Chapter 11 Test Bank:
Teaching Students with Lower-Incidence Disabilities
Multiple Choice:
11.1 Which term describes an individual who, with the best possible correction in the
better eye, has a measured visual acuity of 20/200 or worse or a visual field restricted to 20
degrees or less?
a. partially sighted
b. blind
c. legal blindness
d. low vision
11.2 A student who is unable to see the blackboard at a distance of 20 feet has a specific impairment
known as:
a. cortical visual
b. visual field
c. visual acuity
d. hyperopia
11.3 Myopia and hyperopia are visual impairments caused by:
a. diseases
b. refractive errors
c. trauma
d. injury
11.4 Mr. Smith just learned that a student with a visual impairment will be in his science class next
fall. What kind of information will be most valuable in trying to meet the student’s academic
needs?
a. the cause of the visual impairment
b. the medical diagnosis
c. the degree of visual acuity
d. the student’s level of functional vision
11.5 In their study of adolescents who were either blind, with low vision, or sighted,
Wolfe and Sacks found that:
a. Students with low vision tend to earn the lowest grades.
b. Blind students tend to earn the lowest grades.
c. Sighted and low vision students tend to earn the highest grades.
d. Sighted students tend to earn the lowest grades.
11.6 The most widely used reading accommodation for students with visual impairments is:
a. braille
b. large print
c. audio tapes
d. being read to
11.7 Which of the following is needed for a student to receive educational services from a teacher
specializing in visual impairments?
a. parental request
b. referral from a general education teacher
c. below average performance on the school’s vision screening
d. written documentation from an ophthalmologist
11.8 Paul is a four-year-old with low vision who will be attending kindergarten next year. In a
conference with his future teacher his parents seek advice on the best way to prepare Paul for
reading and writing. The teacher’s suggestion should emphasize:
a. private tutoring with a specialized teacher
b. developing other sensory modalities
c. increasing the number of stories read to Paul by his parents
d. exposing Paul to Braille prior to starting school
11.9 Teaching a student with low vision how to get from home to school independently is an example
of a(n):
a. mobility skill
b. compensatory skill
c. orientation skill
d. modification
11.10 When administering classroom tests, all of the following are modifications for students with
visual impairments, EXCEPT:
a. orally reading sections of the test to students
b. assigning alternate items
c. exempting students from testing
d. using large print or Braille answer sheets
11.11 The role of the interpreter is to:
a. find the best place for the student to sit in the classroom
b. facilitate communication
c. attend and participate in IEP meetings
d. teach the general education teacher how to use sign language
11.12 What does the term prelingually deaf refer to?
a. children who lose their hearing after the age of five
b. children of deaf parents
c. when a hearing loss affects the social skills
d. being identified with hearing loss before learning language
11.13 A person with normal hearing may have a loss in one or both ears of:
a. 0 to 15 decibels
b. 0 to 25 decibels
c. anything below 50 decibels
d. 15 to 40 decibels
11.14 Claudia, a student with a hearing loss, has developed communication skills based
on speech. From this information we can guess that Claudia:
a. is deaf
b. should learn to use ASL
c. has a profound hearing loss
d. is hard of hearing
11.15 American Sign Language (ASL):
a. is a visual representation of English
b. is a simplified language that uses gestural contractions
c. is an aural language that occasionally uses finger-spelling
d. has its own unique grammar and usage
11.16 Approximately how many students who are deaf or hard of hearing are there in
the United States?
a. 250,000
b. 55,000
c. 2,000,000
d. 48,000
11.17 The most common form of amplification which increases sound in the environment:
a. are FM units
b. are hearing aids
c. is the use of interpreters
d. is the use of closed captioning
11.18 Most students with hearing loss attend:
a. regular elementary and secondary schools
b. special day schools
c. residential schools
d. private schools
11.19 Viewing hearing loss not as a disability but as a common characteristic among a
group of individuals is:
a. a coping mechanism.
b. a strategy used by teachers to increase self-esteem..
c. a belief of members of the Deaf Culture.
d. one reason why students with hearing loss should be taught in public schools with
hearing peers.
11.20 According to IDEIA, under which category would cerebral palsy be classified?
a. orthopedic impairment
b. other health impairment
c. traumatic brain injury
d. hearing loss
11.21 Orthopedic impairments include all of the following, EXCEPT:
a. congenital anomalies
b. chronic health problems
c. impairments caused by disease
d. impairments from other causes (e.g., amputations, fractures)
11.22 Spina bifida is a:
a. neurological impairment
b. neuromuscular disease
c. health impairment
d. traumatic brain injury
11.23 To promote the literacy development of his students with traumatic brain injury,
Devin uses Velcro vests with new symbols added to represent actions, and feelings dealing with
the characters in a story. This is an example of:
a. positioning
b. accessing literacy
c. interactive stories
d. assistive technology
11.24 I. Do not interfere with the seizure
II. Ease the student to the floor and clear the area around him.
III. Remain with the student until he is fully awake.
IV. Place something soft under his head so it will not bang on the floor.
Using the steps above as a reference which of the sequences listed below is the correct one to
follow if you had a student in your classroom experience and tonic-clonic (grand mal) seizure?
a. I, III, II, and IV
b. II, IV, I, and III
c. II, I, IV, and III
d. II, IV, III, and I
11.25 A parent of a general education student requests a conference because he is upset
about the presence of a student who is HIV positive in your class. He strongly believes students
who are HIV positive should be placed in a self-contained classroom. The appropriate course of
action is:
a. request that the student who is HIV positive be changed to another class.
b. request that the child of the upset parent be changed to another class.
c. assure the parent that you will prevent the students from coming in contact with each
other.
d. refer to your school district’s policies regarding the inclusion of students who are HIV
positive in general education classrooms.
11.26 Which of the following is NOT an example of assistive technology?
a. an interpreter
b. tape recorder
c. brailler
d. hearing aid
11.27 Physical disabilities and health impairments caused by traumatic brain injury and
spinal cord injury are:
a. decreasing with modern medical advances
b. congenital and degenerative
c. preventable
d. induced by birth trauma
11.28 For children and adolescents with traumatic brain injury (TBI), over 50 percent
are caused by:
a. motor vehicle accidents
b. falls
c. child abuse
d. substance abuse by the mother during pregnancy
Fill-in-the-Blank:
11.29 When describing how each visual impairment in unique you shared with your class that
_______________ refers to a small minority of people who are unable to see anything, including
objects or light sources and _________________ are those people with visual acuity in the range
20/70 to 20/200 who have difficulty with vision even with corrective lenses.
11.30 The prevalence of visual impairments has changed some in recent years. During the 2005–2006
school year ___________ school-age students with visual impairments were served under
IDEIA.
11.31 In your classroom you have a student who is totally blind. In order to read the student uses
_______________ that is a system of embossed raised dots that the student can read with the tips
of his fingers.
11.32 In your classroom you have a student who you suspect has difficulty hearing and is in need of an
evaluation. The parents of the student have scheduled an appointment with the
___________________ who will use an audiometer to plot the student’s responses to sounds on a
graph called an ___________________.
11.33 Identify the types of hearing loss represented by each range of loss listed below.
16–25 dB ____________________
25–40 dB ____________________
40–65 dB ____________________
65–90 dB ____________________
Greater than 90 dB ____________________
11.34 In your career as a teacher you will have children with a myriad of physical disabilities, health
impairments or TBI. Knowing this, identify which of these are being described below:
_______________ is a persistent inflammation of the air passage that causes episodes of difficult
breathing.
_______________ is caused by damage to the brain before birth and the severity can vary for
each child afflicted. The children may have lack of coordination, speech disorders, motor
problems, and extreme weakness.
_______________ is a birth defect that occurs when the spinal cord fails to close properly and
can cause paralysis but seldom affects intellectual ability.
Short Answer:
11.35 Visual impairments impact all aspects of a child’s development. Discuss how a visual
impairment affects a child’s motor, social, and academic development. Give two modifications
you would use in your classroom to assist in the development of each of these areas.
11.36 When students with hearing loss are placed in a general education classroom, interpreters, and
note takers play an important role in facilitating learning. Describe the roles of the special
education teacher specializing in hearing loss, speech/language pathologist, interpreter, note
taker, and general education teacher as they work with this student (include at least two
responsibilities of each). Provide an example of how you plan to work together with these
professionals if you share a student with hearing loss.
11.37 Describe the difference between hard of hearing and deaf. Include in your description which
modes of learning individuals in each of those groups prefer using. Provide one modification you
would use in your classroom for each of these groups of students.
11.38 IDEA categorizes physical disabilities and health impairments into: orthopedic impairment, other
health impairment, and traumatic brain injury. The textbook also provides three categories:
neurological impairment, neuromuscular diseases, and health impairments. Describe the
similarities and differences between the IDEA and the Textbook categorizations of physical
disabilities and health impairments. Provide examples of each category. In your opinion, which
is the best way of categorizing physical disabilities and health impairments for educational
purposes? Why?
11.39 Epilepsy is the most common of the neurological impairments you will find in school-age
children. In fact, during your career you will encounter several children who experience this
impairment. Knowing this identify and define the two major types of seizures you may see your
future students experience. Provide an example of each in your response.
11.40 This year Ana, a student with neuromuscular disease, has joined your class. Explain why it is
particularly important for you to facilitate literacy development for Ana and other students with
physical disabilities. List and describe three adaptations you would use to facilitate Ana’s
literacy development.
CHAPTER 11