1. Which would be considered an example of person-first language?
A) Intellectually disabled
B) Child with autism
C) The blind girl
D) The Downs kid
Ans: B
Page: 3
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
2. Which term refers to an inability or incapacity to perform a task or activity in a normal fashion?
A) Impairment
B) Handicap
C) Disability
D) Exceptionality
Ans: C
Page: 5
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
3. Which term refers to the number of new instances of a disability occurring within a specific period?
A) Prevalence
B) Incidence
C) Frequency
D) Population
Ans: B
Page: 12
Objective: 1.3: Distinguish between prevalence and incidence.
4. Which category of disability has the highest incidence?
A) Intellectual disabilities
B) Behavioral disorders
C) Specific learning disabilities
D) Visual impairments
Ans: C
Page: 13
Objective: 1.3: Distinguish between prevalence and incidence.
5. Who was one of the first individuals to use behavior modification to treat people with disabilities?
A) Jean Marc Gaspard Itard
B) Thomas Hopkins Gallaudet
C) Philippe Pinel
D) Louis Braille
Ans: A
Page: 15
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
6. Which was a shortcoming of the institutions of the mid-19th century?
A) They provided protection for people with disabilities.
B) They were funded by philanthropists.
C) They provided little or no education.
D) They provided housing for individuals with disabilities.
Ans: C
Page: 16
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
7. An approach in which related service professionals teach their skills to each other is referred to as a(n)
A) Multidisciplinary approach
B) Interdisciplinary approach
C) Collaborative approach
D) Transdisciplinary approach
Ans: D
Page: 23
Objective: 1.6: Outline the differences between multi-, inter-, and transdisciplinary team models.
8. A major premise of the universal design is to
A) Remove administrative barriers for students with disabilities
B) Make all instruction accessible by students with disabilities
C) Make only physical environments accessible by students with disabilities
D) Make learning environments accessible for all students
Ans: D
Page: 28
Objective: 1.8: Identify key dimensions of the universal design for learning.
9. What percentage of adults with disabilities is employed?
A) 59%
B) 57%
C) 21%
D) 10%
Ans: C
Page: 32
Objective: 1.9: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.
10. In 2004, IDEA mandated what provision for transitioning students with disabilities?
A) Community-based education services
B) Development of an individualized transition plan by age 16
C) Requirements for school-based vocational programs
D) Special transition-related instructional programs
Ans: B
Page: 34
Objective: 1.9: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.
11. Which term is used to describe an infant or child who has a high probability of exhibiting delays in development or developing a disability?
A) Developmentally delayed
B) At risk
C) Underdeveloped
D) Exceptional
Ans: B
Page: 8
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
12. Which term does not describe special education?
A) Services
B) Location
C) Individualized
D) Instructional programs
Ans: B
Page: 8
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
13. Programs centered on the common instructional needs of students are best described as
A) Noncategorical
B) Categorical
C) Exceptional
D) Multidisciplinary
Ans: A
Page: 12
Objective: 1.9: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.
14. Services for young students with disabilities were mandated with the passing of
A) Education for All Handicapped Children Act (PL 94-142)
B) Education of the Handicapped Act Amendments of 1986 (PL 99-457)
C) PL 101-476, the Individuals With Disabilities Education Act (commonly known as IDEA)
D) Americans With Disabilities Act (PL 101-336)
Ans: B
Page: 31
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
15. A type of cooperative teaching in which two teachers instruct two different segments of a lesson and then exchange students is referred to as
A) Parallel teaching
B) Alternative teaching
C) Team teaching
D) Station teaching
Ans: D
Page: 25
Objective: 1.7: Describe common instructional models of cooperative teaching.
16. Who founded the first school for the deaf?
A) Thomas Hopkins Gallaudet
B) Samuel Gridley Howe
C) Dorothea Dix
D) Lewis Terman
Ans: A
Page: 15
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
17. Which type of teaming involves each team member performing individual assessment and then collaborating during program development?
A) Multidisciplinary
B) Interdisciplinary
C) Transdisciplinary
D) Parallel
Ans: B
Page: 23
Objective: 1.6: Outline the differences between multi-, inter-, and transdisciplinary team models.
18. In the “one teach, one observe” model of cooperative teaching, one teacher delivers instruction while the other teacher
A) Provides additional assistance to struggling students
B) Collects data concerning the other teacher's presentation
C) Collects data on student performance
D) Prepares materials for the next lesson
Ans: C
Page: 25
Objective: 1.7: Describe common instructional models of cooperative teaching.
19. The concept of “universal design” was derived from the field of
A) Religion
B) Mathematics
C) Biology
D) Architecture
Ans: D
Page: 28
Objective: 1.8: Identify key dimensions of the universal design for learning.
20. The term early childhood special education typically refers to children ages
A) Birth to 2 years
B) Birth to 5 years
C) 3 to 5 years
D) 3 to 7 years
Ans: C
Page: 32
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
21. Early intervention programming is guided by the
A) Individualized education plan (IEP)
B) Individualized family service plan (IFSP)
C) Individualized family education plan (IFEP)
D) Individualized transition plan (ITP)
Ans: B
Page: 32
Objective: 1.9: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.
22. In 1984, Madeline Will proposed a three-level model of transition support services referred to as the
A) Bridges model
B) Cascade model
C) School to work program
D) Vocational support taxonomy
Ans: A
Page: 33
Objective: 1.9: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.
23. The transition from school to postschool environments for students with disabilities may be enhanced by increasing the
A) Intensity of the traditional curriculum
B) Relevance of the traditional curriculum
C) Level of difficulty of the traditional curriculum
D) Duration of the traditional program
Ans: B
Page: 35
Objective: 1.9: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.
24. One concern associated with alternative teaching is that
A) Not all students receive all of the critical content
B) It requires two teachers
C) Students may become stigmatized
D) Students may not receive equity in instruction
Ans: C
Page: 25
Objective: 1.7: Describe common instructional models of cooperative teaching.
25. Which event set the stage for the rapid expansion of special education services?
A) The Civil War
B) World War II
C) The assassination of John F. Kennedy
D) The creation of Braille
Ans: B
Page: 16
Objective: 1.3: Distinguish between prevalence and incidence.
26. Who, as an early teacher of students with hearing impairments, advocated for the use of residual hearing?
A) Alexander Graham Bell
B) Thomas Hopkins Gallaudet
C) Francis Galton
D) Lewis Terman
Ans: A
Page: 17
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
27. Who called attention to the shocking conditions in asylums during the mid-19th century?
A) Francis Galton
B) Samuel Gridley Howe
C) Dorothea Dix
D) Maria Montesorri
Ans: C
Page: 17
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
28. Which major educational reform focused on the academic achievement of students and qualifications of teachers?
A) No Child Left Behind Act of 2001 (PL 107-110)
B) Individuals With Disabilities Education Act (PL 105-17)
C) Education of the Handicapped Act Amendments of 1986 (PL 99-457)
D) Individuals With Disabilities Education Improvement Act of 2004 (PL108-446)
Ans: A
Page: 20
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
29. American educator and psychologist who developed the notion of intelligence quotient, or IQ, is
A) Alfred Binet
B) Alexander Graham Bell
C) Lewis Terman
D) Samuel Gridley Howe
Ans: C
Page: 17
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
30. In _______________________ a teacher and a special educator plan and deliver instruction together to a heterogeneous group of students.
A) Cooperative teaching
B) Tandem teaching
C) Multidisciplinary teaching
D) Universal design instruction
Ans: A
Page: 24
Objective: 1.7: Describe common instructional models of cooperative teaching.
31. The total number of individuals with a particular disability at a given time is referred to as__________________.
A) Incidence
B) Prevalence
C) Frequency
D) A sample
Ans: B
Page: 12
Objective: 1.3: Distinguish between prevalence and incidence.
32. In the 1970s, students with disabilities were afforded the right to a _________________ education.
A) Desegregated and appropriate
B) Free and appropriate
C) Free and inclusive
D) Free and public
Ans: B
Page: 18
Objective: 1.9: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.
33. ______________________helped to establish an organization that was the forerunner to the American Association on Mental Retardation.
A) Édouard Séguin
B) Philippe Pinel
C) Maria Montessori
D) Lewis Terman
Ans: A
Page: 17
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
34. ______________________ refers to the impact of a disability.
A) Delay
B) Impairment
C) Limitation
D) Handicap
Ans: D
Page: 6
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
35. What percentage of students with disabilities will drop out of school?
A) 10%
B) 25%
C) 33%
D) 57%
Ans: B
Page: 33
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
36. ________ recognized the importance of sensory stimulation.
A) Jean Marc Gaspard Itard
B) Jacob Rodrigues Pereira
C) Édouard Séguin
D) Alfred Binet
Ans: A
Page: 17
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
37. Key ingredients required for successful cooperative teaching include all except
A) Mutual respect
B) Mandatory participation
C) Shared instructional philosophy
D) Adequate planning time
Ans: B
Page: 27
Objective: 1.7: Describe common instructional models of cooperative teaching.
38. All of the following are categories of disability under IDEA except
A) Traumatic brain injury
B) Autism
C) Gifted and talented
D) Multiple disabilities
Ans: C
Page: 10
Objective: 1.2: Identify the 13 disability categories recognized by the federal government.
39. According to Gargiulo and Kilgo (2014), __________________ refers to the delivery of a coordinated and comprehensive package of specialized services to infants and toddlers.
A) Special education
B) Universal design
C) Early childhood special education
D) Early intervention
Ans: D
Page: 32
Objective: 1.9: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.
40. An inability or incapacity to perform a particular task or activity in a specific way because of sensory, physical, cognitive, or other forms of impairment is called
A) Handicap
B) Intellectual disability
C) Disability
D) Autism
Ans: C
Page: 5
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
41. Exceptionalities are/can
A) Always easy to spot
B) Never easy to see
C) Always keep people from being able to succeed
D) Range in scope and obviousness
Ans: D
Page: 4
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
42. A perspective that reflects dignity and potential is referred to as
A) Being able to recognize a disability on sight
B) Speaking in terms of a disability, when describing a person
C) Using people-first language
D) Never using the word disability
Ans: C
Page: 3
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
43. Exceptionality is a(n) __________________ term generally referring to individuals who differ from societal or community standards of normalcy.
A) Inclusive
B) Exclusive
C) Proprietary
D) Rude
Ans: A
Page: 5
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
44. The terms developmentally delayed and at risk are defined by the
A) Federal government
B) State governments
C) Municipal governments
D) School districts
Ans: B
Page: 6
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
45. When referring to children who are at risk, which of the following is not a potential cause?
A) Biological
B) Environmental
C) Genetic
D) Accidental
Ans: D
Page: 8
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
46. Simply stated, a special education is a(n) ______________________ instructional program designed to meet the unique needs of an individual learner.
A) Universal
B) Customized
C) Appropriate
D) Collaborative
Ans: B
Page: 8
Objective: 1.9: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.
47. All of the following are good suggestions for communicating about individuals with disabilities except
A) Emphasizing abilities
B) Putting people first
C) Portraying successful people with disabilities as superhuman
D) Showing people with disabilities as active
Ans: C
Page: 9
Objective: 1.9: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.
48. Public Law (PL) 108-446 identifies how many categories of disabilities?
A) 13
B) 10
C) 17
D) 6
Ans: A
Page: 10
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
49. With regards to exceptionality, as discussed in the text, all of the following would be examples of exceptionality except a
A) Student with autism
B) Child who is gifted and talented
C) Person who has traumatic brain injury
D) Student who is much taller than his or her classmates
Ans: D
Page: 10
Objective: 1.2: Identify the 13 disability categories recognized by the federal government.
50. Which of the following is not an advantage of labeling individuals with special needs?
A) Labels serve as a means for effective communication among professionals.
B) Labels establish an individual's eligibility for services.
C) Labels serve as a means for funding.
D) Labels can be used as an acceptable excuse.
Ans: D
Page: 10
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
51. Which of the following students with exceptionalities are not required, by the federal government, to be provided with a special education?
A) Students with emotional disturbances
B) Students who are gifted and talented
C) Students with visual impairments
D) Students with a traumatic brain injury
Ans: B
Page: 14
Objective: 1.2: Identify the 13 disability categories recognized by the federal government.
52. All of the following people are listed in the text as having been instrumental in pioneering special education except
A) Howard Gardner
B) Philippe Pinel
C) Louis Braille
D) Alexander Graham Bell
Ans: A
Page: 17
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
53. The first special education classrooms were
A) Duplicitous
B) Self-contained
C) Service related
D) Vocational focused
Ans: B
Page: 16
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
54. Which of the following are examples of related service professionals?
A) Physical therapist
B) Psychologist
C) Audiologist
D) All of the above
Ans: D
Page: 18
Objective: 1.5: List the related services sometimes required by students with disabilities.
55. A traditional secondary curriculum, which is often inadequate for preparing students, has the potential to fail in, effectively, transitioning students with special needs because it focuses on which of the following?
A) College prep
B) Remedial academics
C) Passing the GED
D) Standards-based education
Ans: B
Page: 35
Objective: 1.9: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.
56. UDL does not remove academic challenges; it removes _____.
A) Difficult instructional design
B) Nonessential content
C) Barriers to access
D) Flexibility and variety
Ans: C
Page: 29
Objective: 1.8: Identify key dimensions of the universal design for learning.
57. PL 99-457, the Education of the Handicapped Amendments of 1986, mandated services for
A) Individuals with autism
B) Individuals with traumatic brain injury
C) Children between 3 and 5 years of age
D) Individuals between 4 and 6 years of age
Ans: C
Page: 13
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
58. Édouard Séguin’s ideas and theories provided a basis for the work of _________ with the urban poor and children with intellectual disabilities.
A) Philippe Pinel
B) Maria Montessori
C) Samuel Gridley Howe
D) Alfred Binet
Ans: B
Page: 15
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
59. Multidisciplinary teams are best described as
A) Team members working collaboratively
B) Team members who make recommendations based on shared information and joint planning
C) Having a team leader who also serves as the primary interventionist
D) Team members who perform their roles independent of one another with little collaboration
Ans: D
Page: 23
Objective: 1.6: Outline the differences between multi-, inter-, and transdisciplinary team models.
60. Every high school student who is enrolled in a special education program is to have
_____ as part of his or her IEP.
A) An individualized transition plan (ITP)
B) A behavior management plan
C) An individual family service plan (IFSP)
D) A 504 accommodation plan
Ans: A
Page: 37
Objective: 1.9: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.
True/False
61. A person without use of his or her legs is generally considered to be handicapped.
A) True
B) False
Ans: B
Page: 6
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
62. Learning disabilities account for about 4 of every 10 students with disabilities.
A) True
B) False
Ans: A
Page: 13
Objective: 1.3: Distinguish between prevalence and incidence.
63. The French psychologist Alfred Binet originated the concept of mental age.
A) True
B) False
Ans: A
Page: 17
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
64. During the late 1800s and early 1900s, services for children with exceptionalities were sporadic and slow to develop.
A) True
B) False
Ans: A
Page: 16
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
65. The term exceptional children is defined as individuals who deviate from the norm to such an extent that special education services are required.
A) True
B) False
Ans: A
Page: 4
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
66. There are inconsistencies from state to state concerning the definition of developmental delay.
A) True
B) False
Ans: A
Page: 6
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
67. Federal legislation mandates that states provide special education for gifted and talented students.
A) True
B) False
Ans: B
Page: 14
Objective: 1.2: Identify the 13 disability categories recognized by the federal government.
68. Early intervention refers to more than educational services.
A) True
B) False
Ans: A
Page: 32
Objective: 1.9: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.
69. Only one third of people with disabilities report that they are satisfied with their lives.
A) True
B) False
Ans: A
Page: 33
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
70. Approximately 41% of students receiving special education are classified as having a learning disability.
A) True
B) False
Ans: A
Page: 13Objective: 1.3: Distinguish between prevalence and incidence.
71. Empirical investigations fail to provide clear-cut questions about the effects of labels on children and youth with disabilities.
A) True
B) False
Ans: A
Page: 11
Objective: 1.2: Identify the 13 disability categories recognized by the federal government.
72. Use generic labels for disability groups, such as deaf or autistic.
A) True
B) False
Ans: B
Page: 11
Objective: 1.2: Identify the 13 disability categories recognized by the federal government.
73. A handicap refers to an inability or reduced capacity to perform a task in a specific way.
A) True
B) False
Ans: B
Page: 5
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
74. The title Father of Special Educationis rightly bestowedon Itard.
A) True
B) False
Ans: A
Page: 15
Objective: 1.2: Identify the 13 disability categories recognized by the federal government.
75. Today, slightly less than half of all individuals enrolled in special education have learning disabilities.
A) True
B) False
Ans: A
Page: 13
Objective: 1.3: Distinguish between prevalence and incidence.
76. Categorizing students by disability is basically the same as labeling.
A) True
B) False
Ans: A
Page: 10
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
- 77. Students identified as gifted and talented would rank as the largest group of learners if they were included in the overall federal calculation of students with exceptionalities.
A) True
B) False
Ans: A
Page: 14
Objective: 1.2: Identify the 13 disability categories recognized by the federal government.
- 78. Cooperative teaching is the most effective mechanism for facilitating successful inclusion.
A) True
B) False
Ans: B
Page: 26-27
Objective: 1.7: Describe common instructional models of cooperative teaching.
- 79. Because it originates in the field of architecture, universal design for learning applies only to physical accessibility issues.
A) True
B) False
Ans: B
Page: 28
Objective: 1.8: Identify key dimensions of the universal design for learning.
80. Without early intervention programs, many preschool aged children with minor developmental delays may develop major delays by the time they reach school age.
A) True
B) False
Ans: A
Page: 30
Objective: 1.9: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.
Short Answer
81. List at least four suggestions for communicating about individuals with disabilities.
Ans: Do not focus on a disability
Do not portray successful people with disabilities as superhuman
Do not sensationalize a disability
Put people first
Emphasize abilities
Avoid euphemisms
Do not equate disability with illness
Show people with disabilities as active participants
Page: 9
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
82. Cite two barriers to collaboration.
Ans: Planning time
Interpersonal skills
Turf battles
Lack of administrative support
Page: 27
Objective: 1.7: Describe common instructional models of cooperative teaching.
83. List three types of cooperative teaching.
Ans: Team teaching
Parallel teaching
Alternative teaching
One teach, one observe
One teach, one support
Station teaching
Page: 25
Objective: 1.7: Describe common instructional models of cooperative teaching.
84. What are three factors that may put a child at risk for developmental delays?
Ans: Exposure to toxin
Low birth rate
Neglect or abuse
Genetic disorders
Extreme poverty
Oxygen deprivation
Page: 8
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
85. Describe the three service delivery teams.
Ans: Multidisciplinary team
Interdisciplinary team
Transdisciplinary team
Page: 23-24
Objective: 1.6: Outline the differences between multi-, inter-, and transdisciplinary team models.
86. What was the most distinct characteristic of early special education classrooms?
Ans: Self-contained
Isolated, segregation
Page: 16
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
87. Describe at least three characteristics of the federal definition of transition services.
Ans: Results oriented
Functional skills and academic skills
Individualized, preferences are considered
Includes instruction
Living and employment options are considered
Page: 34
Objective: 1.9: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.
88. Where has research demonstrated that it is beneficial to teach functional skills?
Ans: Natural environments/community-based settings
Page: 8
Objective: 1.9: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.
89. How did Itard affect the general perceptions of people with disabilities?
Ans: They could benefit from instruction.
Page: 15
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
90. List five categories of disability defined by IDEA.
Ans: Autism
Orthopedic impairments
Deaf-blindness
Other health impairments
Developmental delay
Specific learning disabilities
Emotional disturbance
Speech or language impairments
Hearing impairments
Traumatic brain injury
Deafness
Visual impairments including
Mental retardation
Blindness
Multiple disabilities
Page: 10
Objective: 1.2: Identify the 13 disability categories recognized by the federal government.
91. Should students with disabilities benefit from being labeled? Defend your position by citing at least four advantages or disadvantages of labeling students with disabilities.
Ans: Advantages:
Labels serve as a means for funding and administering education programs
Teacher certification programs are developed around specific disability categories
Labels allow professionals to communicate efficiently in a meaningful fashion
Research efforts frequently focus on specific diagnostic categories
Labels establish an individual’s eligibility for services
Treatments, instruction and support services are differentially provided on the basis of a label
Labels heighten the visibility of the unique needs of persons with disabilities
Labels serve as a basis for counting the number of individuals with disabilities and thus assist governments, schools, agencies, etc. for the delivery of needed services
Advocacy and special interest groups have an interest in assisting particular groups
of citizens
Disadvantages:
Labels can be stigmatizing and may lead to stereotyping
Labeling has the potential of focusing attention on limitations and not strengths
Labeling can sometimes be used as an excuse or a reason for delivering ineffective instruction
Labels can contribute to a diminished self-concept, lower expectations, and poor self-esteem
Labels are typically inadequate for instructional purposes
Labeling can lead to reduced opportunities for normalized experiences in school and community life
A label can give the false impression of the permanence of a disability
Page: 11
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
92. Describe an instance where someone may have a handicap and not have a disability.
Ans: Laura, a ninth grader who has exceptional skills in mathematics, uses a wheelchair because of a driving accident. Her inability to walk is not a problem in her math classes. Architectural barriers at her school, however, do pose difficulties for her. She cannot access the water fountain, get to the second floor computer lab, or use the bathroom independently. Given this scenario, Laura would be considered handicapped but has no disability.
Page: 6
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
93. You are asked to write an article about a young special Olympian for a local newspaper. Describe how you will ensure that the article will reflect the most appropriate view of persons with disabilities. Include at least five considerations.
Ans: Do not focus on a disability
Do not portray successful people with disabilities as superhuman
Do not sensationalize a disability
Put people first
Emphasize abilities
Avoid euphemisms
Do not equate disability with illness
Show people with disabilities as active participants
Page: 9
Objective: 1.1: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
94. What types of things can be included within the high school curriculum to increase the chance for successful transitions to postschool settings?
Ans: Secondary programming for students with disabilities should reflect the basic functions of adult life – work, personal management, and leisure. The goal is to link curricular content to the demand of living and working in the community as an independent adult.
Page: 35
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
95. Contrast the services for people with disabilities now and at the beginning of the 20th century. Consider settings, instruction, and policy.
Ans: Significant difference between then and now; the gradual movement from isolation to participation
Beginning of the twentieth century – services were sporadic, children with and without disabilities did not routinely attend school; education was for the affluent; children were expected to contribute to the family’s financial security.
Current services – children with disabilities are entitled to a free and appropriate public education; education is a right guaranteed by federal and state laws
Page: 16-18
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
96. Identify and describe the three essential elements of the universal design for instruction.
Ans: Multiple Means of Representation – the “what” of teaching and learning; Multiple Means of Engagement – the “why” of teaching and learning; Multiple Means of Expression – the “how” of teaching and learning
Page: 31
Objective: 1.8: Identify key dimensions of the universal design for learning.
- 97. Give three examples of contributions to the foundations of special education by Itard, Séguin, and their contemporaries.
Ans: Individualized instruction
The use of positive reinforcement techniques
A belief in the capacity of all children to learn
Page: 15
Objective: 1.4: Describe the historical evolution of services for children and adults with disabilities.
98. Discuss the attributes of effective collaboration. Give examples of the different
approaches to effective collaboration.
Ans: Service providers must exhibit a high degree of cooperation, trust, and mutual
respect; must share in the decision-making process; voluntary participation
and parity in the relationship; shared goals, accountability and resources
Page: 21
Objective: 1.7: Describe common instructional models of cooperative teaching.
99. Discuss the significant differences among the multidisciplinary, interdisciplinary,
and transdisciplinary models of collaborative teaming.
Ans: Multidisciplinary: a group of professionals from different disciplines who function as a team but perform their roles independent of one another.
Interdisciplinary: a group of professionals from different disciplines who function as
a team but work independently; recommendations, however, are the result of sharing information and joint planning.
Transdisciplinary: a group of professionals from different disciplines who function as a team but work independently; however, they share roles, and a peer is identified as the primary interventionist.
Page: 22-24
Objective: 1.6: Outline the differences between multi-, inter-, and transdisciplinary team models.
100. Select one of the six methods of co-teaching and explain how it could be beneficial to all
students in an inclusive content classroom.
Ans: One Teach, One Observe
One teacher presents the instruction to the entire class while the second educator circulates, gathers information on a specific student, a small group of students, or targeted behaviors across the entire class.
One Teach, One Support
Both teachers are present
One teacher takes the instructional lead while the other provides support and assistance to the students
Teachers rotate roles
Station Teaching
The lesson is divided into two or more segments and presented in different locations in the classroom. One teacher presents one portion of the lesson while the other teacher provides a different portion. The groups rotate and the teachers repeat their information to new groups of students.
Parallel Teaching
Instructional arrangement lowers the teacher-pupil ratio
Instruction is planned jointly but is delivered by each teacher to one half of a heterogeneous group of learners
Lends itself to drill-and-practice activities or projects that require close teacher supervision.
Alternative Teaching
Provides small group instruction
One teacher provides instruction to the larger group while the other teacher interacts with a small group of pupils
Used effectively for both remediation and enrichment
Team Teaching
Both teachers share the instructional activities equally
Requires a significant amount of professional trust and a high level of commitment
Page: 25-26
Objective: 1.7: Describe common instructional models of cooperative teaching.
