56. Which of the following is not a contributing factor of overrepresentation in special
education of children of color?
A) Poverty
B) Limited access to health care
C) Cultural and language differences
D) Lack of teacher training in the area of multiculturalism
57. One example of the effort to minimize test bias in the assessment of culturally and
linguistically diverse students is
A) Woodcock-Johnson III (WJ III)
B) Multiple intelligence surveys
C) Kaufman Assessment Battery II (KABC-II)
D) Learning Styles Assessment
True/False
58. Effective teachers are sensitive to the cultural background of each student and provide
educational experiences that are culturally relevant and culturally appropriate.
A) True
B) False
59. The United States is composed of only a few different cultures.
A) True
B) False
60. Traits such as individualism, independence, competitiveness, and ambition are
characteristic of the American macroculture.
A) True
B) False
61. English learners (ELs) are individuals whose primary or home language is not English
and who have yet to achieve proficiency in English.
A) True
B) False
62. Students who have disabilities and are culturally and linguistically diverse do not present
significant challenges for their teachers.
A) True
B) False
63. The research on the effectiveness of bilingual education supports bilingual education as
the most appropriate way to provide instruction to students with limited English language
skills.
A) True
B) False
64. Bilingual special education does not consider the student’s language and culture as
important components in creating an appropriate educational program.
A) True
B) False
65. African American students are underrepresented in classes for students with mild and
moderate intellectual disabilities and behavior disorders.
A) True
B) False
66. The misclassification and/or inappropriate placement of minority students in special
education programs often results in stigmatization and lower expectations.
A) True
B) False
67. Poverty frequently means reduced access to health care, including prenatal care, poor
nutrition, and adverse living conditions. These factors increase the likelihood of a child’s
risk for learning and developmental issues.
A) True
B) False
68. Poverty is the only factor that contributes to the disproportionate representation of
minorities in some special education programs.
A) True
B) False
69. Even though there is more racial diversity than in the past, there aren’t any major U.S.
cities where children of color outnumber white children.
A) True
B) False
70. Teachers must guard against assuming that the behaviors, beliefs, and actions of their
particular cultural group are the correct or only way of doing something.
A) True
B) False
71. The original aim of bilingual education was to promote the acquisition of English
language skills.
A) True
B) False
72. There is no such thing as a completely unbiased standardized test.
A) True
B) False
73. Historically, greater numbers of children from minority groups have been placed in
special education classrooms than would be anticipated based on their proportion of the
school population.
A) True
B) False
74. Cultural pluralism requires cultural groups to relinquish or abandon their cultural
heritage.
A) True
B) False
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75. There is an underrepresentation of minority children in special education.
A) True
B) False
76. By the year 2020, students of color are projected to make up almost half of all school-age
youth.
A) True
B) False
77. Historically, fewer numbers of minority groups have been placed in special education
classrooms than would be anticipated based on their proportion of the school population.
A) True
B) False
Short Answer
78. What are some of the characteristics of students who are field dependent/sensitive
(relational, global learners) and students who are field independent (detail oriented and
analytically inclined) learners?
79. What are four recommendations for assessing culturally and linguistically diverse pupils?
80. What are the projections for the makeup of America’s classrooms in the coming decades?
81. List five of the seven microcultures that influence student behavior.
82. Identify six guidelines for selecting and evaluating instructional materials.
83. Identify what Gardner believes are the eight intelligences.
84. Compare the various instructional options for students who are bilingual.
85. List the five distinct racial groups identified by the federal government.
86. Distinguish between multiculturalism, multicultural education, and bilingual education.
87. What are some of the factors contributing to overrepresentation and underrepresentation?
Essay
88.The U.S. Department of Education identifies citizens according to the following categories:
(a) American Indian or Alaskan Native, (b) Asian or Pacific Islander, (c) Hispanic, (d)
Black, and (e) White. Discuss the pros and cons for having only five categories and how
the use of these categories affects the educational culture in the schools.
89. Define culture. What is it? What are the potential problems for teachers in addressing
cultural issues? What are the ways that teachers can present diverse cultures in their
classrooms in a positive manner?
90. How do poverty and a family’s socioeconomic status affect the disproportional
representation of minorities in some special education programs? What other factors may
affect this overrepresentation?
91. Explain portfolio testing. What is it and how can it be used? What are the potential
advantages and disadvantages? How could the use of portfolio testing affect the
assessment process and overrepresentation of minorities in some special education
programs?
92. Discuss how the issues for students with disabilities who are have cultural and linguistic
diversity affect the development of the IEP Objective:s. What factors must be
considered? How do these elements reciprocally interact? How are they influenced by the
student’s linguistic and cultural heritage?
93. Discuss some of the problems that occur when attempts are made to provide special
education to students who are English learners (ELs).
94. Explain the instructional benefits of sheltered English for students who are bilingual.
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95. Discuss how the overrepresentation of children of color is best understood as a
relationship between family socioeconomic status and disability rather than disability and
minority group.
96. Explain some of the assessment recommendations for students from culturally and
linguistically diverse backgrounds.
97. Identify several guidelines for selecting and evaluating instructional materials designed
for students who are culturally and linguistically diverse.
