Test Bank Special Education in Contemporary Society 6th Edition by Richard M. Gargiulo A+

$35.00
Test Bank Special Education in Contemporary Society 6th Edition by Richard M. Gargiulo A+

Test Bank Special Education in Contemporary Society 6th Edition by Richard M. Gargiulo A+

$35.00
Test Bank Special Education in Contemporary Society 6th Edition by Richard M. Gargiulo A+

Multiple Choice

1. A written plan developed by a team that coordinates services for infants and toddlers and their families is referred to as

a. a 504 Plan.

b. an Individualized Education Program.

c. an Individualized Family Service Plan.

d. an Individualized Transition Plan.

Ans: C

Learning Objective: Summarize the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.

Cognitive Domain: Knowledge

Answer Location: Infants/Toddlers and Preschoolers with Special Needs
Difficulty Level: Easy

2. Multiple means of representation, engagement, and expression are the essential elements of

a. an Individualized Education Program.

b. universal design for learning.

c. an Individualized Transition Plan.

d. an Individualized Family Service Plan.

Ans: B

Learning Objective: Identify key dimensions of universal design for learning.

Cognitive Domain: Comprehension

Answer Location: Universal Design for Learning
Difficulty Level: Medium

3. Services designed by federal law whose purpose is to assist a student with exceptionalities in deriving benefits from a special education.

a. an Individualized Family Service Plan

b. a 504 Plan

c. an Individualized Education Program

d. related services

Ans: D

Learning Objective: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.

Cognitive Domain: Knowledge

Answer Location: Developmentally Delayed and At Risk
Difficulty Level: Easy

4. ______ worked with the urban poor and children with intellectual disabilities.

a. Dorothea Dix

b. Maria Montessori

c. Alexander Bell

d. Alfred Binet

Ans: B

Learning Objective: Describe the historical evolution of services for children and adults with disabilities.

Cognitive Domain: Knowledge

Answer Location: A Brief History of the Development of Special Education
Difficulty Level: Easy

5. The legislation most responsible for the rapid development of services for young children with disabilities or delays is ______.

a. PL 94-142, 1975

b. PL 101-476, 1990

c. PL 108-446, 2004

d. PL 99-457, 1986

Ans: D

Learning Objective: Describe the historical evolution of services for children and adults with disabilities

Cognitive Domain: Comprehension

Answer Location: Number of Children and young adults Served
Difficulty Level: Medium

6. One teacher taking the instructional lead while the other providing support and assistance to the students describes which type of co-teaching method?

a. station

b. alternative

c. parallel

d. one teach, one support

Ans: D

Learning Objective: Describe common instructional models of cooperative teaching.

Cognitive Domain: Knowledge

Answer Location: Cooperative Teaching
Difficulty Level: Easy

7. This co-teaching instructional arrangement lowers the teacher-pupil ratio. Instruction is planned jointly but delivered separately.

a. parallel

b. station

c. team

d. one teach, one support

Ans: A

Learning Objective: Describe common instructional models of cooperative teaching.

Cognitive Domain: Knowledge

Answer Location: Cooperative Teaching
Difficulty Level: Easy

8. Both teachers share the instructional activities equally in this co-teaching model.

a. one teach, one support

b. team teach

c. station

d. alternative

Ans: B

Learning Objective: Describe common instructional models of cooperative teaching.

Cognitive Domain: Knowledge

Answer Location: Cooperative Teaching
Difficulty Level: Easy

9. One teacher provides instruction to the larger group while the other teacher interacts with a small group of students.

a. station

b. one teach, one observe

c. alternative

d. parallel

Ans: C

Learning Objective: Describe common instructional models of cooperative teaching.

Cognitive Domain: Comprehension

Answer Location: Alternative Teaching
Difficulty Level: Easy

10. One teacher presents the instruction to the entire class while the second teacher circulates, gathering information.

a. team teach

b. one teach, one support

c. one teach, one observe

d. alternative

Ans: C

Learning Objective: Describe common instructional models of cooperative teaching.

Cognitive Domain: Knowledge

Answer Location: Cooperative Teaching
Difficulty Level: Easy

11. The benefits of effective collaboration include all of the following EXCEPT this:

a. incorrect placement

b. greater likelihood that assessments will be nondiscriminatory

c. more appropriate educational plans

d. the absence of administrative support

Ans: D

Learning Objective: Describe common instructional models of cooperative teaching.

Cognitive Domain: Comprehension

Answer Location: Professionals Who Work with Individuals with Exceptionalities
Difficulty Level: Medium

12. Identify the exceptionality that is not included in the list of thirteen disability categories although these individuals may receive a special education.

a. other health impaired

b. speech language impairments

c. gifted and talented

d. multiple disabilities

Ans: C

Learning Objective: Identify the thirteen disability categories recognized by the federal government.

Cognitive Domain: Knowledge

Answer Location: Categories and Labels
Difficulty Level: Easy

13. The Father of Special Education is the title bestowed on this man because of his groundbreaking work over two centuries ago.

a. Jean-Marc Gastard Itard

b. Edouard Seguin

c. Thomas Hopkins Gallaudet

d. Samuel Gridley Howe

Ans: A

Learning Objective: Describe the historical evolution of services for children and adults with disabilities.

Cognitive Domain: Knowledge

Answer Location: Pioneers of Special Education
Difficulty Level: Easy

14. This service delivery approach utilizes the expertise of professionals from several disciplines.

a. transdisciplinary team

b. collaboration team

c. multidisciplinary team

d. interdisciplinary team

Ans: C

Learning Objective: Contrast the differences between multi-, inter-, and transdisciplinary team models.

Cognitive Domain: Comprehension

Answer Location: Multidisciplinary team
Difficulty Level: Medium

15. 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

Learning Objective: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.

Cognitive Domain: Application

Answer Location: Special Education in Context

Difficulty Level: Medium

16. 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

Learning Objective: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.

Cognitive Domain: Knowledge

Answer Location: Disability Versus Handicap

Difficulty Level: Easy

17. 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

Learning Objective: Compare prevalence and incidence

Cognitive Domain: Knowledge

Answer Location: Prevalence of Children and Young Adults With Disabilities

Difficulty Level: Easy

18. Which category of disability has the highest incidence?

a. Intellectual disabilities

b. Behavioral disorders

c. Specific learning disabilities

d. Visual impairments

Ans: C

Learning Objective: Compare prevalence and incidence

Cognitive Domain: Knowledge

Answer Location: Prevalence of Children and Young Adults With Disabilities

Difficulty Level: Easy

19. 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

Learning Objective: Describe the historical evolution of services for children and adults with disabilities

Cognitive Domain: Knowledge

Answer Location: Pioneers of Special Education

Difficulty Level: Easy

20. Which was a shortcoming of the institutions of the mid-nineteenth 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

Learning Objective: Describe the historical evolution of services for children and adults with disabilities

Cognitive Domain: Application

Answer Location: The Establishment of Institutions

Difficulty Level: Medium

21. 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

Learning Objective: Outline the differences between multi-, inter-, and transdisciplinary team models.

Cognitive Domain: Comprehension

Answer Location: Service Delivery Teams

Difficulty Level: Easy

22. 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

Learning Objective: Identify key dimensions of the universal design for learning.

Cognitive Domain: Comprehension

Answer Location: Universal Design for Learning

Difficulty Level: Easy

23. What percentage of adolescents and adults with disabilities is employed?

a. 59%

b. 57%

c. 28%

d. 10%

Ans: C

Learning Objective: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.

Cognitive Domain: Knowledge

Answer Location: Adolescents and Young Adults with Disabilities

Difficulty Level: Easy

24. 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

Learning Objective: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.

Cognitive Domain: Knowledge

Answer Location: Adolescents and Young Adults with Disabilities

Difficulty Level: Easy

25. 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

Learning Objective: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.

Cognitive Domain: Knowledge

Answer Location: Developmentally Delayed and At Risk

Difficulty Level: Easy

26. Which term does not describe special education?

a. Services

b. Location

c. Individualized

d. Instructional programs

Ans: B

Learning Objective: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.

Cognitive Domain: Knowledge

Answer Location: Special Education

Difficulty Level: Easy

27. Programs centered on the common instructional needs of students are best described as

a. noncategorical.

b. categorical.

c. exceptional.

d. multidisciplinary.

Ans: A

Learning Objective: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.

Cognitive Domain: Knowledge

Answer Location: Categories and Labels

Difficulty Level: Easy

28. 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

Learning Objective: Describe the historical evolution of services for children and adults with disabilities

Cognitive Domain: Knowledge

Answer Location: Number of Children and Young Adults Served

Difficulty Level: Easy

29. 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

Learning Objective: Describe common instructional models of cooperative teaching.

Cognitive Domain: Knowledge

Answer Location: Cooperative Teaching

Difficulty Level: Easy

30. Who founded the first school for the deaf?

a. Thomas Hopkins Gallaudet

b. Samuel Gridley Howe

c. Dorothea Dix

d. Lewis Terman

Ans: A

Learning Objective: Describe the historical evolution of services for children and adults with disabilities

Cognitive Domain: Knowledge

Answer Location: Pioneers of Special Education

Difficulty Level: Easy

31. 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

Learning Objective: Outline the differences between multi-, inter-, and transdisciplinary team models.

Cognitive Domain: Comprehension

Answer Location: Service Delivery Teams

Difficulty Level: Easy

32. 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

Learning Objective: Describe common instructional models of cooperative teaching

Cognitive Domain: Comprehension

Answer Location: Cooperative Teaching

Difficulty Level: Medium

33. The concept of “universal design” was derived from the field of ______.

a. religion

b. mathematics

c. biology

d. architecture

Ans: D

Learning Objective: Identify key dimensions of the universal design for learning

Cognitive Domain: Knowledge

Answer Location: Universal Design for Learning

Difficulty Level: Easy

34. The term early childhood special education typically applies 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

Learning Objective: Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.

Cognitive Domain: Knowledge

Answer Location: Infants/Toddlers and Preschoolers With Special Needs

Difficulty Level: Easy

35. 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

Learning Objective: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities

Cognitive Domain: Comprehension

Answer Location: Infants/Toddlers and Preschoolers With Special Needs

Difficulty Level: Easy

36. 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

Learning Objective: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities

Cognitive Domain: Knowledge

Answer Location: Adolescents and Young Adults With Disabilities

Difficulty Level: Easy

37. 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

Learning Objective: Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities

Cognitive Domain: Comprehension

Answer Location: Adolescents and Young Adults With Disabilities

Difficulty Level: Easy

38. 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

Learning Objective: Describe common instructional models of cooperative teaching

Cognitive Domain: Comprehension

Answer Location: Cooperative Teaching

Difficulty Level: Medium

39. 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

Learning Objective: Compare prevalence and incidence

Cognitive Domain: Knowledge

Answer Location: Special Education in the Public Schools

Difficulty Level: Easy

40. 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

Learning Objective: Describe the historical evolution of services for children and adults with disabilities

Cognitive Domain: Knowledge

Answer Location: Pioneers of Special Education

Difficulty Level: Easy

41. Who called attention to the shocking conditions in asylums during the mid-nineteenth century?

a. Francis Galton

b. Samuel Gridley Howe

c. Dorothea Dix

d. Maria Montesorri

Ans: C

Learning Objective: Describe the historical evolution of services for children and adults with disabilities

Cognitive Domain: Knowledge

Answer Location: Pioneers of Special Education

Difficulty Level: Easy

42. 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

Learning Objective: Describe the historical evolution of services for children and adults with disabilities

Cognitive Domain: Application

Answer Location: Adolescents and Young Adults With Disabilities

Difficulty Level: Easy

43. The 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

Learning Objective: Describe the historical evolution of services for children and adults with disabilities

Cognitive Domain: Knowledge

Answer Location: Pioneers of Special Education

Difficulty Level: Easy

44. 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

Learning Objective: Describe common instructional models of cooperative teaching

Cognitive Domain: Comprehension

Answer Location: Cooperative Teaching

Difficulty Level: Easy

45. 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

Learning Objective: Compare prevalence and incidence

Cognitive Domain: Knowledge

Answer Location: Prevalence of Children and Young Adults With Disabilities

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