Chapter 3 Test Bank:
Communicating and Collaborating with Other Professionals and Families
3.1 According to the definition of collaboration provided in the book, what 3 parts describe
collaboration?
a. Direct interaction between at least two co-equal parties, shared decision making, and
common goals.
b. Direct interaction between at least two interested professionals, shared decision-making, and
multiple goal setting.
c. Collaboration with special education, goal setting, and interaction with parents.
d. Specialized services provided within the classroom, listening effectively, and working with
other professionals.
3.2 As a teacher, you can expect to collaborate with the following:
a. Physical therapists, occupational therapists, and counselor
b. Psychologist, principal, other teachers
c. Speech and language therapist, special education teachers, and nurse
d. Physical therapist, occupational therapist, counselor, psychologist, principal
3.3 Mainstream Assistance Teams were designed to fulfill the following purpose:
a. To help students who have been mainstreamed improve academic success.
b. To help students who have been mainstreamed improve social outcomes.
c. To provide opportunities for special education teacher to implement a problem solving
process with the general education teacher to facilitate problem resolution with special
education students.
d. To develop a team of professionals who meet bi-monthly to coordinate services for
students with special needs who have been mainstreamed more than 50% of the time into
the general education classroom.
3.4 What is the best way to describe co-teaching?
a. When general education teachers work with teachers from other grade levels to improve
their instruction.
b. When general and special education teachers work cooperatively to teach heterogeneous
groups of students in the general education classroom.
c. When teachers who have time to plan and have the adequate resources to design
instruction.
d. When teachers who have been extremely successful with students who have special needs
are paired with new teachers to facilitate the instruction of the new teachers.
3.5 Which of the following did Salend and Dubansky (2002) find to be true regarding
cooperative teaching?
a. Generally, teachers working in co-teaching situations earn higher wages than their
counterparts.
b. Teachers expressed concerns about the effectiveness of their teaching.
c. Cooperative teaching works best in the elementary grades.
d. Cooperative teaching works best when at least 25% of the class is
composed of students with disabilities.
3.6 What does it mean to listen effectively?
a. Listening for the real content and feelings in a person’s message and restating the
message to assure you understand.
b. Listening carefully and until the person’s finished so that you can build a position that
will more effectively communicate to them that you are right.
c. Allowing the speaker to talk until they are finished so that they know that you have heard
everything they have to say about the issue.
d. Waiting politely for the person to finish before you speak.
3.7 Identify the response that is an example of an open question.
a. How do you explain the way your son has improved this year?
b. Do you think your son has improved this year?
c. Have you asked other family members about your son’s behavior when you are not
around?
d. In what subject area do you think your child has made the most improvement?
3.8 Which of the following are principles of support that should be considered when
working with families of students with disabilities?
a. Once a plan has been developed, commit to it and make no changes.
b. Identify and work on the family’s weaknesses.
c. Deliver flexible services.
d. Deliver services that are beneficial to the school.
3.9. In This Chapter, a summary of a study examining the parental involvement of Hispanic parents in
the child’s literacy activities is presented. Which answer best summarizes the findings?
a. Parents were interested in some of the activities but felt that most of them were not
feasible for them to do in the home and that the school should assume more responsibility
for teaching their children to read and write.
b. Parents identified all the activities as helpful and were interested in implementing them
but felt they needed more communication with the teacher and further information about
implementation.
c. Parents indicated that they had difficulty reading and writing in English and that they
would hope that the school would establish a program to further their literacy skills.
d. Parents requested that a special class for their children be offered after school so that they
would have adequate time to learn to read and write with trained professionals providing
the assistance.
3.10 What are some of the expectations a teacher might have for parents to assist with homework?
a. Providing a space to do homework and monitor homework, write a note to the teacher if
confused about homework, and provide consequences if homework is not completed.
b. Record the homework on a weekly basis, monitor the homework completion, and check
homework and re-teach missed answers.
c. Sit with the student until the homework is finished, ask friends for help when there is
difficulty with the homework, and provide assistance with difficult homework.
d. Assist the child in setting up a homework center, call the school to get homework when it
is forgotten, and assure homework is completed correctly.
3.11 “An interactive process that enables people with diverse expertise to generate creative solutions
to mutually defined problems,” is Idols’ definition of:
a. The co-teaching model
b. The peer collaboration model
c. Cooperative teaching
d. The consultation model
3.12 What are the reasons for using consultation models for students with disabilities?
a. Assessment efficiency
b. Coordinated instruction
c. Administrative policy
d. Parents benefits
3.13. Which are the four common problem-solving steps Mainstream Assistance Teams follow?
a. Goal identification, intervention, recommendations, and implementation
b. Problem identification, intervention, implementation, and recommendations
c. Goal identification, implementation, evaluation, and redesigning
d. Problem identification, analysis, implementation, and evaluation
3.14 Jerry Wood, Sylvia Arango, and Lou Brown are middle school teachers who share
several students with learning disabilities. As a team, they are taking time to establish patterns of
behavior, acknowledging their own feelings about problems, and identifying aspects of classroom
and school environments that they can modify. Which step of peer collaboration are Jerry,
Sylvia, and Lou working on?
a. Summarization
b. Clarifying the questions
c. Evaluation
d. Intervention and predictions
3.15 Which is true about what students think when teachers make adaptations to meet
the needs of students with disabilities?
a. Students believe that modifications in testing procedures are fair.
b. Middle and high school students prefer teachers who make adaptations in tests and
homework assignments.
c. On the whole, students believe that all students should have the same test; however, they
feel that modifications in testing procedures are acceptable.
d. Students at the elementary level have difficulty accepting that there are times when
different tests are needed to match the different abilities of students.
3.16 Javana, a 12th-grade marine biology teacher, believes that making adaptations in
homework or tests is providing undue advantage for some students. This dilemma is referred to
as:
a. Real world versus student’s world
b. Content versus accommodation
c. Student ownership
d. Individual versus class focus
3.17 To prepare for planned conferences with parents, teachers should:
a. Go to the meeting with an open mind and without preconceived topics to discuss.
b. Suggest to parents that because the teacher knows the child best, she or he should become
their child’s tutor.
c. Meet with and learn the perspectives of other professionals who also work with the
student.
d. Come with a list of the areas the parents need to address in their home to help the child.
3.18 What should teachers do to effectively deal with unplanned parent conferences?
a. Politely tell parents that they must make an appointment and come back at the agreed
time.
b. Listen to the parents until they are finished talking.
c. Refer parents to the school counselor.
d. Tell the parents you are too busy to talk with them.
3.19 What is the biggest barrier to successful collaboration between special and general education
teachers?
a. Personality differences
b. Differing teaching styles
c. Lack of time to meet and plan
d. One teacher usually becomes the lead teacher and the other becomes a “glorified aide.”
3.20 During which of the following do the general and special education teachers
decide who will take the lead and will provide individual or small-group instruction?
a. Long range co-planning
b. Lesson co-teaching
c. Co-assessment
d. Lesson co-planning
3.21 Friend and Cook (2007) identify several characteristics of consultation. As a teacher you will
spend many hours consulting with parents, other teachers, and administrators. Which of the
following is NOT a characteristic outlined by Friend and Cook in your book?
a. Triadic and indirect relationships
b. Work with only one group of people
c. Expert and directional relationships
d. Problem-solving process with steps or stages
3.22 The field of teaching has made many gains when it comes to parents rights.
Parents are more involved in the collaboration process where their children’s education is
concerned. Which of the following is one of the rights parents have in the educational decision-
making process?
a. Parents have the right to create the lesson plan for their child’s teacher.
b. Parents must be notified only if their child wants them to know how they are doing in
school.
c. Parents should only be involved in the IEP or IFSP process if they have a degree in
special education.
d. Parents may request a due process hearing to resolve differences with the school.
3.23 According to Heward (2009), what are two forces that have contributed to the
increased engagement of parents and other family members of children with disabilities?
a. Increased parent advocacy and research indicating family involvement has a positive
impact on student academic and social outcomes.
b. Increased parent advocacy and the over-representation of minorities in special education
classrooms.
c. The over-representation of minorities in special education classrooms and research
indicating family involvement has a positive impact on student academic and social
outcomes.
d. Research indicating family involvement has a positive impact on student academic and
social outcomes and the lack of parent involvement in high school.
3.24 The family of a child with disabilities often has to adjust their life to meet the
needs of the child. According to Simpson (1988), the needs of the family fall into five broad
categories. What are the five categories of need outlined by Simpson?
a. Food, water, clothing, housing, and love
b. Information exchange, home-school newsletter, teacher-coordinated activities, physical
therapy service, consumer and advocacy information
c. Information exchange, consumer and advocacy information, home/community program
implementation, counseling, therapy, and consultation, parent-coordinated service
programs
d. Information exchange, teacher-coordinated activities, home/community program
implementation, physical therapy services, parent-coordinated service programs
3.25 Which of the following is a reason that teachers assign homework?
a. The teacher likes to keep busy after school grading papers.
b. Parent-teacher communications
c. The administration requires homework assignments every day.
d. Ensuring students are stating in the house after school
Fill-in-the-Blank Questions:
3.26 As a teacher you will need to be a good communicator with not only your students but also
parents, other teachers, and the administration. In order to communicate well with these
individuals there are four critical communication skills you must master. These skills are:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
3.27 According to Friend and Cook (2007) __________________________ is “a voluntary process in
which one professional assists another to address a problem concerning a third party,”
_________________________ “describes the interaction that is occurring: People are working
together as equal partners in shared problem solving,” and ________________________ is “two
or more professionals jointly delivering substantive instruction to a diverse, or blended, group of
students in a single physical space.”
3.28 In your classroom you have decided to use peer collaboration as a means to help those students
who are struggling with reading and math content by using their peers. What are the five steps
you would follow to institute the peer collaboration program?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3.29 An essential part of the IDEIA law regarding IEP’s is that the parents be informed of their child’s
progress toward meeting the IEP goals and objectives that have been written. Three ways that
you could communicate with parents about their child’s progress would be:
_____________________, _____________________, and ____________________.
3.30 As teachers we need to know if our students are generalizing the information we
are teaching them in the classroom. The most common way, other than a test or quiz, is through the use
of homework assignments. There are several reasons Epstein and Van Voorhis (2001) provide for
assigning homework. What are five of these reasons?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3.31 From the perspective of a general education teacher, what does it mean to collaborate with other
professionals and parents? Provide at least one example of a way in which you anticipate that
you might have to use collaborative skills.
3.32 What are some ways you can collaborate with other professionals?
3.33 In chapter 3, Friend and Cook (2007) and Hudson and Glomb (1997) discuss the five steps
involved in peer collaboration. List the five steps of peer collaboration with a brief description of
each step.
3.34 Common planning time is essential to successful collaboration among professionals. Chapter 3
provides several examples of ways in which professionals can secure common planning time.
List and explain two of these practices.
3.35 Special education teachers often assume many roles when they co-teach in the general education
classroom. Imagine yourself as the special education teacher and identify at least four of the roles
you would play as the special education teacher when co-teaching with the general education
teacher.
3.36 When students with special needs are placed in general education classrooms, procedures for
evaluation, assessment, and grading are often issues that need to be addressed. Briefly describe
the issues that are likely to occur and provide several suggestions for how teachers might solve
the issues.
3.37 Following is a brief scenario about a parent’s reaction to the way his or her child was treated at
school. Play the role of the teacher and describe exactly what you would say and do. Be sure to
include examples of listening effectively and use of open questions. The following are the words
of a parent of a 6th grade girl with attention problems: “My daughter came home from school
today and had more than 2 hours of homework. This is not the first time she has had this amount
of work! She is spending too much time doing work at home that she should be doing at school
in your classroom. I do not understand why it is necessary for any child to have this much work
at home.”
3.38 Homework is an important issue for all parents and students. Identify at least four reasons why
you would assign homework to the students in your class. Briefly describe the components you
would include in your homework policy.
3.39 Describe three of the issues and dilemmas that frequently arise when general and special
education teachers work together. Give examples of how you would work through these issues.
3.40 Communicating with parents must be an ongoing part of your daily routine as a teacher. If you
are a special education teacher the communication with the parents of your students with special
needs is particularly important. What are some of the ways to effectively communicate with
parents? List and briefly explain each of these types of communication.
CHAPTER 3
