed with a learning disability in reading, she was saddened at first and then found herself questioning the choices she had made. She started asking herself things like, “If only I had done this.” and “If only I had done that.” Which parental reaction is Mrs. Blosl experiencing?

A. bargaining

B. grief

C. guilt

Answer 29

C. guilt

Question 30

There are several challenges that professionals may experience when working with families who are CLD. First, the parents’ limited 1. ___________ proficiency may make it difficult to communicate with ease. The family may also have a history that includes a 2._________ experience in a previous school. In this case, the professional must work extra hard to gain the family’s 3.__________. Additionally, families who are CLD may not be familiar with all of their 4._________
within the educational structure, so may tend toward a more passive role.

1.
A. special education
B. English
C. communication

2.
A. positive
B. negative

3.
A. trust
B. values
C. culture

4. A. rights
   B. values

Answer 30

1. B. English
2. B. negative
3. A. trust
4. A. rights

Question 31

Respect the family’s interpretation of the disability even if the professional does not see it in that way

YES

NO

Answer 31

YES

Question 32

Respect the family’s cultural traditions and family values

YES

NO

Answer 32

YES

Question 33

Respect the family’s lack of educational follow-through at home due to the special education jargon and the plan being too difficult to implement

YES

NO

Answer 33

NO

Question 34

Respect the medical approaches the family desires to take to best support their child with a disability

YES

NO

Answer 34

YES

Question 35

A teacher telling a student that she understands that the student will miss a day of school due to a cultural holiday but that the work missed during that school day will be marked as incomplete

YES

NO

Answer 35

NO

Question 36

Telling a student that his traditional cultural clothing is nice but that he should not wear it in school because it does not look like what everyone else wears

YES

NO

Answer 36

NO

Question 37

A teacher learning that a student’s culture has a holiday approaching and arranging a small awareness/celebration activity about that holiday during social studies class

YES

NO

Answer 37

YES

Question 38

A teacher supporting a parent’s use of a homeopathic approach from their culture to help support their child’s attention difficulties

YES

NO

Answer 38

YES

Question 39

Families who are CLD may view the meaning of exceptionality differently.

TRUE

FALSE

Answer 39

TRUE

Question 40

Alternative views of disabilities and special education do not affect the evaluation process, planning, and collaborative approach of the special education process.

TRUE

FALSE

Answer 40

FALSE

Question 41

Although there are specific definitions of each disability, the disability should always be considered within the cultural context of the family.

TRUE

FALSE

Answer 41

TRUE

Question 42

The different perspectives on disabilities never affect the types of service and supports a family receives.

TRUE

FALSE

Answer 42

FALSE

Question 43

Which of the following practices is a way professionals can develop a culturally responsive partnership with families who are CLD?

A. Let the student wear culturally specific clothing to school.

B. Learn about the culture’s important celebrations throughout the year and recognize those days with lessons or activities in the classroom.

C. Encourage the student to speak only in English while in school so that he or she improves their English fluency.

Answer 43

B. Learn about the culture’s important celebrations throughout the year and recognize those days with lessons or activities in the classroom.

Question 44

Parents may not feel there is anything wrong with their child and as a result they refuse to be involved in a collaborative partnership.

YES

NO

Answer 44

YES

Question 45

What is viewed as a problem within the school environment may not be viewed as a problem in the culture of the family, therefore the family may not agree to additional support for their child.

YES

NO

Answer 45

YES

Question 46

The student may not qualify for special education services if the parent views the disability as something different.

YES

NO

Answer 46

NO