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Instructor’s Manual 1-1     1 UNDERSTANDING EXCEPTIONALITIES IN THE 21ST CENTURY   INSTRUCTOR OVERVIEW  Chapter 1, “Understanding Exceptionalities in the 21st Century,” begins with an opening snapshot of an accessibility consultant who emphasizes that “disability […]

1.Whichofthefollowingstatementsisaccurate? a.Labelsaffectindividualsinasimilarmanner. b.Labelsattempttodescribe,identify,anddistinguishindividualswhodifferfromthenorm. c.Labelstendtobestableacrosscultures. d.Labelsaregivenonlytopeoplewhodiffersignificantlyfromtheaverage. ANSWER: b REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.01.01-Describewhydowecontinuetolabelpeopleevenwhenwe knowitmayhaveanegativeeffectonanindividual. NATIONALSTANDARDS: UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational knowledgeofthefieldandtheirprofessionalEthicalPrinciplesandPracticeStandards toinformspecialeducationpractice,toengageinlifelonglearning,andtoadvancetheir profession. NOTES: Thepurposeofalabelistocommunicatespecificdifferencesinpeoplewhovary significantlyfromwhatisconsidered“typicalornormal.” 2.Sabahisapersonwithaphysicaldisabilitywhousesawheelchair.Sabahmustbankbymailbecausetheonlybankin hertownisnotaccessiblebywheelchair.ThetermthatmostaccuratelydescribestherelationshipbetweenSabah’s conditionandherlackofaccesstothebankisa a.disability. b.handicap. c.disturbance. d.disorder. ANSWER: b REFERENCES: Bloom’s:Applying LEARNINGOBJECTIVES:HESC.HARD.17.01.01-Describewhydowecontinuetolabelpeopleevenwhenwe knowitmayhaveanegativeeffectonanindividual. NATIONALSTANDARDS: UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational knowledgeofthefieldandtheirprofessionalEthicalPrinciplesandPracticeStandards toinformspecialeducationpractice,toengageinlifelonglearning,andtoadvancetheir profession. NOTES: Ahandicapisalimitationimposedontheindividualbyenvironmentaldemandsandis relatedtotheindividual’sabilitytoadaptoradjusttothesedemands. […]

28.Somelabelsmaybepermanent,othersmaybetemporary,butallarenegative. a.True b.False a.True b.False ANSWER: False REFERENCES: Bloom’s:Analyzing LEARNINGOBJECTIVES:HESC.HARD.17.01.01-Describewhydowecontinuetolabelpeopleevenwhenwe knowitmayhaveanegativeeffectonanindividual. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. 29.Thebestwaytodescribehumandifferencesistheculturalapproach. a.True b.False a.True b.False ANSWER: False REFERENCES: Bloom’s:Analyzing LEARNINGOBJECTIVES:HESC.HARD.17.01.02-Identifythreeapproachestodescribehumandifferences. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. 30.ThefundamentalpurposeoftheAmericanswithDisabilitiesActistoguaranteethateverypersonwithadisability getsajob. a.True b.False a.True b.False ANSWER: False REFERENCES: […]

34.VoicedisordersareseldomthefocusofreferralandtreatmentintheUnitedStates. a.True b.False a.True b.False ANSWER: True REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.10.07-Describevoiceandresonancedisorders,theirprevalence, causation,identification,andrelatedinterventions. NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof individualswithexceptionalities. 35.Discussoneexampleoflanguagewithoutspeech. ANSWER: Answerswillvarybutcouldincludesignlanguage,nonverbalcommunicationsuchas headnods,orhandgestures. REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.10.02-Describetheprimarycomponentsoftypicalcommunication development. NATIONALSTANDARDS: UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe, inclusive,culturallyresponsivelearningenvironmentssothatindividualswith exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being, positivesocialinteractions,andself-determination. 36.Describeexpressiveandreceptivelanguage? ANSWER: Expressivelanguageinvolvesmanyskillsforthesendertocommunicatewithanother. Theabilitytoformulateathought,havemotorskillstoproducethesoundsofwords, phrasesandsentencesrelatedtothatthought,speakthemessageusingthecorrect form,anduseappropriateintonation,gestures,andotheractsareallskillsinexpressive language.Receptivelanguageinvolvesmanyskillsforthereceivertounderstandthe message.Inoralcommunicationthereceivermustattendtothespeaker,understandthe sentmessage,comprehendthewords,phrases,sentences,intonation,gestures,and communicativeacts. positivesocialinteractions,andself-determination. REFERENCES: […]

Instructor’s Manual 10-1 Copyright © 2017 Cengage Learning. All rights reserved. 10 COMMUNICATION DISORDERS INSTRUCTOR OVERVIEW Chapter 10 examines people with communication disorders. These individuals may present challenges with speech and/or language. Speech disorders include difficulties with voice, articulation, or […]

1.Theinterchangeofideas,opinions,orfactsbetweensendersandreceiversisreferredtoas a.communication. b.talking. c.speech. d.language. ANSWER: a REFERENCES: Bloom’s:Applying LEARNINGOBJECTIVES:HESC.HARD.17.10.02-Describetheprimarycomponentsoftypicalcommunication development. NATIONALSTANDARDS: UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational knowledgeofthefieldandtheirprofessionalEthicalPrinciplesandPracticeStandards toinformspecialeducationpractice,toengageinlifelonglearning,andtoadvancetheir profession. NOTES: Communicationisarelational,nonlinear,transactionalprocessbetweenasenderanda receiverofamessage.Thismessagemaybeanexchangeofideas,opinions,facts,or simplysocialetiquetteconventionsbetweensendersandreceivers.Itrequiresthata sender(anindividualorgroup)composeandtransmitamessageandthatareceiver decodeandunderstandthemessage. 2.Thephysicalproductionofsoundsthatformwordsandexpresseslanguageis a.morphology. b.speech. c.communication. d.interaction. ANSWER: b REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.10.02-Describetheprimarycomponentsoftypicalcommunication development. NATIONALSTANDARDS: UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational knowledgeofthefieldandtheirprofessionalEthicalPrinciplesandPracticeStandards toinformspecialeducationpractice,toengageinlifelonglearning,andtoadvancetheir profession. NOTES: Althoughrelated,speechandlanguagearenotthesamething.Speechistheaudible […]

Instructor’s Manual 11-1 11 AUTISM SPECTRUM DISORDERS INSTRUCTOR OVERVIEW Although most people nowadays know or have interacted with someone with an autism spectrum disorder (ASD), this widespread awareness is a relatively recent phenomenon. Chapter 11 focuses on autism, one of […]

30.​AssessmentofstudentswithASDcanbebestachievedthroughcollaborationwithmultipledisciplines.Discuss professionalsandskillsareasthatshouldbeinvolved. ANSWER: ​Becauseofthewidevariationofcharacteristicspresentedinthisspectrumof disorders,thediversityoftheassessmentteamisquitebroadandmayinclude professionalsfromthefieldsofmedicine,psychology,education,speech–language pathology,occupationalpathology,physicaltherapy,socialwork,counseling,andother fields,dependingonthestudent’spresentingbehaviorsandneeds.Eachofthese professionalswillbeabletoprovideinformationregardingdifferentaspectsofthechild’s needsandparentalconcerns.Assessmentistypicallyundertakeninmultipleskillareas, includingcommunicationandlanguage,intelligence,andsocialinteraction. REFERENCES: Blooms:Applying LEARNINGOBJECTIVES:HESC.HARD.1711.05-DescribetheassessmentproceduresusedtoidentifyASDin childrenandyouth. NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple methodsofassessmentanddatasourcesinmakingeducationaldecisions. 31.Characteristicsofautisminclude_____.​ a.​engagementinrepetitiveactivities b.​aseriousemotionaldisturbance c.​desireforchangeindailyroutines d.​codependency ANSWER: a REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.11.02-ExplainthevariousdefinitionsandclassificationofASD. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. NOTES: Characteristicsofautisminclude:irregularitiesandimpairmentsincommunication, engagementinrepetitiveactivitiesandstereotypedmovements,resistanceto environmentalchangeorchangeindailyroutines,andunusualresponsestosensory experiences. Copyright Cengage […]

1.Autismfirstbegantoappearinresearchliteratureinthe a.1980s. b.firsthalfofthetwentiethcentury. c.secondhalfofthetwentiethcentury. d.1950s. ANSWER: b REFERENCES: Bloom’s:Analyzing LEARNINGOBJECTIVES:HESC.HARD.17.11.01-Describehowthelivesofpeoplewithautismspectrum disorders(ASD)havechangedsincetheadventofIDEA. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. NOTES: Althoughautismisthoughttohavebeendescribedfirstintheearly1800s,itdidnotgain muchattentionuntilKannerpublishedhisseminalpaperin1943. 2.Theconditioncalledautismspectrumdisorderincludestheterm(s) a.autism. b.Asperger’sSyndrome. c.pervasivedevelopmentaldisorder. d.autism,Asperger’sSyndrome,andpervasivedevelopmentaldisorder. ANSWER: d REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.11.02-ExplainthevariousdefinitionsandclassificationofASD. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. 3.TheIDEAdefinitionofautismemploys_____. a.significantdisabilityaffectingverbalandnonverbalcommunicationandsocial interactions b.aseriousemotional disturbance c.desireforchangeindailyroutines […]

Instructor’s Manual 12-1 12 SEVERE AND MULTIPLE DISABILITIES INSTRUCTOR OVERVIEW Although individuals with severe and multiple disabilities are identified by the severity of their disability, each one brings unique personalities, characteristics, and life experiences to this world. The significant needs […]

1.WhichofthefollowingisnotadisabilitycategoryunderIDEA? a.Multipledisabilities b.Deafness-blindness c.Severedisabilities d.Autism ANSWER: c REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.12.02-Explainthevariousdefinitionsandclassificationsofsevere andmultipledisabilities. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational knowledgeofthefieldandtheirprofessionalEthicalPrinciplesandPracticeStandards toinformspecialeducationpractice,toengageinlifelonglearning,andtoadvancetheir profession. NOTES: IndividualswithseveredisabilitiesisnotanIDEAcategorybutmaybesubsumedunder otherdisabilityareas,suchasmentalretardation,autism,seriousemotionaldisturbance, speechandlanguageimpairments,etc.IDEAdoesincludemultipledisabilitiesanddeaf- blindnessasspecificdisabilitycategories. 2._____areconcomitantimpairmentssuchthatthestudentcannothavehisorherneedsmetinspecialeducation programsdesignedsolelyforoneimpairment. a.Intellectualdisabilities b.Emotional/Behavioraldisorders c.Multipledisabilities d.Severedisabilities ANSWER: c REFERENCES: Bloom’s:Analyzing LEARNINGOBJECTIVES:HESC.HARD.17.12.02-Explainthevariousdefinitionsandclassificationsofsevere andmultipledisabilities. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto […]

Instructor’s Manual 13-1 13 SENSORY IMPAIRMENTS: HEARING AND VISION LOSS INSTRUCTOR OVERVIEW Chapter 13 discusses the issues surrounding sensory impairment, specifically hearing and vision loss. It is through our senses that we learn about the world that surrounds us. When […]

1._____istheactorsenseofhearing. a.Vibration b.Transmission c.Audition d.Listening ANSWER: c REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.13.02-Explainthevariousdefinitionsandclassificationsofsensory disabilities. NATIONALSTANDARDS: UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational knowledgeofthefieldandtheirprofessionalEthicalPrinciplesandPracticeStandards toinformspecialeducationpractice,toengageinlifelonglearning,andtoadvancetheir profession. 2.Theageofonsetisacriticalfactorindetermining a.thetypeofhearingloss. b.theamountoftheindividual’sresidualhearing. c.thecauseofahearingloss. d.thetypeandextentofinterventionnecessarytominimizetheeffectofthehearingloss. ANSWER: d REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.13.02-Explainthevariousdefinitionsandclassificationsofsensory disabilities. NATIONALSTANDARDS: UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational knowledgeofthefieldandtheirprofessionalEthicalPrinciplesandPracticeStandards toinformspecialeducationpractice,toengageinlifelonglearning,andtoadvancetheir profession. NOTES: Theageofonsetwillbeacriticalvariableindeterminingthetypeandextentof interventionsnecessarytominimizetheeffectoftheindividual’sdisability. 3.Nikitahasaconductivelossthatdoctorstellhimmightbeimprovedby a.surgery. b.hearingaids. c.medicalinterventions. d.surgery,hearingaids,andmedicalinterventions. […]

37.Compareandcontrasttheterms”deaf”and”hardofhearing.” ANSWER: “Deaf”describesspecificallythoseindividualswhosehearinglossisintheextreme:91 dborgreater.Evenwiththeuseofhearingaidsorotherformsofamplification,the individual’sprimarymeansfordevelopinglanguageandcommunicationisthroughthe visualchannel.Deafness,asdefinedbytheIndividualswithDisabilitiesEducationAct (IDEA),means“ahearingimpairmentwhichissoseverethatthechildisimpairedin processinglinguisticinformationthroughhearing,withorwithoutamplification,which adverselyaffectseducationalperformance.”Apersonwhoisdeafisunableto recognizesoundorthemeaningsofsoundpressurewaves.However,thedegreeofloss, asmeasuredonanaudiometer,shouldnotbethesolecriterionfordefiningdeafness. Thedefinitionofdeafnessmayalsobefunctionalinnature,directlyrelatedtotheability tocomprehendspokenlanguageauditorially. Forpersonsdefinedashardofhearing,auditionisdeficientbutremainssomewhat functional.Apersonwhoishardofhearingisonewho,generallywiththeuseofa hearingaid,hasresidualhearingsufficienttoenablesuccessfulprocessingoflinguistic informationthroughaudition. Thedistinctionbetween”deaf”and”hardofhearing,”basedonthefunctionaluseof residualhearing,isnotasclearasmanytraditionaldefinitionsimply.Newbreakthroughs inthedevelopmentofhearingaidsaswellasimproveddiagnosticprocedureshave madeitpossibleformanychildrenlabeledasdeaftousetheirhearingfunctionallyunder limitedcircumstances. REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.13.02-Explainthevariousdefinitionsandclassificationsofsensory disabilities. NATIONALSTANDARDS: UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational knowledgeofthefieldandtheirprofessionalEthicalPrinciplesandPracticeStandards toinformspecialeducationpractice,toengageinlifelonglearning,andtoadvancetheir profession. 38.Discusshowvisionlosscanaffecteducationalachievementandsocialdevelopment. ANSWER: Theeducationalachievementofstudentswithvisionlossmaybesignificantlydelayed whencomparedtothatofsightedpeers. Therearenumerousvariablesinfluencingeducationalachievementforstudentswitha visionloss.Possiblereasonsfordelaysineducationalachievementrangefromexcessive schoolabsencesduetotheneedforeyesurgeryortreatmentaswellasyearsoffailure inprogramsthatdidnotmeeteachstudent’sspecializedneeds. Ontheaverage,childrenwhoareblindaretwoyearsbehindsightedchildreningrade […]

1.Cerebralpalsyis a.aneuromusculardisorderresultingfromdamagetothebrain. b.abraindisordercharacterizedbyrecurrentseizureactivity. c.thefailureofcertainbonesofthespinalcolumntofuse. d.adisorderthatischaracterizedbyprogressiveweakeningofthevoluntaryskeletalmuscles. ANSWER: a REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.14.02-Describecerebralpalsy,itsprevalence,causation,andrelated interventions. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. NOTES: Cerebralpalsyisaneuromusculardisorderresultingfromdamagetooneormore specificareasofthebrain. 2.Individualswhohavehealthdisordersarealsodescribedas a.medicallyfragile. b.technologydependent. c.havingalowqualityoflife. d.medicallyfragileandtechnologydependent. ANSWER: d REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.14.01-Describehowthelivesofpeoplewithphysicaldisabilitiesand otherhealthdisordershavechangedsincetheadventofIDEA. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. 3.Individualswithcerebralpalsyarelikelytohavemildtosevereproblemsinnon-motorareasoffunctioning,including a.hearingimpairments. b.speechandlanguagedisorders. c.generalperceptualproblems. d.hearingimpairments,speechandlanguagedisorders,andgeneralperceptualproblems. […]

37.Amajorgoalofmedicaltreatmentforspinalcordinjuryisto​ a.​stabilizethespine. b.​manageacuteswelling. c.​preventfurthercomplications. d.​stabilizethespine,manageacuteswelling,andpreventfurthercomplications. ANSWER: d REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.14.12-Describetraumaticbraininjury,itsprevalence,causation,and relatedinterventions. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. 38.Themajorgoaloftreatmentforapersonwithaspinalcordinjuryis​ a.​emotionalstability. b.​achievementofindependencetothemaximumdegreepossible. c.​restoringtheuseofaffectedlimbs. d.​vocationaltraining. ANSWER: b REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.14.12-Describetraumaticbraininjury,itsprevalence,causation,and relatedinterventions. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. NOTES: Thegoalofalltreatmentistohelpaninjuredpersonbecomeasindependentaspossible. 39.Thetreatmentformusculardystrophyinvolves​ a.​maintainingfunctioning. b.​keepingtheindividualambulatoryforaslongaspossible. c.​improvingfunctioning. d.maintainingfunctioning,​keepingtheindividualambulatoryforaslongaspossible,andimprovingfunctioning. ANSWER: […]

14 PHYSICAL DISABILITIES AND OTHER HEALTH DISORDERS INSTRUCTOR OVERVIEW “Physical disabilities” is a term generally used to refer to impairments that interfere with a person’s mobility, coordination, communication, learning, or personal adjustment. This chapter discusses a representative sample of disabling […]

Instructor’s Manual 15-1 Copyright © 2017 Cengage Learning. All rights reserved. 15 GIFTED, CREATIVE, AND TALENTED INSTRUCTOR OVERVIEW You are about to explore an area of exceptionality that is unlike any other that you have studied to this point. It […]

1.ThefirstdevelopmentalassessmentscalecreatedbyBinetintheearly1900swasinitiallyusedtoidentify a.studentswhoweregifted. b.studentswithspecificlearningneeds. c.studentswhowerementallyretarded. d.studentswithemotionalproblems. ANSWER: c REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.15.01-Describehowthelivesofpeoplewhoaregifted,creative,and talentedhavechangedsincetheadventofIDEA. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. NOTES: AlfredBinet,aFrenchpsychologist,constructedthefirstdevelopmentalassessmentfor childrenintheearly1900s. 2.Conceptualizationsofgiftednesshaveexpandedtoincludedomainsofperformanceothersthanthosemeasuredby traditionalintelligencetests.Theserecentlyrecognizedcapacitiesinclude a.extraordinaryskillsin mathematics,sports,ormusic. b.transformationorelaboration. c.creativeendeavors. d.extraordinaryskillsinmathematics,sports,ormusic,transformationor elaboration,andcreativeendeavors. ANSWER: d REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.15.01-Describehowthelivesofpeoplewhoaregifted,creative,and talentedhavechangedsincetheadventofIDEA. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. 3.Currently,thereis_____federalmandateintheUnitedStatesrequiringspecializededucationalservicesforstudents identifiedasgifted. […]

36.Listatleasttwoofthefeaturesthatstudentswithdisabilitiesmusthavetofulfillthatpromisethatallstudentswill succeedifschoolsexpectthehighestacademicstandards. ANSWER: 1)highlyqualifiedandeffectiveteachers;2)curriculumbasedonstandards;3) assessmentsthatmeasureperformanceonthestandards;and4)inclusioninthe reportedresultsthatdetermineifaschoolismeetingestablishedperformancelevel. REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.02.05-Describewhatschoolsshoulddotoensureaccountabilityfor studentlearningandaccesstothegeneralcurriculum NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. 37.UnderIDEA,whatmustastudent’sIEPincluderelativetoaccessingthegeneraleducationcurriculum? ANSWER: IDEArequiresthatastudent’sIEPdescribehowthedisabilityaffectsinvolvementand progressinthegeneraleducationcurriculum.IEPgoalsmustenablethestudentto accessthegeneralcurriculumwhenappropriate. REFERENCES: Bloom’s:Applying LEARNINGOBJECTIVES:HESC.HARD.17.02.03-Describespecialeducationandrelatedservicesastheyapply toeachofthemajorprovisionsoftheIDEA. NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof individualswithexceptionalities. 38.DescribethedifferencebetweenstudentswithdisabilitieswhoareeligibleforservicesunderSection504/ADAand thoseeligibleunderIDEA. ANSWER: StudentseligibleunderADAareentitledtoaccommodationsand/ormodificationsto theireducationalprogramthatwillensurethattheyreceiveanappropriateeducation comparabletothatoftheirpeerswithoutdisabilities.StudentseligibleunderIDEAare entitledtospecialeducationandrelatedservicestoensurethattheyreceiveaFAPE. REFERENCES: Bloom’s:Analyzing LEARNINGOBJECTIVES:HESC.HARD.17.02.06-Distinguishbetweenstudentswithdisabilitieswhoareeligible forservicesunderSection504/ADAandthoseeligibleunderIDEA. NATIONALSTANDARDS: […]

1.EducationmovedfromaprivilegetoarightforchildrenwithdisabilitiesaspartofwhatsocialmovementintheUnited States? a.Anti-warprotests b.ImmigrationActs c.CivilRightsMovement d.FreeSpeechMovement ANSWER: c REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.02.02-Identifytheprincipalissuesintheright-to-educationcasesthat ledtotheeventualpassageofthenationalmandatetoeducatestudentswithdisabilities. NATIONALSTANDARDS: UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational knowledgeofthefieldandtheirprofessionalEthicalPrinciplesandPracticeStandards toinformspecialeducationpractice,toengageinlifelonglearning,andtoadvancetheir profession. 2.EducationwasreaffirmedasarightandnotaprivilegebytheU.S.SupremeCourtinthecaseof a.Millsv.DistrictofColumbia. b.Brownv.BoardofEducation. c.PARCv.CommonwealthofPennsylvania. d.Wyattv.Stickney. ANSWER: b REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.02.02-Identifytheprincipalissuesintheright-to-educationcasesthat ledtotheeventualpassageofthenationalmandatetoeducatestudentswithdisabilities. NATIONALSTANDARDS: UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational knowledgeofthefieldandtheirprofessionalEthicalPrinciplesandPracticeStandards toinformspecialeducationpractice,toengageinlifelonglearning,andtoadvancetheir profession. NOTES: Brownv.TopekaKansas,BoardofEducation(1954)establishedthateducationmust bemadeavailabletoeveryoneonanequalbasis.Thecourtdeclaredthat“...itis doubtfulthatanychildmayreasonablybeexpectedtosucceedinlifeifheisdeniedthe opportunityofaneducation.”Althoughusuallyheraldedforstrikingdownracial segregationbyacknowledgingthatseparateisnotequal,thisdecisionalsoseta precedentfortherighttoinclusiveeducationforstudentswithdisabilities.​ […]

Instructor’s Manual 2-1 Copyright © 2017 Cengage Learning. All rights reserved. 2 EDUCATION FOR ALL INSTRUCTOR’S OVERVIEW Chapter 2, “Education for All,” provides an introduction to the field of education in a 21st century world. From the origins of special […]

1.Inclusiveeducationparadigmsforstudentswithdisabilitiesmaybedescribedas a.pulloutservices. b.pushinservices. c.pushoutservices. d.leftoutservices. ANSWER: b REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.03.01-Defineinclusiveeducation. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe, inclusive,culturallyresponsivelearningenvironmentssothatindividualswith exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being, positivesocialinteractions,andself-determination. NOTES: Whereas,thetraditionalmodelforspecialeducation“pullsthestudentoutofthegeneral educationclasstoreceivesupport,”inclusiveeducationfocuseson“pushingservices andsupportsinto”thegeneraleducationsettingforbothstudentsandteachers. 2.Samuel,astudentwithdisabilities,receivesmostofhisinstructioninhisthirdgradegeneraleducationclassroomwith somepulloutforspeechandlanguageservices.Thisisanexampleof a.fullinclusion. b.partialinclusion. c.reasonableaccommodation. d.segregation. ANSWER: b REFERENCES: Bloom’s:Applying LEARNINGOBJECTIVES:HESC.HARD.17.03.01-Defineinclusiveeducation. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe, […]

35.Definetheterminclusiveeducation. ANSWER: Inclusiveeducationmaybedefinedasplacingstudentswithdisabilitiesinageneral educationsettingwithintheirneighborhoodschool,whilemakingavailablebothformal andnaturalsupportstoensureanappropriateeducationalexperience. REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.03.01-Defineinclusiveeducation. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. 36.Whatisthedifferencebetweenfullandpartialinclusion? ANSWER: Infullinclusionthestudentwithadisabilityreceivesallinstructionandsupportinthe generaleducationclassroom,andtheservicescometothestudent.Inpartialinclusion, thestudentreceivesmostinstructioninthegeneraleducationsettingbutispulledoutfor specializedservicesforaportionoftheday. REFERENCES: Bloom’s:Analyzing LEARNINGOBJECTIVES:HESC.HARD.17.03.01-Defineinclusiveeducation. NATIONALSTANDARDS: UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe, inclusive,culturallyresponsivelearningenvironmentssothatindividualswith exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being, positivesocialinteractions,andself-determination. 37.Definemultidisciplinarycollaboration. ANSWER: Multidisciplinarycollaborationoccurswhenprofessionals,parents,andstudentswork togethertoachievethemutualgoalofdeliveringaneffectiveeducationprogram designedtomeetindividualneeds.Itisnotaboutwhatthoseinvolveddo,buthowthey doit. REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.03.03-Definemultidisciplinarycollaborationandidentifyitskey characteristics. NATIONALSTANDARDS: UnitedStates-CEC.7.0-Beginningspecialeducationprofessionalscollaboratewith familiesandothereducators,relatedservicesproviders,individualswithexceptionalities, […]

Instructor’s Manual 3-1 3 INCLUSION AND MULTIDISCIPLINARY COLLABORATION IN THE EARLY CHILDHOOD AND ELEMENTARY SCHOOL YEARS INSTRUCTOR’S OVERVIEW Chapter Three, “Inclusion and Multidisciplinary Collaboration in the Early Childhood and Elementary School Years,” introduces principles of effective inclusion and collaboration practices […]

Instructor’s Manual 4-1 4 SECONDARY EDUCATION AND TRANSITION PLANNING INSTRUCTOR’S OVERVIEW Chapter Four, “Secondary Education and Transition Planning,” focuses on students with disabilities moving from school and into adult life. Critical issues, such as self-determination, preparation for college and employment, […]

1.Sincethe1990sprogressforyoungadultswithdisabilitieshas a.showndropsingraduation rates. b.shownrisesinunemploymentrates. c.shownrisesinMedicaid enrollment. d.shownprogressinareassuchaspostsecondaryeducation,employment,and independentliving. ANSWER: d REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.04.01-Discusstheresearchonthelivesofadultswithdisabilities. NATIONALSTANDARDS: UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe, inclusive,culturallyresponsivelearningenvironmentssothatindividualswith exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being, positivesocialinteractions,andself-determination. UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational knowledgeofthefieldandtheirprofessionalEthicalPrinciplesandPracticeStandards toinformspecialeducationpractice,toengageinlifelonglearning,andtoadvancetheir profession. NOTES: Progresshasbeenmadeinseveralareas.Thestudyrevealedthat60percentofyoung adultswithdisabilitiescontinuedontosomelevelpostsecondaryeducationwithin8 yearsofleavinghighschool,while67percentreportedworkingfulltime.Further,the studyshowedthatwithin8yearsofleavinghighschool,59percentofyoungadultswith disabilitieslivedindependentlyand4percentlivedsemi-independently. 2.Ofthestudentswithdisabilitiesfourteenandolderexitinghighschool,approximatelywhatpercentageleavewitha highschooldiploma? a.25percent b.38percent c.56percent d.90percent ANSWER: c REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.04.01-Discusstheresearchonthelivesofadultswithdisabilities. NATIONALSTANDARDS: […]

Instructor’s Manual 5-1 5 CULTURAL AND LINGUISTIC DIVERSITY INSTRUCTOR OVERVIEW Chapter 5 explores the tensions and inconsistencies that exist in labeling children who are linguistically and culturally diverse—particularly if the intent to assure needed services and support that children or […]

1.Multiculturaleducationevolveddueto a.societalunrestduetopovertyandeconomicrecession. b.therealizationthatsuchstudentslearnbetterwhensegregatedforacademics. c.abeliefthattheacademicneedsofstudentsarebestsupportedwhenteachersunderstandstudents. d.theemergenceoffederalfundingtosupporttheNCAA. ANSWER: c REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.05.04-Describehowthesepopulationtrendsaffectpubliceducation. NATIONALSTANDARDS: UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe, inclusive,culturallyresponsivelearningenvironmentssothatindividualswith exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being, positivesocialinteractions,andself-determination. NOTES: Englishasasecondlanguage(ESL)/bilingualeducationandculturallyandlinguistically responsiveeducationevolvedfromabeliefthattheacademicneedsofchildrenwhose linguisticorculturalbackgroundsdifferedfromthoseofthemajorityarebestsupported whenweunderstandwhotheyare,whattheyandtheirfamiliesbringtotheeducation enterprise,andhowthisknowledgeinfluencesourinstructionaldecisionmaking 2.Amajorresistancetobilingualormultilingualeducationalprogramsinschoolsisbasedonwhichofthefollowing assumptions? a.Culturaldifferenceshavenovalue. b.Schoolsarenotrelevantinsocietyatlarge. c.Schoolscannotchangeandpromoteattitudes. d.Englishshouldbetaughtquicklytostudents. ANSWER: d REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.05.02-Describethepurposesandapproachesofbilingual/ESL educationandculturallyandlinguisticallyresponsiveeducation. NATIONALSTANDARDS: UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe, inclusive,culturallyresponsivelearningenvironmentssothatindividualswith exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being, positivesocialinteractions,andself-determination. NOTES: Whilewehavesolidresearchthatbilingualormultilingualeducationalprogramswork […]

34.Moststudentsfromculturallydifferentbackgroundswillnotrequirespecialeducationintervention. a.True b.False a.True b.False ANSWER: True REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.05.01-Describehowthelivesofstudentswithdisabilitiesfrom culturallyand/orlinguisticallydiversebackgroundshavechangedsincetheadventof IDEA. NATIONALSTANDARDS: UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe, inclusive,culturallyresponsivelearningenvironmentssothatindividualswith exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being, positivesocialinteractions,andself-determination. 35.Culturalorlinguisticdiversitydonothavelinkingfactorswithspecialeducation. a.True b.False a.True b.False ANSWER: False REFERENCES: Bloom’s:Applying LEARNINGOBJECTIVES:HESC.HARD.17.05.04-Describehowthesepopulationtrendsaffectpubliceducation. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe, inclusive,culturallyresponsivelearningenvironmentssothatindividualswith exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being, positivesocialinteractions,andself-determination. 36.Whatsupportswillemergentbilinguallearnerneedinschools? ANSWER: Thereisaneedtoprovidelinguisticallyappropriateassessmentsandinstructionin classroomsandmanywillrequireasubstantialamountofsupplementaryassistanceand […]

31.Stagesassociatedwithspecifickindsofparentalemotionsandresponsestoachildwithdisabilitiesmayoverlapwith oneanotherandresurfaceduringanotherperiod. a.True b.False a.True b.False ANSWER: True REFERENCES: Bloom’s:Applying LEARNINGOBJECTIVES:HESC.HARD.17.06.03-Describecommonreactionsofparentswhenobtaininga diagnosisfortheirchildrenwithdisabilities. NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple methodsofassessmentanddatasourcesinmakingeducationaldecisions. 32.Duringtherealizationstate,parentsmaybefearfulabouttheirabilitytocareforachildwithadisability. a.True b.False a.True b.False ANSWER: True REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.06.03-Describecommonreactionsofparentswhenobtaininga diagnosisfortheirchildrenwithdisabilities. NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple methodsofassessmentanddatasourcesinmakingeducationaldecisions. 33.Mothersoftendevelopstrongdyadicrelationshipswiththeirchildrenwithdisabilities. a.True b.False a.True b.False ANSWER: True REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.06.04-Describefactorsthatinfluencetherelationshipbetween childrenwithdisabilitiesandtheirmothers,fathers,siblings,grandparents,andother […]

1.PriortotheEducationforAllHandicappedChildrenActof1975(renamedtheIndividualswithDisabilitiesEducation Act),families a.hadmanyavenuesopentothemforappropriateservices. b.childrenwithdisabilitieswereoverwhelminglyincludedinsocietyandschools. c.didnothaveaccesstoappropriateservicesfortheirchildrenwithdisabilities. d.powerfulrepositoriesofknowledgeaboutchildrenandyouthwithdisabilities. ANSWER: c REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.06.01-Describehowthelivesoffamilieswithchildrenwith disabilitieshavechangedsincetheadventofIDEA. NATIONALSTANDARDS: UnitedStates-CEC.7.0-Beginningspecialeducationprofessionalscollaboratewith familiesandothereducators,relatedservicesproviders,individualswithexceptionalities, andpersonnelfromcommunityagenciesinculturallyresponsivewaystoaddressthe needsofindividualswithexceptionalitiesacrossarangeoflearningexperiences. NOTES: PriortotheEducationforAllHandicappedChildrenActof1975(renamedthe IndividualswithDisabilitiesEducationAct),familiesdidnothaveaccesstoappropriate servicesfortheirchildrenwithdisabilities,includingfreeandappropriatepublic education. 2.Whatfactor(s)canhaveanappreciableinfluenceonfamilyinteractions? a.Flexibility b.Cohesion c.Communicationskills d.Flexibility,cohesion,andcommunicationskills. ANSWER: d REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.06.02-Describethefamilysystemsapproachandhowitappliesto familieswithmemberswithdisabilities,anddescribestrengthsandchallengesoffamilies raisingchildrenwithdisabilities. NATIONALSTANDARDS: UnitedStates-CEC.7.0-Beginningspecialeducationprofessionalscollaboratewith familiesandothereducators,relatedservicesproviders,individualswithexceptionalities, andpersonnelfromcommunityagenciesinculturallyresponsivewaystoaddressthe needsofindividualswithexceptionalitiesacrossarangeoflearningexperiences. 3.Familiesthatincludechildrenwithdisabilitiesmayexperience […]

Instructor’s Manual 6-1 6 EXCEPTIONALITIES AND FAMILIES INSTRUCTOR’S OVERVIEW Chapter 6, “Exceptionalities and Families,” begins with a personal reflection in which Ellen shares her initial reactions to the birth of Teela. She talks about her other children, and tells us […]

28.Tobesuccessful,inclusiveeducationrequirescommitmenttocollaborationamong a.administrators,specialeducationteachers,andfamilies. b.parentsandgeneralteachers. c.generalteachers,specialteachersandotherteammembers. d.schoolpsychologistsandspecialeducationteachers. ANSWER: c REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.07.06-Describethedifferentinterventionsforchildrenandyouth withLDfromearlychildhoodthroughadulthood. NATIONALSTANDARDS: UnitedStates-CEC.7.0-Beginningspecialeducationprofessionalscollaboratewith familiesandothereducators,relatedservicesproviders,individualswithexceptionalities, andpersonnelfromcommunityagenciesinculturallyresponsivewaystoaddressthe needsofindividualswithexceptionalitiesacrossarangeoflearningexperiences. NOTES: InclusiveapproacheshavereceivedincreasingattentionintheLDliterature,prompting debateaboutadvantagesandlimitationsofplacingstudentswithlearningdisabilitiesin fullyinclusiveenvironments.Thesuccessofinclusiveeducationrequirescommitmentto collaborationamonggeneralandspecialeducatorsandotherteammembers. 29.Theterm“learningdisabilities”wasvirtuallyanunrecognizedclassificationpriortothe1960s. a.True b.False a.True b.False ANSWER: True REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.07.01-Describehowthelivesofpeoplewithlearningdisabilities (LD)havechangedsincetheadventofIDEA. NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple methodsofassessmentanddatasourcesinmakingeducationaldecisions. 30.Today,servicesrelatedtolearningdisabilitiesrepresentthelargestsingleprogramforexceptionalchildreninthe UnitedStates. a.True b.False a.True […]

Instructor’s Manual 7-1 7 LEARNING DISABILITIES INSTRUCTOR’S OVERVIEW Part 3 opens with Chapter 7, “Learning Disabilities.” Students with learning disabilities (LD) comprise about 42 percent of students with disabilities. These students may exhibit educational challenges in academic subjects (reading, mathematics, […]

1.Learningdisabilities a.areaneasilyidentifieddisorder. b.arealwaysmild. c.consistofahomogeneousgroupofindividuals. d.havelongbeenassociatedwithcontroversy. ANSWER: d REFERENCES: Bloom’s:Applying LEARNINGOBJECTIVES:HESC.HARD.17.07.02-ExplainthevariousdefinitionsandclassificationsofLD. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. NOTES: Controversy,confusion,andpolarizationhavelongbeenassociatedwiththefieldof learningdisabilities. 2.WhichofthefollowinghasNOTcontributedtoconfusionassociatedwithlearningdisabilities(LD)? a.Previously,manychildrenweremislabeled. b.Learningdisabilitiesinvolvemanytypesofproblems. c.IndividualswithLDexhibitcomplexneedsandcharacteristics. d.Advancingdiagnostictechnologyhasconfusedcausationdata. ANSWER: d REFERENCES: Bloom’s:Analyzing LEARNINGOBJECTIVES:HESC.HARD.17.07.02-ExplainthevariousdefinitionsandclassificationsofLD. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. NOTES: Controversy,confusionandpolarizationhavebeenassociatedwithlearningdisabilities. Thetermisagenericlabelrepresentingaheterogeneousgroupofchallengingconditions withhighlyvariableandcomplexcharacteristicsandneeds.Previouslymanychildren werelabeledasremedialreadersemotionallydisturbed,orchildrenwithintellectual disabilities. Copyright […]

Instructor’s Manual 8-1 8 EMOTIONAL/BEHAVIORAL DISORDERS INSTRUCTOR OVERVIEW Chapter 8, “Emotional/Behavioral Disorders,” introduces people with emotional disturbance and behavior disorders, described as “emotional disturbance” in federal law under IDEA. These students face many behavioral challenges in educational, family, and community […]

1.OpponentsofthecurrentIDEAdefinitionofseriousemotionaldisturbancehavecriticizeditslackofclarity, incompleteness,andexclusionofpersonsdescribedas a.havingautism. b.havingattentiondeficitdisorders. c.beingsociallymaladjusted. d.beingconductdisordered. ANSWER: c REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.08.02-ExplainthevariousdefinitionsandclassificationsofEBD. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. NOTES: OpponentsoftheIDEAdefinitionseeitasbeingveryvagueandincomplete.Also,this definitionexcludesindividualsidentifiedassociallymaladjusted.Furthermorethe definitionmandatesthatassessmentpersonneldemonstratethatEBDadverselyimpacts students’schoolachievement. 2.Comparedwiththeirpeers,studentswithEBDtendtohavean a.averageIQ. b.averagetobelow-averageIQ. c.averagetoabove-averageIQ. d.above-averageIQ. ANSWER: b REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.08.03-Describethecharacteristicsandprevalenceofchildrenand youthwithEBD. NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto providemeaningfulandchallenginglearningexperiencesforindividualswith exceptionalities. 3.WhichofthefollowingdoesnotcontributetoincreasedriskforEBD? a.Poverty b.Parentaldruguse […]

Instructor’s Manual 9-1 9 INTELLECTUAL AND DEVELOPMENTAL DISABILITIES INSTRUCTOR OVERVIEW According to the American Association on Intellectual and Developmental Disabilities (AAIDD), the term intellectual disabilities is defined by six components: intellectual abilities, adaptive skills, participation, interaction, social roles, health, environmental […]

39.________involve(s)thelimitedabilitytoreason,plan,solveproblems,thinkabstractly,comprehendcomplexideas, learnquicklyandlearnfromexperience.​ a.​Mentalretardation b.​Emotionaldisorders c.​Intellectualdisabilities d.​Behaviordisorders ANSWER: c REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.09.02-Explainthevariousdefinitionsandclassificationsofintellectual disabilities. NATIONALSTANDARDS: UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational knowledgeofthefieldandtheirprofessionalEthicalPrinciplesandPracticeStandards toinformspecialeducationpractice,toengageinlifelonglearning,andtoadvancetheir profession. 40.Whatisthestatisticalaverageforanintelligencetest?​ a.​150 b.​100 c.​50 d.​25 ANSWER: b REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.09.02-Explainthevariousdefinitionsandclassificationsofintellectual disabilities. NATIONALSTANDARDS: UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational knowledgeofthefieldandtheirprofessionalEthicalPrinciplesandPracticeStandards toinformspecialeducationpractice,toengageinlifelonglearning,andtoadvancetheir profession. NOTES: Thestatisticalaverageforanintelligencetestisgenerallysetat100. 41.Adaptivebehaviorsmaybemeasuredby​ a.​standardizedtests. b.​observations. c.​adaptivebehaviorscales. d.​Alloftheanswersarecorrect. […]

1.WhichofthefollowingIQscoresisconsideredwithintherangeofintellectualdisabilities? a.120 b.100 c.80 d.60 ANSWER: d REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.09.02-Explainthevariousdefinitionsandclassificationsofintellectual disabilities. NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple methodsofassessmentanddatasourcesinmakingeducationaldecisions. NOTES: IndividualswithanIQofapproximately70-75orlowerwouldbeconsideredashaving mentalretardation. 2.AccordingtotheAmericanAssociationonIntellectualandDevelopmentalDisabilities(AAIDD)acomponentofthe definitionofintellectualdisabilityis a.readingachievement. b.emotionalstability. c.adaptiveskills. d.braindevelopment. ANSWER: c REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.09.02-Explainthevariousdefinitionsandclassificationsofintellectual disabilities. NATIONALSTANDARDS: UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational knowledgeofthefieldandtheirprofessionalEthicalPrinciplesandPracticeStandards toinformspecialeducationpractice,toengageinlifelonglearning,andtoadvancetheir profession. NOTES: TheAAIDDhassixmajorcomponents:1)Intellectualabilities;2)Adaptivebehavior;3) Participation,interactions,andsocialroles;4)Physicalandmentalhealth;5) Environmentalcontext;and6)Ageofonset. 3.Theabilitytouseconceptual,social,andpracticalskillstofunctionineverydaylifeisdescribedas a.communicationbehavior. […]