Unit 4 Module 9 tests

Question 1

Educational programming is best when individualized to the specific student.

TRUE

FALSE

Answer 1

TRUE

Question 2

A functional curriculum emphasizes daily living or practical, everyday skills. This approach aligns well with the philosophy of full inclusion.

TRUE

FALSE

Answer 2

FALSE

Question 3

A standards-based curriculum targets individualized learning objectives based on the general education curriculum, while also ensuring that essential daily living skills are acquired as well.

TRUE

FALSE

Answer 3

TRUE

Question 4

Community-based instruction is another option that addresses concerns with generalization of skills that students with ID often struggle with, though it is often utilized at the secondary level, when students are taught how to complete everyday activities like making purchases at a store and using public transportation.

TRUE

FALSE

Answer 4

TRUE

Question 5

Ingrid voices concern about the extent to which Alexis might be included in the classroom. Which of the following is NOT a teaching/learning adaptation Alexis’s teachers might use with her?

A. Considering overall goals to increase meaningfulness of learning opportunities

B. Providing a separate setting that allows for increased concentration

C. Providing learning opportunities across contexts

D. Utilizing visual supports to ensure attention to relevant task demands

Answer 5

B. Providing a separate setting that allows for increased concentration

Question 6

During the meeting, Ingrid emphasizes that one of her goals for Alexis is to be able to appropriately interact and/or play with her peers, so that Alexis develop friendships. One of the teachers at the meeting said that this strategy is one way to target this goal during academic-focused activities. What strategy was the teacher referring to?

A. Task analysis

B. Scaffolding

C. Cooperative learning

Answer 6

C. Cooperative learning

Question 7

Students with ID are unable to live independently in the community after graduating high school.

TRUE

FALSE

Answer 7

FALSE

Question 8

Students with ID are often limited to working in sheltered workshops for employment after graduation.

TRUE

FALSE

Answer 8

FALSE

Question 9

Increasingly, students with ID are attending post-secondary education programs.

TRUE

FALSE

Answer 9

TRUE

Question 10

Chris is twelve-years old and loves going to school. When he was three-years old, he was diagnosed with fragile X syndrome. His current educational program emphasizes mastery of practical daily living skills that will allow him to pursue independent living and employment after graduation. His program features what is referred to as a ____________,

A. functional curriculum

B. standards-based

which _________ align with the philosophy of full inclusion.

A. does

B. does not

Chris’s teachers considered switching the type of curriculum his parents’ desire to have him included with his peers as much as possible, but also inform them that Chris might also receive ________________________
.
A. pull out instruction

B. occasional community-based instruction

Answer 10

A. functional curriculum

B. does not

B. occasional community-based instruction

Question 11

Isaac, a nonverbal seven-year-old with ID, has an educational goal of interacting with peers during free time or unstructured times during class periods. His teacher provides him with a tablet computer during these times to stimulate interaction between him and his general education peers.

Yes
No

Answer 11

Yes

Question 12

James is a nonverbal 13-year-old student with ID. One of his teachers this year decided to provide him with a “buddy” who would talk for him as a way to promote his interaction in the class.

Yes
No

Answer 12

No

Question 13

Mr. Carrey’s class is doing a science experiment in groups. Samuel is one of his students who has ID. Because the experiment can be dangerous, Mr. Carrey decides that Samuel should be in a group with his paraprofessional and work on receptive identification of objects instead.

Yes or no? Is this adaptation appropriate for Samuel?

Yes

No

Answer 13

No

Question 14

This type of vocational arrangement is not being utilized as often due to its lack of natural supports and limited job skills training.

A. community-based instruction

B. sheltered workshop

Answer 14

B. sheltered workshop

Question 15

This option involves teaching students with ID how to speak out on issues that are important to them.

A. self-advocacy

B. self-determination

Answer 15

A. self-advocacy

Question 16

When planning for the successful transition of students with ID after they graduate from high school, the only consideration is employment options for the individual.

TRUE

FALSE

Answer 16

FALSE

Question 17

Despite receiving extensive training, most individuals with ID are unable to obtain meaningful employment.

TRUE

FALSE

Answer 17

FALSE

Question 18

Students with ID are prone to become dependent on assistance, which is why targeting self-determination skills is important to promote successful transition into adulthood.

TRUE

FALSE

Answer 18

TRUE

Question 19

Amy is a nine-year-old girl with Down syndrome. To increase her independence in toileting (i.e., remembering to try every hour), she uses a device that provides prompts at specific time intervals as a reminder to go to the restroom.

Yes or no? Is this example an application of assistive technology?

Yes

No

Answer 19

Yes