40. The shift away from the medical model of defining exceptionality is the result of
a. increasing recognition of the influence of the environment.
b. increasing use of technology.
c. increasing emphasis on parent advocacy.
d. increasing concern regarding cultural bias.
41. The ecological approach to intervention focuses on
a. direct remediation of developmental delays.
b. the creation of family support services.
c. modification of the “environment” around the child.
d. altering community expectations.
42. Education intervention based on an ecological model would involve
a. looking for the medical causes of the disability.
b. treating the medical condition causing the disability.
c. examining the interaction of the individual‘s characteristics with the environment’s demands.
d. attempting to change the environment without reference to the individual.
43. An ecological approach is used
a. only as a medical model of understanding exceptionality and the child‘s limitations.
b. to incorporate the child’s family, school, and community into his/her learning environment.
c. mainly with children with behavior problems to modify the environment.
d. to determine which component of the IPM works the best with certain exceptionalities.
44. How does the ecological approach to understanding exceptionality shape the interventions we develop for a child
with exceptionalities?
45. Identify five common sources of stress for families with children who are exceptional. For each source of stress, cite
ways the field of special education has changed to support families.
46. Which of the following is NOT a goal of the family-focused approach?
a. To help families become more autonomous
b. To help families form their own support networks
c. To allow families to be responsible for how to raise their child
d. To identify elements of the family’s lifestyle that have caused the child’s exceptionality
47. The family-centered model focuses on
a. the etiology of the disability.
b. the parents delivering the intervention.
c. the strengths in the child and family.
d. the parental supportive system.
48. The major goal for the family–focused approach is to
a. give the parents the financial support that they need to provide for their child.
b. help parents become more autonomous and less dependent on professionals.
c. tell the family how to raise their child.
d. give parents respite care when needed.
49. The increasing interest in the family as a focus for intervention is based on which of the following assumptions?
a. Intervention for young children with exceptionalities should not be the concern of the public schools.
b. Families are capable of providing the supports needed by children with exceptionalities until they reach school
age.
c. Involving and supporting families is likely to be a more powerful intervention than focusing exclusively on the
child.
d. Only minimal intervention is needed for young children with exceptionalities until they are school age.
50. The movement toward an early intervention model makes which of the following more important?
a. The family environment
b. The medical model
c. The theoretical model
d. Response to intervention
51. Most of the interventions with children aged 3 through 5 is directed toward generating more constructive
interactions.
a. parent–child
b. physician-child
c. interchild
d. psychologist-child
52. Why is it important to understand special education as a “family affair?” What principles regarding families are
important to consider?
53. Which of the following is NOT true of parents’ roles as collaborative members of their child’s multidisciplinary team?
a. They can provide professionals with important information about their child.
b. They can take an active role in teaching their child outside the classroom.
c. They can reinforce learning that has taken place in the classroom.
d. They can complete assignments on behalf of their child.
54. Which of these emotions do parents usually experience first when their child is diagnosed with a serious disability?
a. Anger
b. Guilt
c. Shock
d. Frustration
55. One of the assumptions of the family-focused approach is that
a. professionals should counsel parents as to an appropriate level of involvement in their child’s program.
b. involving and supporting families is likely to be less effective than just treating the child, but it is more cost-
effective when parents are not adversarial.
c. professionals should attend to family priorities for goals and services, even when those priorities differ
substantially from professional priorities.
d. while intervention and support of families has little influence on the child with a disability, it is important to
educate families and encourage parent advocacy.
56. The following factors influence how well a family adapts to the presence of a child with disabilities:
a. the nature of the stressor event, the family’s resources, and the perception of the situation.
b. the degree of disability, the prognosis for the child, and the level of care required.
c. income, social status, and marital status.
d. the knowledge level of the parents, the number of siblings, and the income level.
57. Which of the following is an appropriate role for special education personnel working with families?
a. To direct and evaluate program services
b. To facilitate the identification and procurement of services
c. To prescribe and direct the provision of appropriate services
d. To diagnose family needs and identify appropriate services
58. When a child is diagnosed with a serious disability, their parents usually experience the emotion of last.
a. anger
b. frustration
c. acceptance
d. guilt
59. A family-centered model has a orientation towards the disability.
a. pathology
b. strengths
c. options
d. fixed
60. The recognition that society and schools have a responsibility for exceptional students stemmed in large part from the
activities of
a. educational diagnosticians.
b. the children‘s parents.
c. regular education teachers.
d. school counselors.
61. Sibshops are workshops designed for which population?
a. Special Educators
b. Children with ADHD
c. Siblings of children with special needs
d. Parents of children with special needs
62. Siblings of children with disabilities
a. spend considerably less time with their parents than does the child with a disability.
b. typically have many unverbalized questions about the child with a disability.
c. tend to need professional help to cope with the lack of parental attention.
d. tend to be “spoiled” since parents of children with disabilities tend to overcompensate with their nondisabled
children.
63. The FQLS developed by Turnbull and Turnbull
a. measures improvement in the child’s behavior.
b. defines and measures a family’s quality of life.
c. measures the child’s progress in school.
d. evaluates the quality of the child’s teacher.
64. One of the most important things that teachers can do for children from diverse cultures is to
a. make sure that the child understands and conforms to the predominant cultural expectations represented in the
classroom.
b. be aware of the factors that shape their own cultural views.
c. minimize differences because culture does not play a significant role in the way that children ultimately learn.
d. emphasize that English is the language of the classroom.
65. The attitudes, values, customs, and language that form an identifiable pattern or heritage is called
a. the ecological model.
b. culture.
c. cultural reciprocity.
d. the context of child.
66. As a child grows older, the influence of peers diminishes.
a. True
b. False
67. What is the purpose of transition planning? What sorts of issues might be addressed in a student‘s transition plan?
68. Legislation requires that students with exceptionalities receive assistance with which of the following at age 16?
a. Planning for their transition to independent living in the community
b. Finding and securing appropriate post-school employment
c. Getting a drivers license
d. Moving out of their parents’ home