(Test Bank) Exceptional Children An Introduction To Special Education

Heward,Alber-Morgan,Konrad, 12

Education

Test Bank

12th Edition

• $15.00 $50.00

---

Description

Test Bank for Exceptional Children An Introduction To Special Education, The downloadable file consists of 474 pages, and the total size of the file is 3.96 MB. Purchase now only for highly discounted price.

Author(s): Heward, Alber-Morgan, Konrad

---

---

Study Note Preview

Exceptional Children An Introduction to Special Education, 12e Heward, Alber - Morgan, Konrad (Test Bank All Chapters ) iii Copyright © 2022, 2017, and 2013 Pearson Education, Inc. All Rights Reserved. Table of Contents Chapter 1: The Purpose and Promise of Special Education 1 Learning Outcome Quizzes 1 Application Exercises 14 Test Items 19 Test Answer Key 25 1 Copyright © 2022, 2017, and 2013 Pearson Education, Inc. All Rights Reserved. Chapter 1: The Purpose and Promise of Special Education Chapter 1 Learning Outcome Quizzes Learning Outcome 1.1: Distinguish among the following terms: impairment, disability, handicap, and at -risk. [Q1] Which term includes children who experience difficulties in learning as well a s those whose performance is so superior that modifications in curriculum and instruction are necessary to help them fulfill their potential? 1. Gifted and talented children 2. At-risk children 3. Exceptional children [correct] 4. Students with disabilities [Feedback for Answer Choice 1] This answer choice only applies to part of the question. Gifted and talented students often exhibit superior performance that requires curricular modification, but this term does not encompass those experiencing significant difficultie s. [Feedback for Answer Choice 2] The phrase “at -risk” is a multifaceted term that can apply to a varying number of conditions; however, the phrase does not typically apply to students exhibiting superior levels of academic performance. [Feedback for Correct Answer 3] The term exceptional children includes children who experience difficulties in learning as well as those whose performance is so superior that modifications in curriculum and instruction are necessary to help them fulfill their potential. [Feedback for Answer Choice 4] This answer choice only applies to part of the question. Students with disabilities often require curricular and instructional modifications in order to access the general curriculum, but this term does not apply to students performing at superior academic levels. [Q2] Which of the following terms refers to a problem or a disadvantage a person with a disability or impairment encounters when interacting with the environment? 1. Impairment 2. Handicap [correct] 3. Disability 4. At-risk 2 Copyright © 2022, 2017, and 2013 Pearson Education, Inc. All Rights Reserved. [Feedback for Answer Choice 1] An impairment is manifested in a loss of function of a body part or intellectual capacity, but this term does not take into account environmental factors. [Feedback for Correct Answer 2] Handicap refers to a problem o r a disadvantage a person with a disability or impairment encounters when interacting with the environment. Impairment refers to the loss or reduced function of a particular body part or organ. A disability exists when an impairment limits a person’s abili ty to perform certain tasks (e.g., walk, see, read). At - risk refers to children who are considered to have a greater than usual chance of developing a disability. [Feedback for Answer Choice 3] Disability occurs when a person is not able to perform a task as a function of a bodily or cognitive issue. [Feedback for Answer Choice 4] “At-risk” is a broad term used to describe students who find themselves at increased probability of experiencing disabling conditions. [Q3] Which term refers to children who, alth ough not currently identified as having a disability, are considered to have a greater -than-usual chance of developing one? 1. At-risk [correct] 2. Exceptional children 3. Impairment 4. Handicap [Feedback for Correct Answer 1] The term at-risk refers to children who, although not currently identified as having a disability, are considered to have a greater -than-usual chance of developing one. [Feedback for Answer Choice 2] Students identified as exceptional children, when considered from the pe rspective of disability, are already identified as having a disability. [Feedback for Answer Choice 3] A person with an impairment already experiences the loss of or reduction in function of a body part or organ. [Feedback for Answer Choice 4] The term “ha ndicap” refers to a problem or a disadvantage a person with a disability or impairment encounters when interacting with the environment 3 Copyright © 2022, 2017, and 2013 Pearson Education, Inc. All Rights Reserved. [Q4] Which term refers to the loss or reduced function of a particular body part that interferes with a person’s abilit y to perform regular school and vocational tasks? 1. At-risk 2. Exceptional children 3. Impairment [correct] 4. Handicap [Feedback for Answer Choice 1] The term at-risk refers to children who, although not currently identified as having a disability, are considered t o have a greater -than-usual chance of developing one. [Feedback for Answer Choice 2] Students identified as exceptional children, when considered from the perspective of disability, are already identified as having a disability. [Feedback for Correct Answe r 3] Impairment refers to the loss or reduced function of a particular body part or organ, resulting in an inability to perform certain tasks. For instance, a person who uses a wheel chair may have a spinal cord –related disability, but the impairment may r efer to an inability to navigate a staircase. [Feedback for Answer Choice 4] The term “handicap” refers to a problem or a disadvantage a person with a disability or impairment encounters when interacting with the environment. Learning Outcome 1.2: Identify the percentage of school -age children served in special education by disability category and explain the advantages and disadvantages of disability labels [Q1] Which of the following are the three most prevalent disability categories? 1. Learning di sabilities, speech or language impairments, and other health impairments [correct] 2. Learning disabilities, emotional disturbance, and autism 3. Learning disabilities, intellectual disabilities, and developmental delay 4. Learning disabilities, traumatic brain inj ury, and deaf -blind [Feedback for Correct Answer 1] The three most prevalent categories are learning disabilities, speech or language impairments, and other health impairments, followed by autism, intellectual disabilities, and developmental delay. The lea st prevalent categories are visual impairment, traumatic brain injury, and deaf -blind. 4 Copyright © 2022, 2017, and 2013 Pearson Education, Inc. All Rights Reserved. [Feedback for Answer Choice 2] Each of these categories is a category of disability in the Individuals with Disabilities Education Act, but this combination does not rep resent the three most prevalent categories. [Feedback for Answer Choice 3] Each of these categories is a category of disability in the Individuals with Disabilities Education Act, but this combination does not represent the three most prevalent categories. [Feedback for Answer Choice 4] Each of these categories is a category of disability in the Individuals with Disabilities Education Act, but this combination does not represent the three most prevalent categories. [Q2] Which of the following percentages be st represents the number of children receiving special education in the United States? 1. 20% 2. 30% 3. 2% 4. 9.5% [correct] [Feedback for Answer Choice 1] This percentage would equate to about 1 in every 5 children receiving special education services, and this is no t the correct percentage. [Feedback for Answer Choice 2] This percentage would equate to about 1 in every 3 children receiving special education services, and this is not the correct percentage. [Feedback for Answer Choice 3] This percentage would equate to about 1 in every 50 children receiving special education services, and this is not the correct percentage. [Feedback for Correct Answer 4] In 2017, 388,694 infants and toddlers (birth through age 2) and 815,010 children ages 3 to 5 received special education services under I D E A. This represents approximately 9.5% of children, or about 1 in every 10. [Q3] Which of the following is widely considered as a reasonable justification in favor of labeling students with disabilities? 1. Labeling helps practitioners and researchers communicate with one another and classify and evaluate research findings. [correct] 5 Copyright © 2022, 2017, and 2013 Pearson Education, Inc. All Rights Reserved. 2. Labeling helps practitioners and researchers understand a student’s learning characteristics. 3. Labeling helps practitioners and researchers determine the least restrictive environment for a student. 4. Labeling helps practitioners and researchers with st ate data reporting. [Feedback for Correct Answer 1] One of the main arguments in favor of labeling is that it helps practitioners and researchers communicate with one another and classify and evaluate research findings. In other words, some practitioners a nd researchers believe labels help all stakeholders to remain “on the same page” as they discuss categories of students and develop system and school level support protocols. [Feedback for Answer Choice 2] Remember that special education is designed on the premise that all students are individuals. It is not a good idea to approach a student through the lens of disability only. All students bring their own unique attributes and needs. [Feedback for Answer Choice 3] The least restrictive environment should a lways be determined based on the needs of the individual student and not a function of a disability label. [Feedback for Answer Choice 4] While it may be true that labels help with categorization, labeling should not simply be a function of data reporting. [Q4] Which of the following is widely considered as a reasonable justification in opposition of labeling students with particular disabilities? 1. Labels are rarely accurate, thus causing more problems than they solve. 2. Labels may stigmatize the child and lea d peers to reject or ridicule the labeled child. [correct] 3. Labels are not found in major special education legislation. 4. Labels guarantee that students will receive their education in a separate special education setting. [Feedback for Answer Choice 1] Though there are many who oppose labels, most professionals agree that the accuracy of labeling in special education is quite high. This is a function of the multifactorial evaluation process necessary for S P E D identification. [Feedback for Correct Answ er 2] One of the main fears of labeling is that it will result in stigmatization and thus peer rejection and bullying. Opponents of labeling point out the need for a more effective way to discuss students outside of a disability label. 6 Copyright © 2022, 2017, and 2013 Pearson Education, Inc. All Rights Reserved. [Feedback for Answer Choice 3] Under I D E A, disability categories for which a student can receive special education services are clearly laid out. [Feedback for Answer Choice 4] Labels do not mean that a student will be educated outside of the general curriculum. In fact, m any students with S P E D labels spend 100% of their school day in the general education setting. Learning Outcome 1.3: Explain why laws governing the education of exceptional children are needed and identify key court cases and federal legislation that have led to mandates for a free appropriate education for children with disabilities. [Q1] Which of the following court cases set the legal precedent for the civil rights for individuals with disa bilities by ruling that “separate is not equal”? 1. Pennsylvania Association for Retarded Children (P A R C) v. Commonwealth of Pennsylvania (1972) 2. Armstrong v. Kline (1979) 3. Brown vs. Board of Education of Topeka (1954) [correct] 4. Board of Education of the Hen drick Hudson Central School District v. Rowley (1982) [Feedback for Answer Choice 1] The P A R C case was incredibly influential in impacting the educational experiences and rights of children with intellectual disabilities, but it is not the best fit for this question. [Feedback for Answer Choice 2] The Armstrong case is a pivotal case in extending school year services for students with significant disabilities, but it is not the best answer choice for this question. [Feedback for Correct Answer 3] Special education was strongly influenced by social developments and court decisions in the 1950s and 1960s, especially the landmark case Brown v. Board of Education of Topeka (1954), which outlawed the practice of segregating students according to race. [Feedbac k for Answer Choice 4] The Rowley case is foundational in helping understand which services school districts must provide in ensuring a free and appropriate public education, but it is not the best answer choice for this question. [Q2] Which court case challenged a state law tha t denied public school education to children considered “unable to profit from public school attendance”? 1. Brown v. Board of Education of Topeka (1954) 2. Armstrong v. Kline (1979) 7 Copyright © 2022, 2017, and 2013 Pearson Education, Inc. All Rights Reserved. 3. Board of Education of the Hendrick Hudson Central School District v. Rowley (1982) 4. Pennsylvania Association for Retarded Children (P A R C) v. Commonwealth of Pennsylvania (1972) [correct] [Feedback for Answer Choice 1] Brown v. Board is probably one of the most famous court cases in U S law history. This case is most often discussed in terms of racial desegregation, but this case was also instrumental in breaking down barriers that excluded individuals with disabilities. [Feedback for Answer Choice 2] The Armstrong case is a pivotal case in extending school year services fo r students with significant disabilities, but it is not the best answer choice for this question. [Feedback for Answer Choice 3] The Rowley case is foundational in helping understand which services school districts must provide in ensuring a free and appro priate public education, but it is not the best answer choice for this question. [Feedback for Correct Answer 4] The PARC attorneys and parents argued that even though children had intellectual disabilities, it was neither rational nor necessary to assume they were ineducable. [Q3] Which of the following laws extends civil rights protection of people with disabilities to private sector employment, public services, transportation, and telecommunications? 1. Individuals with Disabilities Education Act 2. Americans with Disabilities Act [correct] 3. No Child Left Behind 4. Every Student Succeeds Act [Feedback for Answer Choice 1] I D E A is foundational in establishing the rights of students with disabilities in public school settings, but it is not a piece of legislation that reaches across all aspects of society. [Feedback for Correct Answer 2] The Americans with Disabilities Act (A D A) was signed into law in 1990 and amended in 2008 . Patterned after Section 504 of the Rehabilitation Act of 1973, A D A extends civil rights protection of people with disabilities to private sector employment, public services, transportation, and telecommunications. [Feedback for Answer Choice 3] No Chil d Left Behind is an educational policy platform under the George W. Bush administration. It does not extend to civil rights, but rather focuses on school success and data reporting. 8 Copyright © 2022, 2017, and 2013 Pearson Education, Inc. All Rights Reserved. [Feedback for Answer Choice 4] The Every Student Succeeds Act was the educ ational policy platform under the Obama administration. It does not extend to civil rights, but rather focuses on school success and data reporting. [Q4] Which of the following policies, guaranteed by the Individuals with Disabilities Education Act, refers to the ensuring that all students, regardless of disability status, have equal access to public education? 1. Individualized Education Program 2. Free Appropriate Public Education [correct] 3. Least Restrictive Environment 4. Special Education Law [Feedback for Answer Choice 1] An I E P is certainly a part of ensuring equal access for all students, but an IEP alone is not a policy ensuring this access. [Feedback for Correct Answer 2] Often referred to as F A P E, I D E A guarantees a free and appropriate public e ducation to all students, at the public’s expense. [Feedback for Answer Choice 3] The L R E refers to the setting in which a student is most included in the general curriculum, but this is not a policy that focuses specifically on public support of educati onal access. [Feedback for Answer Choice 4] This answer choice is much too broad and encompassing. The correct answer focuses on a specifically worded policy in I D E A. [Q5] Which of the following represents a major difference between I D E A and Section 504 of the Rehabilitation Act of 1973? 1. Under I D E A, educational opportunities for students with disabilities receive federal funding, while no additional federal funds are awarded for Section 504. [correct] 2. I D E A focuses on a broad range of disability areas, where Section 504 only includes students with learning disabilities. 3. Under I D E A, educational opportunities for students with disabilities receive no additional funding, while Section 504 comes with federal financial support for schools. 4. I D E A only focuses on disabilities related to academics, where Section 504 covers all disability areas. 9 Copyright © 2022, 2017, and 2013 Pearson Education, Inc. All Rights Reserved. [Feedback for Correct Answer 1] Section 504 may allow students in schools to receive helpful accommodations and modifications, but schools do not receive additional funding to provide services. [Feedback for Answer Choice 2] This is not an accurate statement. I D E A and Section 504 bot h include a range of disabilities. [Feedback for Answer Choice 3] This is not an accurate statement. I D E A does include additional funding for schools to support students with disabilities. [Feedback for Answer Choice 4] This is not an accurate statement . I D E A focuses on a broad area of disabilities, as does Section 504. Learning Outcome 1.4: Define and give an example of each of the three types of intervention: preventative, remedial, and compensatory. [Q1] Which of the following types of intervention s are designed to keep a potential or minor problem from becoming a disability? 1. Preventative intervention [correct] 2. Remedial intervention 3. Compensatory intervention 4. Early intervention [Feedback for Correct Answer 1] Special educators design preventative int ervention to keep a potential or minor problem from becoming a disability. The goal is to help anticipate a problem and address the situation in advance. [Feedback for Answer Choice 2] Remediation attempts to eliminate specific effects of a disability. [Feedback for Answer Choice 3] Compensatory intervention is teaching a substitute skill that enables a person to engage in an activity or perform a task in despite of a disability. [Feedback for Answer Choice 4] Early intervention refers to services for infa nts, toddlers, and preschoolers. [Q2] Which prevention type is most appropriate to use with individuals displaying early signs of problem behavior? 10 Copyright © 2022, 2017, and 2013 Pearson Education, Inc. All Rights Reserved. 1. Tertiary prevention 2. Secondary prevention [correct] 3. Early prevention 4. Primary prevention [Feedback for Answer Choice 1] Tertiary prevention is aimed at individuals with a disability and intended to minimize the impact of a specific condition or disability. [Feedback for Correct Answer 2] Secondary prevention is aimed at individuals who have been exposed to or are displaying specific risk factors and is intended to eliminate or counteract the effects of those risk factors. Secondary prevention in a schoolwide program to prevent behavior disorders would entail specialized interventions for those students exhib iting early signs of problem behavior. [Feedback for Answer Choice 3] Early prevention is not one of the three types of preventative intervention. [Feedback for Answer Choice 4] Primary prevention is designed to reduce the number of new cases of a disabili ty; it consists of efforts to eliminate or counteract risk factors so that a child never acquires a disability. [Q3] Which of the following types of interventions is focused on eliminating specific effects of a disability? 1. Preventative intervention 2. Remedi al intervention [correct] 3. Compensatory intervention 4. Early intervention [Feedback for Answer Choice 1] Special educators design preventative intervention to keep a potential or minor problem from becoming a disability. [Feedback for Correct Answer 2] Remedi ation attempts to eliminate specific effects of a disability. [Feedback for Answer Choice 3] Compensatory intervention is teaching a substitute skill that enables a person to engage in an activity or perform a task in spite of a disability. [Feedback for Answer Choice 4] 11 Copyright © 2022, 2017, and 2013 Pearson Education, Inc. All Rights Reserved. Early intervention refers to services for infants, toddlers, and preschoolers. [Q4] Which of the following types of interventions teaches a substitute skill that enables a person to engage in an activity or perform a task des pite a disability? 1. Preventative intervention 2. Compensatory intervention [correct] 3. Remedial intervention 4. Early intervention [Feedback for Answer Choice 1] Special educators design preventative intervention to keep a potential or minor problem from becoming a disability. [Feedback for Correct Answer 2] Compensatory intervention is teaching a substitute skill that enables a person to engage in an activity or perform a task in despite of a disability. [Feedback for Answer Choice 3] Remediation attempts to elimin ate specific effects of a disability. [Feedback for Answer Choice 4] Early intervention refers to services for infants, toddlers, and preschoolers. Learning Outcome 1.5: Describe the defining dimensions of special education and identify several challenges facing the field of special education. [Q1] Which of the following combinations of professionals most accurately depicts a special education team? 1. General educators and special educators 2. Special educators only 3. Special educators and related service provider s 4. General educators, special educators, and related service providers [correct] [Feedback for Answer Choice 1] General educators and special educators are both vital parts of a special education team, but they’re not the only professionals involved. [Feedback for Answer Choice 2] Special educators are obviously the primary team member on a special education team, but special education requires a multi -faceted approach with many professionals. [Feedback for Answer Choice 3] 12 Copyright © 2022, 2017, and 2013 Pearson Education, Inc. All Rights Reserved. Special educators and related service providers are both vital parts of a special education team, but they’re not the only professionals involve d. [Feedback for Correct Answer 4] Special education teams are interdisciplinary and designed around the needs of the child. Professionals from all aspects of the school and community systems are involved and vital members of the S P E D team. [Q2] Which o f the following constitutes a key difference between general and special education? 1. Special education always required a modified curriculum experience for students. 2. Special education often uses specialized or adapted materials and methods. [correct] 3. General education curriculum is not accessible by special education students. 4. General education teachers do not interact with special education students, nor do special education teachers interact with general education students. [Feedback for Answer Choi ce 1] Special education is designed to be individualized, which means “one size fits all” is never an appropriate approach. Some students will require a modified curriculum, but certainly not all! [Feedback for Correct Answer 2] This is a key characteristi c of special education that differs from general education. Specialized or adapted materials and methods are commonplace in special education. [Feedback for Answer Choice 3] Many students with disabilities spend the majority of their time in school in the general education setting. In fact, many students with disabilities spend the entirety of their schooling experience in the general education setting with support or consultation from a special educator. [Feedback for Answer Choice 4] In the age of inclusi on, these lines continue to blur as special educators and general educators form close partnerships to support all students. [Q3] Maria is a high school student who receives special education services for an emotional and behavioral disability. While Maria is included with her peers for approximately 33% of her school day, she receives her education in a separate self -contained setting for the remaining time. Which of the following placement descriptors best describes Maria’s situation? 1. Separate class [correct] 2. Resource room 13 Copyright © 2022, 2017, and 2013 Pearson Education, Inc. All Rights Reserved. 3. Regular class 4. Separate school [Feedback for Correct Answer 1] Students who spend less than 40% of their day in the general education setting are considered to be educated in a separate class. [Feedback for Answer Choice 2] Students who receive support through a resource room spend between 40% and 79% of their school day in the general education setting. [Feedback for Answer Choice 3] A student who spends 80% or more of their school day in the general education setting is considered to be educated in a regular class. [Feedback for Answer Choice 4] A student classifie d to receive services in a separate school receives special education and related services at public expense, in a separate setting, for greater than 50% of the school day. [Q4] Which of the following is an identified challenge currently facing the field o f special education? 1. Establish new categories of disability to be included in future revisions of the Individuals with Disabilities Education Act 2. Determine the most appropriate avenues to invest surplus monies administered to schools through I D E A 3. Improv e the quality of pre - and in -service training programs to ensure that all special educators meet professional standards [correct] 4. Reduce the number of research studies in special education in order to increase distractions to teachers [Feedback for Answer Choice 1] This is not a current problem facing the field. I D E A contains a robust list of disability categories under which a student may qualify for services. [Feedback for Answer Choice 2] Many individuals new to the field of special education are surp rised to learn that I D E A has actually never been fully funded by the Congress. [Feedback for Correct Answer 3] Special education is a rapidly changing field with a critical needs shortage in regards to trained teachers. This is a challenge that must be overcome in the coming years. [Feedback for Answer Choice 4] Currently, there is a gap in the translation of research to practice changes. Increased work, particularly work focused on directly supporting te achers and students, is needed.