1. Legally recognized categories of exceptionality are defined by
a. the Individuals with Disabilities Education Improvement Act (IDEA).
b. the laws of individual states.
c. No Child Left Behind (NCLB).
d. the Council for Exceptional Children (CEC).
2. Which of the following exceptionalities does NOT have its own defined category under IDEA, 2004?
a. Autism
b. ADHD
c. Traumatic Brain Injury
d. Emotional Disturbance
3. Children with are the only exceptional children not covered under federal legislation.
4. From an educator’s point of view, identification of a student as exceptional is necessary when the student
a. has an obvious interindividual difference.
b. has an obvious intraindividual difference.
c. requires special adaptations in the educational program.
d. has a parent who wants services.
5. In defining the term children with exceptionalities, which characteristic is most central?
a. The child deviates from the normal population in intellectual ability.
b. The child is from a lower socioeconomic background.
c. The child shows evidence of multiple disabilities.
d. The child‘s deviation is extensive enough to warrant modification of educational services or practices.
6. Intraindividual differences
a. consider how a child compares to other children.
b. are not useful in developing individual plans of instruction.
c. are the differences in abilities within the same child.
d. are stable as the child ages.
7. Shannon, who is 10 years old, has the intelligence of a 12–year–old and the social behavior of a 8-year-old. This
discrepancy is referred to by the authors of your text as an
a. aberration.
b. anomaly.
c. interindividual difference.
d. intraindividual difference.
8. Interindividual differences are differences that exist
a. between a child and other children.
b. between a child and his or her environment.
c. but are not observable in a child.
d. between different areas of a single child’s development.
9. Contrast interindividual differences and intraindividual differences and explain how cultural context influences our
perception of these differences.
10. Educators use to address the intraindividual differences that require adjustments to
the educational program for a child with exceptionalities.
11. When looking at the historical perspective of services for children with exceptionalities, the 1950s saw
a. the passage of new legislation requiring schools to serve these children.
b. the beginning of many preschool programs for these children.
c. the Council for Exceptional Children being founded.
d. the beginning of special programs in some states for these children.
12. Although children with exceptionalities were not legally guaranteed a free and appropriate education until the 1970s,
most children with exceptionalities have received specialized education services for well over 100 years.
a. True
b. False
13. Why have education professionals replaced medical professionals as the primary professionals to address the needs
of exceptional children?
14. Using tiers to deliver different intensity of instruction and intervention is an example of
a. Differential Instruction Methods (DIM).
b. Least Restrictive Environment (LRE).
c. Response to Intervention (RtI)
d. Formal Appropriate Education (FAE).
15. Response to Intervention is
a. based only on the use of special education instructional methods.
b. a multilevel approach of academic intervention used to provide early, effective assistance to children before
referral to special education and identification.
c. a variety of materials and techniques for an “independence” curriculum that is totally community-based.
d. based upon the extensive use of assistive technology.
16. The RtI three-tier model is designed to
a. move children with disabilities quickly into special classes.
b. modify the concept of inclusion.
c. provide interventions before and after formal identification.
d. serve only the children who have been diagnosed with certain disabilities.
17. Why is RtI an important educational strategy? Consider in particular the needs of students from diverse
backgrounds.
18. The Information Processing Model
a. is a new service delivery model for children with exceptionalities.
b. is a model for understanding the complex way children learn.
c. is the most useful for early intervention programs.
d. can not be used in conjunction with the Response to Intervention Model.
19. The Information Processing Model includes all BUT which of the following components?
a. Executive function
b. Emotional context
c. Genetic predisposition
d. Visual input of information
20. The part of the Information Processing Model that is the decision-making aspect is the
a. input function.
b. output function.
c. executive function.
d. emotional context.
21. Use the language of the Information Processing Model to describe how a student handles being given an assignment
to do a research project in school.
22. Describe how the perspectives on identifying and treating individuals with exceptionalities have changed over the
years.
23. Identifying children with exceptionalities only becomes important as children enter elementary school.
a. True
b. False
24. Earlier intervention for a child with exceptionalities leads to better positive outcomes for the child with less effort.
a. True
b. False
25. Why is early identification of children with exceptionalities important? How is early identification connected to an
ecological model of exceptionality?
26. Historically, the disabling condition of any student was perceived as
a. the result of an interaction between the student and the environment.
b. residing exclusively in the student.
c. residing in the student’s environment.
d. dependent on the family of the student.
27. Most professionals now view disabilities as
a. an environmental problem.
b. a problem with the child’s genetic makeup.
c. the result of interactions between the child and the environment.
d. the fault of the parents.
28. When considering the interaction of heredity and environment, it is important for teachers to understand that
a. changing a child’s environment can have little effect on hereditary influences.
b. present educational viewpoints place most of their emphasis on the role of heredity.
c. present educational viewpoints ascribe to a medical model of exceptionalities.
d. changing the environmental conditions of early childhood can result in behavior changes.
29. Intelligence is strictly genetic and cannot be altered by environmental influences.
a. True
b. False
30. In most cases, the influence of an individual’s genetic makeup
a. guarantees a certain outcome (e.g., alcoholism).
b. directly determines the development of specific behaviors.
c. can only increase or decrease the probability of a certain outcome occurring.
d. overrides any environmental influences that may occur.
31. A reasonable estimate is that more than
categories of children with exceptionalities.
children in the United States can be classified among the
32. Prevalence is difficult to measure because
a. parents over-disclose that their child has an exceptionality.
b. differing criteria may be used to identify children with exceptionalities.
c. incidence numbers are so similar professionals use them instead.
d. child count is not conducted in most areas.
33. One area of exceptionalities where prevalence seems to be increasing rapidly is
a. developmental disabilities.
b. autism.
c. learning disabilities.
d. hearing impairment.
34. The category of exceptionality with the largest number of children is
a. Intellectual and Developmental Disabilities.
b. Attention Deficit Hyperactivity Disorder.
c. Other Health Impaired.
d. Learning Disabilities.
35. Which of the following is NOT a high-incidence disability?
a. Hearing impairment
b. Learning disabilities
c. Intellectual or developmental disorder
d. Emotional and behavior disorder
36. Which of the following is NOT a low-incidence disability?
a. Visual impairment
b. Multiple disabilities
c. Speech impairment
d. Orthopedic impairment
37. Changes in definitions of certain categories will likely result in
a. changes in prevalence of certain disabilities.
b. the use of census data instead of school counts.
c. better counting procedures.
d. the cross-checking of school counts by auditing teams.
38. Why are culturally and linguistically diverse students often over-represented in special education programs?
39. With the recognition of the role of the environment, the field moved from a(n) _______________ model of
exceptionality, which assumes that the physical condition or disease exists within the patient, to a(n) ____________
model, in which we see the child with exceptionalities in complex interaction with many environmental forces.