Chapter 5: Learners with Exceptionalities
CHAPTER FIVE
LEARNERS WITH EXCEPTIONALITIES
Intelligence
* 1. The statement “the ability to acquire and use knowledge, solve problems and reason in the
abstract, and adapt to new situations in the environment” most closely relates to a description of:
a. intelligence.
b. learning style.
c. field dependence/independence.
d. achievement.
* 2. Which of the following factors has the greatest influence on intelligence test performance?
a. Experience
b. Gender
c. Birth order
d. Temperament
* 3. Which theorist suggests that intelligence consists of eight relatively independent factors?
a. Binet
b. Sternberg
c. Gardner
d. Guilford
* 4. Of the following, which best describes the difference between fluid intelligence and crystallized
intelligence?
a. Fluid intelligence is a single-trait theory of intelligence, whereas crystallized intelligence is
a multiple-trait theory of intelligence.
b. Fluid intelligence is culture independent, whereas crystallized intelligence is culture
dependent.
c. Fluid intelligence strongly depends on background experience, whereas crystallized
intelligence doesn’t consider background experience.
d. Fluid intelligence places primary emphasis on the environment, whereas crystallized
intelligence places primary emphasis on heredity.
* 5. Using Gardner’s theory as a basis, which of the following would be most necessary for effective
counselors?
a. Logical-mathematical intelligence
b. Linguistic intelligence
c. Visual-spatial intelligence
d. Interpersonal intelligence
* 6. Which of the following would be Gardner’s primary criticism of existing intelligence tests?
a. They are too difficult for most students.
b. They are culturally biased against certain minorities.
c. They are not developmentally appropriate.
d. They ignore certain important dimensions.
* 7. Of the following, which is the primary criticism of Gardner’s theory of multiple intelligences?
a. Evidence doesn’t exist to support the idea of multiple intelligences.
b. Gardner’s theory fails to consider the role of a centralized working memory.
c. Gardner’s theory fails to consider the role of experience in intelligence.
d. Gardner’s theory fails to consider the role of personal learning style in intelligence.
Chapter 5: Learners with Exceptionalities
* 8. Intelligent behavior has two important characteristics—the ability to cope effectively with novel
experiences and the ability to solve problems efficiently and automatically. This best describes the views of
which of the following people?
a. Gardner
b. Sternberg
c. Guilford
d. Binet
* 9. In his more recent work, Robert Sternberg emphasizes three distinct types of intelligence. These types
include:
a. artistic, functional, and evaluative.
b. theoretical, conceptual, and functional.
c. analytic, creative, and practical.
d. analytical, functional, and evaluative.
* 10. Which of the following would be Sternberg’s primary criticism of existing intelligence tests?
a. They place too much emphasis on logical thinking.
b. They ignore strategies for adapting to the environment.
c. They de-emphasize essential facts that all students need to know.
d. They disregard cultural differences among students.
* 11. Which of the following is the most accurate statement of Sternberg’s view of intelligence?
a. Intelligence is made up of fluid and crystallized abilities uninfluenced by school and culture.
b. Schools should be sure that all students know factual information that is part of our day–to-day
culture.
c. The ability to function in the real world is an indicator of intelligent behavior.
d. Nature is more important than nurture in shaping intelligence.
* 12. Consider the issue of “nature/nurture” in intelligence. Which of the following statements is most accurate
according to researchers?
a. Intelligence is determined primarily by genetics, and it is only minimally alterable by experience.
b. Intelligence is determined primarily by the environment, with genetics having only a minimum
impact.
c. Genetics and the environment both make major contributions to intelligence.
d. Intelligence is determined primarily by genetics when children are young (such as preschool age),
but later the environment is much more important.
* 13. Consider attempts to improve intelligence by providing enrichment experiences. According to researchers,
which of the following is the most accurate statement?
a. Attempts to improve intelligence have been largely unsuccessful.
b. Attempts to improve intelligence have resulted in short-term improvement, but long-term effects on
intelligence have been negligible.
c. Attempts to improve intelligence have been reasonably successful with adults but not with school–
aged or preschool children.
d. Attempts to improve intelligence have been reasonably successful with adults, school-aged, and
preschool children.
* 14. Within-class ability grouping is most commonly used in which of the following?
a. Reading
b. Writing
c. Social studies
d. Science
* 15. Of the following, which is an accurate summary regarding teachers’ beliefs about ability grouping?
a. Most elementary teachers endorse the Joplin plan.
Chapter 5: Learners with Exceptionalities
b. Most elementary teachers endorse the practice of ability grouping.
c. Most elementary teachers feel that ability grouping hinders their instruction.
d. Most elementary teachers argue that ability grouping hurts students’ self-esteem.
* 16. Consider the effects on students of being labeled “intellectually slow” or “academically weak,” compared
to students with similar characteristics who are not labeled. Which of the following is the most accurate
statement according to research?
a. Labeled students achieve higher than comparable peers because of the extra help they receive in
special programs.
b. Labeled students achieve about the same as comparable peers who have not been labeled.
c. Labeled students achieve lower than comparable peers who have not been labeled.
* 17. Consider teachers’ reactions to students labeled “intellectually slow” or “academically weak,” compared to
students with similar characteristics not so labeled. Based on research, which of the following is the most
accurate statement?
a. Because they’re identified, teachers’ provide more attention and support for labeled students than for
comparable peers.
b. Teachers provide less attention and support for labeled students than for comparable peers.
c. Teachers provide about the same structure and support for labeled students and their comparable
peers.
* 18. Research indicates that ability grouping often has negative effects on students placed in low-ability groups,
resulting in lower than expected achievement. Which of the following best explains these results?
a. Organizing instruction is more difficult for low-ability students than it is for high-ability students,
and as a result, achievement is lowered.
b. Low-ability students are usually more fearful of their teachers, and as a result, achievement is
lowered.
c. Teachers tend to have lowered expectations for low-ability students, and as a result, their
instructional efforts are lowered.
d. Teachers of low-ability students tend to have less access to materials that enhance learning, and as a
result, achievement is lowered.
* 19. Consider the engagement rates of low- and high-ability groups. Based on research results, which of the
following is most accurate?
a. Low-ability students spend more time than high-ability students in on-task behaviors.
b. Low-ability and high-ability students tend to spend about the same amount of time in task-related
behaviors.
c. Low-ability students tend to spend less time than do high-ability students in task-related behaviors.
* 20. Consider the mix of high– and low-ability students in a class that is most conducive to learning. According
to research, which of the following is most accurate?
a. The ideal mix is about the same number of high– and low-ability students in an instructional group.
b. The ideal mix is slightly more high-ability than low-ability students in the group.
c. The ideal mix is more than one-third high-ability and less than one-third low-ability students in the
group.
d. The ideal mix is two low-ability students in the group for each high-ability student.
* 21. Which of the following is not a problem associated with ability grouping?
a. Low-ability groups are stigmatized by peers as well as teachers.
b. There is potential for placement in the wrong group.
c. Placement in a group tends to be inflexible.
d. Low-ability groups are often given work that is too difficult.
Chapter 5: Learners with Exceptionalities
* 22. “Students’ approaches to learning, problem solving and processing information” best describes:
a. intelligence.
b. culture.
c. socioeconomic status.
d. learning style.
* 23. From the perspective of learning styles, which of the following approaches is best described as viewing
information being studied or the problems being solved as a means to understanding the content?
a. Metacognitive approaches to processing information
b. Deep approaches to processing information
c. Surface approaches to processing information
d. Developmental approaches to processing information
* 24. From the perspective of learning styles, research indicates that performance goals are most closely
associated with which of the following?
a. Metacognitive approaches to processing information
b. Deep approaches to processing information
c. Surface approaches to processing information
d. Developmental approaches to processing information
* 25. Based on research, which of the following is the most valid implication of learning style research for the
way we teach?
a. We should be aware that students are different and vary the way we teach.
b. We should try to match our instruction to the individual learning styles of our students.
c. We should assess our students’ learning styles and group students according to the assessment
results.
d. We should try to do as much cooperative learning as possible, to capitalize on learning style
differences.
** 26. Stacy Drew uses a considerable amount of cooperative learning in her class. As often as possible, she also
has her students both write about the topics they study and draw pictures of some aspect of the topic. Of the
following theorists, whose work is she most nearly trying to apply?
a. Piaget
b. Spearman
c. Gardner
d. Sternberg
** 27. We have all met people who seem to be very adept at getting along with other people, even though our
perception is that they are only modestly “bright.” Which of the following provides the most valid
explanation for this phenomenon?
a. Socioeconomic factors cause individuals to develop different dimensions of intelligence to different
degrees.
b. Gardner’s theory of multiple intelligences suggests that the eight different intelligences are relatively
independent.
c. Some people score high on the verbal component of intelligence tests, but low on performance
components.
d. Sternberg’s theory of intelligence emphasizes adaptive ability as an indicator of intelligent behavior.
** 28. A teacher who uses Sternberg’s triarchic theory of intelligence as a basis for thinking about student ability
would be most likely to do which of the following?
a. Place increased emphasis on existing intelligence tests.
b. Include more music, drama, and art into the curriculum.
Chapter 5: Learners with Exceptionalities
c. Use carefully prescribed ability grouping.
d. Spend more instructional time on critical thinking skills.
Use the following case study for items 29–30.
Tony, a high school junior, has a somewhat difficult time in school compared to his peers, particularly with word
problems in math and other areas that aren’t tangible. In spite of high motivation, he still struggles, and new
situations and problems “throw him” more than they do his classmates. In order to succeed, he needs a lot of
practice, and his approach is somewhat more “mechanical” than that of his peers. He comments, “I need to be able
to ‘see it’ to understand it. Some of these ideas are just too abstract for me. Who cares about what would have
happened if the Crusades had been more successful for Christianity? I can get it though, if I get enough practice.”
When he gets frustrated, he retreats to his room, where he plays his guitar; he has even done some of his own
arrangements. Tony is very skilled at working with people, and some of his peers turn to him as an arbitrator when
clashes occur in club and other organizational meetings.
** 29. If we were asked to assess Tony’s intelligence according to researchers’ and experts’ traditional
conceptions of intelligence, which of the following is the most valid prediction?
a. He will probably score lower on a test of intelligence than his typical peers.
b. He will probably get a score on an intelligence test that is similar to that of his typical peers.
c. He will probably score higher on an intelligence test than his typical peers.
d. We don’t have enough evidence in the case study to assess his intelligence based on researchers’
traditional conceptions of intelligence.
** 30. Consider Tony’s intelligence according to Gardner’s theory of intelligence. Based on information in the
case study and Gardner’s work, which of the following statements is most valid?
a. Tony would be described as low in intelligence according to each of Gardner’s dimensions of
intelligence.
b. Tony would be described as high in intelligence according to each of Gardner’s dimensions of
intelligence.
c. Tony would be described as high in intelligence for some of Gardner’s dimensions and unintelligent
for the rest of the dimensions.
d. Tony would be described as low in intelligence for some dimensions, high in intelligence for others,
and information is lacking for the rest of the dimensions.
** 31. Consider Tony’s intelligence according to Sternberg’s triarchic theory of intelligence. Based on the case
study and Sternberg’s work, which of the following statements is most valid?
a. He is probably a bit lower in intelligence than his peers.
b. His intelligence is probably about similar to that of his peers.
c. He is probably a bit higher in intelligence than his peers.
d. His intelligence is much higher than his peers.
Use the following case study for items 33 and 34.
Jackie is a fifth grader at Landmark Elementary School—a school near an affluent neighborhood in a suburb of a
major city. Jackie, who lives with her divorced mother—a high school dropout with a steady job as a minimum
wage housekeeper—has a very limited experiential background. In a discussion of the “Old West,” for example, she
asked what a saddle horn was, as Mrs. Markham talked about the western saddles the cowboys used. Also, she had
never heard of the wild turkey, thinking of turkey as what we eat on Thanksgiving. However, Jackie “picks up” new
ideas in class more quickly than most of her classmates, and she periodically asks questions atypical of fifth graders,
such as, “Wouldn’t our country be better off if some of the money we spent on war materials was spent on educating
poor people instead?”
Chapter 5: Learners with Exceptionalities
** 32. Based on the information in the case study, which of the following is the most valid prediction?
a. Jackie will get a lower score than will her peers on some sections of traditional intelligence tests.
b. Jackie will score about the same as typical fifth graders on all sections of intelligence tests.
c. Jackie will score higher than typical fifth graders on all sections of intelligence tests.
d. We can’t make any predictions about Jackie’s performance on an intelligence test based on the
information in the case study.
** 33. Based on the information in the case study and traditional conceptions of intelligence, which of the
following is the best description?
a. Jackie is lower in intelligence than most of her peers.
b. Jackie’s intelligence is about comparable to that of her peers.
c. Jackie is higher in intelligence than most of her peers.
d. We don’t have enough evidence in the case study to assess Jackie’s intelligence.
Essay Items
** 34. Describe the primary difference between traditional (psychometric) views of intelligence and views offered
by researchers, such as Gardner and Sternberg.
** 35. Describe four ways in which teachers can apply the research on ability grouping in their classrooms.
The Legal Basis for Working with Students Having Exceptionalities
* 36. The Individuals with Disabilities Education Act was passed in:
a. 1951.
b. 1975.
c. 1994.
d. 2002.
* 37. Which of the following is not a provision under IDEA?
a. Free and Appropriate Public Education
b. Educate children in the least restrictive environment.
c. Develop an individualized education program of study for each student.
d. Provide extra before- and after-school assistance for all special needs learners.
* 38. The guarantee of parents’ rights to be involved in identifying and placing their children in special
programs, to access school records, and to obtain an independent evaluation if they are not satisfied with
the one conducted by the school is referred to under IDEA as:
a. legal aid.
b. least restrictive environment.
c. due process.
d. individual education program.
* 39. Public Law 94-142 is referred to as the:
a. No Child Left Behind Act.
b. Education for all Children: Birth to 21 Act.
c. Individuals with Disabilities Education Act.
d. Student Support Services for Success Act.
* 40. Which of the following is the most accurate description of Public Law 94-142?
a. Students with exceptionalities should be taught in as normal a school setting as possible that still
meets the students’ special academic, social, and physical needs.
b. Students with exceptionalities should be given as much extra academic assistance as necessary to
accommodate their special learning needs and help them compete acceptably with non-exceptional
students.
Chapter 5: Learners with Exceptionalities
c. Students with exceptionalities should be provided with the extra counseling services needed to help
them maintain self-esteem and learn to cope with their physical, emotional, and academic
exceptionalities.
d. Students with exceptionalities must be taught by teachers with the special education and training
needed to help these students reach their maximum potential.
* 41. Of the following, the best description of PL 94-142 is that it is a(n):
a. antidiscrimination law.
b. accuracy in testing law.
c. law designed to increase achievement.
d. access to information law.
* 42. The practice of moving students with exceptionalities into regular education classrooms for selected
activities was referred to as:
a. least restrictive environment.
b. mainstreaming.
c. adaptive fit.
d. segregation.
* 43. Which of the following is the description that most closely relates to mainstreaming?
a. Parents are guaranteed involvement in all aspects of the evaluation of their children.
b. Students with exceptionalities must be placed in environments as close to the general education
classroom as possible.
c. Minorities must have a mainstream form of test, rather than an IQ test as the basis for placement.
d. All school-age children with exceptionalities must be provided free public education.
* 44. The degree to which a student is able to cope with the requirements of a school setting and the extent to
which the school accommodates the student’s special needs is called:
a. mainstreaming.
b. adaptive fit.
c. accommodation.
d. inclusion.
* 45. The degree of adaptive fit for a student is best determined through:
a. mainstreaming and then observation of the student.
b. standardized testing of the student prior to placement.
c. a comparison of the student with other children with similar disabilities.
d. an analysis of the student’s specific learning needs.
* 46. The comprehensive approach to educating students with disabilities that advocates a total, systematic, and
coordinated web of services is referred to as:
a. mainstreaming.
b. adaptive fit.
c. least restrictive environment.
d. inclusion.
* 47. Which of the following is a provision of inclusion?
a. Students with special needs will be placed on a regular school campus.
b. Students with special needs will be placed in separate school campus settings.
c. Students with special needs will be given paraprofessionals for each of their classes.
d. Students with special needs will be given free and available legal advice as needed.
* 48. Which of the following is not a concern or criticism of inclusion?
a. Students worry whether they will be happy in general education classrooms.
Chapter 5: Learners with Exceptionalities
b. Parents are concerned that their children’s needs might not be addressed.
c. Teachers question whether they can receive necessary additional support.
d. Special educators worry that inclusion may result in inappropriate placements.
* 49. Which of the following is not a component of inclusion?
a. Ensuring that students spend a specified amount of time daily with a specialist for their disability.
b. Creating appropriate support and services to guarantee an adaptive fit.
c. Coordinating general and special education services.
d. Placing students with special needs in a classroom setting that meets their instructional needs.
* 50. Three of the descriptions below are provisions that fall within amendments to IDEA. Which one is not a
provision of these amendments?
a. Reduce the special education paperwork burden by deleting short-term objectives and benchmarks
from IEPs.
b. Conduct instruction for non-native-English-speaking students with learning problems in their native
languages.
c. Create discipline provisions that allow districts to remove students who “inflict serious bodily
injury” from the classroom to an alternative setting during the appeals process.
d. Establish methods to reduce the number of students from culturally and linguistically diverse
backgrounds who are inappropriately placed in special education.
Use the following case study to answer Items 51–52.
Mr. Roberts’s observations of Hector Sanchez, one of his sixth graders, indicate that Hector may have a learning
disability. Hector, a native-Spanish-speaking child who speaks hesitant English, is given a widely used and
validated intelligence test in English by certified special education officials to diagnose his possible exceptionality.
Because he scores low on the vocabulary section of the test compared to the other sections, he is diagnosed as
having a learning disability. An IEP for Hector is prepared by Mr. Roberts and the exceptional student specialists in
the school, and it is immediately implemented to help Hector as much as possible. Part of the IEP calls for Hector
being placed in a resource reading program for one hour a day. (He is mainstreamed the rest of the day.)
Hector’s mother meets with the school officials, learns about the IEP, and objects to the placement, saying,
“There’s nothing wrong with my boy.” She requests Hector’s school records and test results.
The school offers the name of a person who could do an independent evaluation of Hector but refuses to release
their test results on the grounds of keeping the test administrator’s identity confidential.
** 51. According to IDEA, the school’s refusal to release the records was:
a. against the law because of the provision guaranteeing parental involvement.
b. against the law because of the provision guaranteeing minority protection, since Hector is a cultural
minority.
c. within the law, since Hector was found to have a disability. It would have been against the law if no
disability was found.
d. within the law, since Hector was mainstreamed for most of the school day (only in a resource
program for an hour a day).
Chapter 5: Learners with Exceptionalities
** 52. The school officials violated a specific provision of IDEA in their handling of Hector’s case. Of the
following, the best description of the violation is:
a. placing Hector in a resource reading program.
b. officials’ offering the name of an independent evaluator.
c. mainstreaming Hector for most of the day.
d. giving Hector the test in English.
** 53. Consider the school officials’ use of an intelligence test as a basis for making their assessment of Hector.
Based on IDEA, which of the following is the most accurate statement about using intelligence tests for
placement in special programs?
a. The use of intelligence tests is within the law if the tests are validated and widely used.
b. The use of intelligence tests is against the law for purposes of making decisions about placement in
special programs.
c. The use of intelligence tests is within the law if they are supplemented by other measures, such as
classroom performance.
d. The use of intelligence tests is within the law if they are given by certified personnel.
** 54. Consider the school officials’ offering of an independent evaluator to diagnose Hector’s possible
exceptionality. Based on IDEA, which of the following is the most accurate statement?
a. The offer was within the law.
b. The offer is prohibited by the law.
c. The law doesn’t speak to the offer of an independent evaluation.
** 55. Consider the development and implementation of Hector’s IEP. Based on IDEA, which of the following is
the most accurate statement?
a. The development and implementation of the IEP were done according to the law.
b. The development of the IEP was against the law, since Mr. Roberts—a regular teacher rather than a
certified special education specialist—was involved in the process.
c. The development and implementation of the IEP were against the law, since it called for Hector
being removed from the general education classroom for part of the day.
d. The development and implementation of the IEP were against the law, since Hector’s mother didn’t
participate in its development.
Essay Items
* 56. Describe the five provisions of the Individuals with Disabilities Education Act.
** 57. Describe the primary difference between mainstreaming and inclusion.
** 58. Explain the controversies involved in the practice of inclusion.
Exceptionalities and Learning Problems
* 59. A general malfunction of mental, physical, or psychological processes is the definition of which of the
following terms?
a. Handicap
b. Disability
c. Disorder
d. Dysfunction
Chapter 5: Learners with Exceptionalities
* 60. A condition imposed on a person’s functioning that restricts the individual’s abilities is the definition of
which of the following terms?
a. Handicap
b. Disability
c. Disorder
d. Dysfunction
** 61. Jennifer was born hearing impaired, which was diagnosed when she was an infant. She has been wearing a
hearing aid since she was 2 years old, and her hearing impairment hasn’t affected her school achievement.
Of the following, which best describes Jennifer’s condition?
a. She has a disorder and a handicap.
b. She has a disability and a handicap.
c. She has disability but not a handicap.
d. She has neither a disability nor a handicap.
* 62. If your class is consistent with the typical patterns in the school population, as a “regular” classroom
teacher, you can expect about what percentage of your students to receive special education services?
a. 10
b. 25
c. 33
d. 50
* 63. If you have students with exceptionalities in your classes, into which of the following categories are they
most likely to fall?
a. Students with visual impairments
b. Students with intellectual disability
c. Students with learning disabilities
d. Students with behavioral disorders
* 64. Approximately what percent of learners with exceptionalities are diagnosed as having learning disabilities?
a. 5
b. 10
c. 25
d. 50
* 65. Of the following, which is the best description of students with learning disabilities (specific learning
disabilities)?
a. Students who display serious and persistent age-inappropriate behaviors that result in social conflict
and personal unhappiness
b. Students who are impulsive, have difficulties maintaining attention, and have an inordinate need for
supervision.
c. Students who have significant limitations both in intellectual functioning and in adaptive behavior
d. Students who have difficulty with reading, writing, reasoning, listening, or math
Items 66–67 are related.
** 66. Adam’s score on the WISC-III (an individualized intelligence test) was above average, but he tends to be
disorganized and often fails to complete assignments. He also sometimes reverses words, such as reading
was when the word is actually saw, and he frequently loses his place when he reads. Of the following,
which is his most likely learning problem?
a. A learning disability
b. Mild intellectual disability
c. Attention deficit hyperactivity disorder
d. A behavior disorder
Chapter 5: Learners with Exceptionalities
** 67. When Mrs. Delgado, Adam’s teacher, saw that Adam was struggling, she attempted to adapt her instruction
to better meet his needs. She helped him develop learning strategies, such as highlighting important
vocabulary, using a dictionary, and reading his assignments aloud. She also talked to his parents about
providing him with a place to study that was free of distractions. None of these adaptations was successful.
Which of the following was his teacher using in an attempt to determine if Adam had a learning problem?
a. A discrepancy model
b. A response-to-intervention model
c. A learning-strategies model
d. A disability model
** 68. When Mrs. Delgado’s adaptations weren’t successful, she concluded that he might have a learning problem
and referred him for possible special services. They saw that his intelligence test scores and classroom
achievement were inconsistent, as were his intelligence test scores and achievement test scores. Which of
the following was the team using in attempting to determine if Adam had a learning problem?
a. A discrepancy model
b. A response-to-intervention model
c. A diagnostic model
d. A disability model
Use the following vignette to answer Items 69 and 70.
Mark has a learning disability in math. He is the only student with a learning disability in Mrs. Radecki’s third–
grade class. In an effort to help Mark (and the rest of the class), Mrs. Radecki strongly encourages the class to be
“strategic” in memorizing their multiplication facts.
She comments, “Now we all know the twos, threes, and fours. All the fives either end in a five or a zero. So
take a minute each morning, and have your mom or dad review the twos, threes, and fours, and then spend five more
minutes going over the sixes and sevens. Tomorrow, I’ll tell you how to practice on the eights and nines.”
She then sends a letter home with the students describing what she wants the parents to do in working with their
children.
** 71. Which of the following is the most accurate statement?
a. Mrs. Radecki’s approach will be effective with Mark but it will be ineffective with the rest of the
class.
b. Mrs. Radecki’s approach will be effective with both Mark and with the rest of the class.
c. Mrs. Radecki’s approach will be ineffective with Mark but it will be effective with the rest of the
class.
d. Mrs. Radecki’s approach will be relatively ineffective with both Mark and the rest of the class.
** 72. Suppose Mrs. Radecki encouraged the students to learn their multiplication facts but didn’t offer a
“strategy.” Which of the following is the most accurate statement?
a. Out of necessity, Mark would probably develop some strategies on his own, while the rest of the
class would not.
b. Both Mark and the rest of the class would likely develop some strategies on their own.
c. Neither Mark nor the rest of the class would be likely to develop strategies on their own.
d. The rest of the class would be likely to develop some strategic behaviors on their own, while Mark
would not.
* 73. Of the following, which is the best description of students with attention– deficit/hyperactivity disorder
(ADHD)?
Chapter 5: Learners with Exceptionalities
a. Students who display serious and persistent age-inappropriate behaviors that result in social conflict
and personal unhappiness
b. Students who are impulsive, have difficulties maintaining attention, and have an inordinate need for
supervision
c. Students who have significant limitations both in intellectual functioning and in adaptive behavior
d. Students who have difficulty with reading, writing, reasoning, listening, or math
** 74. Donna and John are two students in your second-grade class. If they are consistent with patterns identified
by research, which of the following is the most accurate statement?
a. Donna and John are about equally likely to be diagnosed as having ADHD (attention–
deficit/hyperactivity disorder).
b. Donna is slightly more likely than John to be diagnosed as having ADHD.
c. John is slightly more likely than Donna to be diagnosed as having ADHD.
d. John is much (three to nine times) more likely than Donna to be diagnosed as having ADHD.
** 75. You notice that Krista, one of your students, rarely finishes her homework. In class, you notice that she is
often squirming in her seat and looking around the room while you’re talking, and she sometimes “drifts
off” even when you’re speaking directly to her. Concerned, you check her records and talk to her previous
teachers. You see that she was given the WISC-III (an individualized intelligence test), and her score was
slightly above average. Her other teachers comment that the patterns you’ve observed existed in their
classes as well. Based on this information, which of the following most accurately describes the patterns
you’ve observed in Krista’s behavior?
a. She is mildly intellectually handicapped.
b. She is behaviorally disordered.
c. She has a communication disorder.
d. She has an attention-deficit/hyperactivity disorder.
* 76. According to the American Association on Intellectual and Developmental Disabilities, which of the
following is the best description of intellectual disabilities?
a. Subaverage general intellectual functioning
b. Impairment in ability to adapt to the requirements of the everyday world
c. Subaverage general intellectual functioning and impairment in ability to adapt to the requirements of
the everyday world
d. Sub average general intellectual functioning or impairment in ability to adapt to the requirements of
the everyday world
* 77 Of the following, the best description of adaptive behavior is:
a. a students’ ability to adapt to the rigors of academics in school.
b. a person’s ability to perform the functions of everyday living.
c. a person’s ability to learn new ideas and solve problems.
d. a person’s ability to work with and get along with others.
* 78. A student who needs support consistently over time would relate to which level of intellectual disability?
a. Intermittent
b. Limited
c. Regular
d. Pervasive
* 79. A student who requires daily support would relate to which level of intellectual disability?
Chapter 5: Learners with Exceptionalities
a. Intermittent
b. Regular
c. Extensive
d. Pervasive
* 80. A student who needs support only occasionally would relate to which level of intellectual disability?
a. Intermittent
b. Limited
c. Extensive
d. Pervasive
* 81. Although in transition, the older system for categorizing people with intellectual disability, based upon IQ
test scores, would have categorized a student with an IQ of 70 as having:
a. no intellectual disability.
b. mild intellectual disability.
c. moderate intellectual disability.
d. profound intellectual disability.
** 82. Rodney, a new student in your school, is described as being mildly intellectually handicapped. and he is
mainstreamed into your class. If he fits the characteristics for this description, which of the following is the
most accurate statement?
a. His intellectual functioning will be about average, but he will have difficulty with a particular basic
skill, such as reading, and his IEP will focus on extra assistance in this area.
b. While his intellectual functioning will be about average, he will have trouble functioning effectively
in the general education classroom, and his IEP will focus on helping him develop basic social skills.
c. His intellectual functioning will be significantly limited, and his IEP will focus on his mastering
basic academic skills—reading, writing, and math.
d. His intellectual functioning will be significantly limited, and his IEP will focus both on basic
academic skills—reading, writing, and math—as well as the skills needed to function in society.
** 83. Adrian is a second grader at Butler Elementary School. In her regular class, she is able to learn with the
other students in most areas when she receives periodic extra help from her teacher, individualized
explanations for some higher-level tasks, and gentle prompting to help her keep her attention focused. She
also goes to individual sessions with a specialist who helps her with memorization and organizational
skills. Adrian would most likely be classified at which level of intellectual disability?
a. Intermittent
b. Limited
c. Extensive
d. Pervasive
* 84. Of the following, which is the preferred term to describe those with serious and persistent age-inappropriate
behaviors that result in social conflict, personal unhappiness, and often school failure?
a. Emotionally handicapped
b. Emotionally disturbed
c. Behaviorally disordered
d. Emotionally disabled
* 85. Which of the following statements is the most accurate description of students who have behavior
disorders?
a. Persistent age-inappropriate behaviors that result in social conflict, personal unhappiness, and school
failure
b. Persistent inattention and hyperactivity often associated with difficulty in a single skill area, such as
reading
c. Persistent classroom management problems often leading to or resulting from school failure
Chapter 5: Learners with Exceptionalities
d. Persistent impairment in ability to adapt to the requirements of the everyday world, often associated
with low self-esteem
* 86. Which of the following is not a characteristic of an externalizing behavior disorder?
a. Uncooperativeness
b. Social withdrawal
c. Hyperactivity
d. Defiance
* 87. Which of the following is not a characteristic of an internalizing behavior disorder?
a. Anxiety
b. Guilt
c. Depression
d. Hostility
* 88. Although estimates vary, which of the following is the best estimate of the percentage of students who have
behavior disorders?
a. About 1 percent of the total school population and less than 10 percent of the special education
population
b. About 5 percent of the total school population and about 10 percent of the special education
population
c. About 5 percent of the total school population and about 25 percent of the special education
population
d. About 10 percent of the total school population and about half of the special education population
** 89. Tony is a shy fifth grader who is very reluctant to speak in class even when called on by the teacher. He
seems somewhat withdrawn, and his mother, in a concerned phone call to Mrs. Stoddard, Tony’s teacher,
said Tony often describes himself as “sad .” His grades are quite low. However, Tony always obeys the
classroom rules and rarely has any conflicts with his classmates. Based on this information, the best
description of Tony’s characteristics is that:
a. he has a behavior disorder.
b. he is an at-risk student.
c. he has a learning disability.
d. he has a speech disorder.
** 90. Tristan gets into frequent scuffles with his classmates but doesn’t seem to be aware that he is often hurtful
and behaves in socially unacceptable ways. He struggles with his studies but can handle them if provided
with enough structure. When he becomes frustrated, he will be disruptive and doesn’t consider the feelings
of his classmates. His teacher often places him in timeout because he is unable to follow classroom rules.
Which of the following is Tristan’s most likely problem?
a. He has a learning disability.
b. He has an attention-deficit/hyperactivity disorder.
c. He is mildly intellectually handicapped.
d. He has a behavior disorder.
Use the following scenario to answer Items 91 and 92.
In a class of 30 students is Almaro Gonzalez, a Cuban-American boy, whose parents make a combined income of
$48,000 per year; Sonja Jackson, an African American student, whose mother is an administrative assistant and
whose father is an electronics technician; Walter Johnson, an African American student whose parents are divorced
and whose mother is a janitor, and Christopher Montecino, a Mexican-American boy whose parents make a
combined income of $50,000 as language specialists.
** 91. If this class is consistent with statistical patterns identified by research, the student least likely to be
classified as behaviorally disordered would be:
Chapter 5: Learners with Exceptionalities
a. Almaro.
b. Sonja.
c. Walter.
d. Christopher.
** 92. If this class is consistent with statistical patterns identified by research, the student most likely to be
classified as behaviorally disordered would be:
a. Almaro.
b. Sonja.
c. Walter.
d. Christopher.
* 93. Which of the following is not a behavior management strategy that is often suggested for working with
students having behavior disorders?
a. Replacement
b. Physical restraint
c. Positive reinforcement
d. Overcorrection
* 94. A condition characterized by alternative episodes of depressive and manic states is best described as:
a. a learning disability.
b. bipolar disorder.
c. autism spectrum disorder.
d. emotional disorder.
** 95. You have a student in your class who has been diagnosed with bipolar disorder. If he fits patterns
identified by research, which of the following is most likely?
a. He will also have a learning disability in reading and writing.
b. He will also have a learning disability in math.
c. He will also have attention-deficit/hyperactivity disorder.
d. He will also be mildly intellectually handicapped.
Use the following information for items 95 and 96.
** 96. Erin has trouble with communication, and her language is underdeveloped. She insists on doing basic
activities, such as the way she starts writing on her paper, in exactly the same way every time. She also
hangs her coat inside out on the hanger in the classroom every day. Of the following, Erin’s behavior most
nearly suggests which of the following?
a. A learning disability
b. Mild intellectual disability
c. Bipolar disorder
d. Autism spectrum disorder
** 97. As Erin’s teacher, which of the following is the most important adaptation that you can make to
accommodate her behavior?
a. Do as much cooperative learning as possible to help her develop her communication abilities.
b. Work with her one-on-one to help her develop her language.
c. Have an older student work with her in a peer-tutoring situation.
d. Develop a set of routines to make the classroom environment as predictable as possible.
* 98. Another term used for speech disorders is:
a. expressive disorders.
b. receptive disorders.
Chapter 5: Learners with Exceptionalities
c. language disorders.
d. learning disorders.
** 99. You notice that Maya, one of your second graders, rarely speaks, even on the playground when she is with
other children. In fact, rather than speaking, she will often use a gesture. Her behavior suggests that she
might have:
a. a learning disability.
b. bipolar disorder.
c. autism spectrum disorder.
d. a language disorder.
** 100. Gitana, a girl in your first-grade classroom, often says a “b” sound in place of an “l” sound. Which of the
following is the most valid conclusion about Gitana’s disability?
a. She has a hearing loss.
b. She has an a fluency disorder.
c. She has a voice disorder.
d. She has an articulation order.
* 101. Approximately what percentage of the total population has some sort of vision loss?
a. 10
b. 20
c. 30
d. 40
** 102. Kyra, one of your students, seems to be attentive in class, but she continues to ask about the directions
you’ve given, even when you have written them on the board. You also notice that she tends to be less
attentive when you work problems or exercises on the chalkboard. Based on this information, which of the
following is the best possible explanation for Kyra’s behavior?
a. She is behaviorally disordered.
b. She has ADHD.
c. She has a learning disability.
d. She has a visual impairment.
** 103. Sophie, one of your students, has a visual disability. You have seated her at the front of the room, and she
has a magnifying aid that she uses for her reading. Which of the following should you be careful to avoid in
working with Sophie?
a. Having her work with other students, where her disability will be obvious
b. Doing things for her that she can, with training, do alone
c. Having her participate in outside activities where she could fall and get hurt
d. Having her participate in learning activities where she might be unsuccessful
* 104. Which of the following is not an instructional adaptation that researchers suggest for students with hearing
disabilities?
a. Frequently checking for understanding
b. Increased self-regulatory journaling
c. Incorporating more hands-on experiences
d. Orienting yourself so students can see your face.
** 105. Keon, one of your students, seems confused when you are giving directions or explanations (he frowns and
looks puzzled) but seems much more certain when you write the information on the chalkboard. He is also
quite reluctant to participate in question-and-answer activities in class, although his reading and writing are
at least average. Based on this information, which of the following is the best explanation for Keon’s
behavior?
Chapter 5: Learners with Exceptionalities
a. He is hearing impaired.
b. He is mildly intellectually handicapped.
c. He has a learning disability.
d. He has ADHD.
Essay Items
* 106. Explain why special educators use people-first language when discussing learners with exceptionalities.
** 107. Define disorder, disability, and handicap. Provide an example that illustrates how they are different.
** 108. You are a general education classroom teacher. (a) Knowing that you could have one or more students
with a learning disability in your class, what behaviors would you look for that would help you identify a
student as learning disabled? (b) Describe two factors that might complicate the accurate identification of
students with a learning disability.
Students Who Are Gifted and Talented
* 109. Which of the following characteristics is most likely to be found in students who are gifted and talented?
a. High personal standards for achievement
b. Low motivation for challenging tasks
c. Decreased social skills
d. Increased emotional disorders
* 110. Louis Terman and his colleagues found several characteristics of people who were gifted. Which of the
following is not one of those characteristics?
a. The gifted people were healthier than were their peers.
b. The gifted people were more likely to be loners than were their peers.
c. The gifted people’s language skills were more developed than were the skills of their peers.
d. The gifted people were better able to work independently than were their peers.
** 111. Based on characteristics of students who are gifted and talented, which of the following students is least
likely to be gifted?
a. When Josh, a second grader, reads a narrative story that he has written, his characters are complex,
and he uses similes and other vivid language in his descriptions.
b. Audrey enjoys being alone, but she is healthy, well adjusted, and enjoys doing difficult Sudoku
puzzles.
c. Jim, a third grader, periodically makes comments in class that are not typical for a student his age,
such as, “I don’t think it’s right to treat someone different just because they look different than we
do.”
d. Angela, a fourth grader, has well-developed self-regulation skills and good study strategies. She
always goes in her room after evening meal and does her homework without having to be reminded
by her parents, and she gets excellent grades.
** 112. John, a White student, and Dario, a Hispanic student in Mrs. Stevens fifth-grade class, both do high-quality
schoolwork. John, in fact, is a model student. He follows directions, his work is extremely neat, and he is
never a management problem. Dario, although a bit sloppy in some of his homework, has a great
imagination, and often offers a perspective that the other students don’t think of in discussing problems and
issues. He can be slightly disruptive, although not a serious management problem. John and Dario scored
similarly on achievement tests in the fourth grade. Based on this information, if Mrs. Stevens’s class is
consistent with patterns identified by research, which of the following is most likely?
a. John is more likely to be identified as gifted than is Dario.
b. Dario is more likely to be identified as gifted than is John.
c. John and Dario are equally likely to be identified as gifted.
Chapter 5: Learners with Exceptionalities
d. Neither John nor Dario is likely to be identified as gifted, since we have no evidence that either has
taken an intelligence test.
** 113. Programs for the gifted usually either focus on acceleration or enrichment. Which of the following is the
best example of an acceleration program?
a. Learning centers in science for first graders
b. Advanced placement courses in high school
c. Academic competitions, such as math competitions between schools
d. Independent studies where teachers work with students one–on-one
** 114. Salvador is tenth-grade student who is gifted and talented in a small rural school. The school doesn’t have
a comprehensive gifted program, so his teacher, Ms. Dixon, provides Salvador some enrichment
opportunities. Which of the following is an enrichment option she might provide to Salvador?
a. She works with Salvador on two independent study projects in science.
b. She allows Salvador to go to the local community college for math.
c. She sends Salvador to the eleventh grade for writing.
d. She helps Salvador enroll in an online course in calculus, since the course is usually reserved for
twelfth graders.
Essay Items
** 115. Explain the difference between acceleration and enrichment programs for students who are gifted and
talented, and provide an example of each. Describe one argument favoring each position.
Teachers’ Responsibilities in Inclusive Classrooms
** 116. Which of the following best describes the likelihood of you, as a regular education teacher, having students
with exceptionalities in your classes?
a. It is somewhat unlikely unless you teach in a school with large numbers of low-income students.
b. It is somewhat likely if you teach in an urban school, but unlikely if you teach in a suburban school.
c. It is highly likely if you teach in an urban school, but unlikely if you teach in a suburban or a rural
school.
d. It is a virtual certainty regardless of whether you teach in an urban, a suburban, or a rural school.
* 117. General education classroom teachers have three important responsibilities in working with students who
have exceptionalities. Which of the following is not one of those responsibilities?
a. Collaborating with special education professionals to best meet the needs of learners with
exceptionalities
b. Specifying the number of learners with exceptionalities who will be in their classes
c. Modifying their instruction to best meet the needs of students with exceptionalities in their classes
d. Promoting social integration and development of learners with exceptionalities
* 118. Before a student with a possible learning problem is referred for a special education evaluation, the general
education classroom teacher is expected to:
a. analyze the problem and try alternative instructional strategies.
b. check the student’s records for evidence of previous problems, referrals, or evaluations.
c. form a prereferral team to evaluate the problem.
d. plan testing strategies to solve the problem.
* 119. Three of the following choices are involved in the process of identifying students who may have
exceptionalities. Which one is not part of that process?
a. Assessing students’ performance in specific areas of the curriculum
b. Documenting learning problems and attempts to solve them
c. Assessing the extent to which students can perform everyday school tasks, such as completing
assignments
d. Implementing classroom management plans for students with behavior disorders
Chapter 5: Learners with Exceptionalities
** 120. Because of his uneven academic performance in your class, you suspect that Justin, one of your students,
has a learning disability. Of the following, which is the first step you should take in attempting to get
additional help for him?
a. You must first report your findings to the exceptional student specialists in your school. Once you
have filed your report, your responsibility has been met.
b. You must first report your findings to the exceptional student specialists in your school, and if
diagnosis confirms an exceptionality, Justin will be removed from your classroom and placed in a
special class. You will be expected to accommodate his needs the best you can until he is removed.
c. You must first report your findings to the exceptional student specialists in your school. If diagnosis
confirms an exceptionality, you will be expected to accommodate your instruction to meet Justin’s
needs as effectively as possible.
d. You must first describe the problem including how it is affecting Justin’s academic performance,
strategies you’ve tried to solve it, and how well the strategies have worked.
* 121. Of the following, which best describes students with exceptionalities with respect to their self-regulatory
skills?
a. Learners with exceptionalities have generally well-developed self-regulatory skills, largely as
strategies they use to accommodate their disabilities.
b. Learners with exceptionalities have poorly developed self-regulatory skills, and they are usually
pulled out of regular education classes in an effort to help compensate for the lack of these skills.
c. Learners with exceptionalities have poorly developed self-regulatory skills, but with patience and
support they can acquire these skills.
d. Learners with exceptionalities have poorly developed self-regulatory skills, and it is unlikely that
they can develop these skills, so alternative steps to support their learning should be used.
** 122. Which of the following is the most accurate illustration of curriculum-based assessment?
a. In order to help in making the decision about whether or not to place Kelly in a resource class for
exceptional students, she is given an individualized intelligence test.
b. In an effort to assess Ron’s reading comprehension, he is given a test that consists of a series of
paragraphs in which he is asked to find the main idea.
c. In an effort to assess Jeff’s understanding of science concepts, Mrs. Grimm goes to Jeff’s records
and looks at his Stanford Achievement Test results in science.
d. Suspecting that P.J. may have a vision problem, he is given a vision screening test by a county health
official.
** 123. Don has a problem with staying on task, completing assignments, using effective learning strategies,
and controlling the impulse to shout out in the middle of his teacher’s explanations. When he does
manage to overcome these issues, however, his achievement is quite high. Which of the following is
the best explanation for Don’s behaviors?
a. Don lacks self-regulation.
b. Don has an intellectual disability.
c. Don has been misclassified as a student with an exceptionality.
d. Don has an internalizing behavior disorder.
* 124. With respect to instruction that is effective for students with exceptionalities, which of the following
statements is most accurate?
a. Effective instruction for students with exceptionalities requires more seatwork than instruction that
is effective with other students.
Chapter 5: Learners with Exceptionalities
b. Effective instruction for students with exceptionalities needs to be one–on-one, whereas effective
instruction for other students can be conducted in both large and small groups.
c. Effective instruction for students with exceptionalities involves avoiding calling on these students to
prevent their exceptionality from being exposed to other students.
d. Classroom management and instruction approaches that are effective with students having
exceptionalities tend to be the same ones that are effective with other students.
* 125. Three of the following are effective teaching strategies for working with students having exceptionalities.
Which not an effective strategy?
a. Modeling solutions to problems and assignments
b. Teaching in small steps and providing detailed feedback on assessments
c. Putting students with exceptionalities in the same group when doing groupwork activities
d. Calling on students with exceptionalities as often as you call on other students during learning
activities
* 126. Which of the following statements best describes effective instruction for students with exceptionalities?
a. With extra support such as one-on-one help, instruction that is effective with students in general is
also effective with students having exceptionalities.
b. Instruction that is effective with students in general is also effective with students having
exceptionalities if a special education specialist is in the room to supervise the instruction.
c. Instruction that is effective with students in general is also effective with students having
exceptionalities, and students are expected to adapt their learning strategies so they can succeed.
d. Effective instruction for learners with exceptionalities is different from effective instruction in
general, and teachers need special training to learn how to conduct this instruction.
* 127. Three of the following choices are adaptations that research indicates are effective for working with
students having exceptionalities. Which one is not considered to be an effective adaptation?
a. Carefully model solutions to problems and other assignments.
b. Teach in small steps, and provide detailed feedback on homework.
c. Teach learning strategies, such as outlining, summarizing, and self-questioning.
d. Avoid calling on students with exceptionalities to prevent possible embarrassment.
Use the following information for items 128 and 129.
Four teachers each have learners with exceptionalities in their classrooms, and each is attempting to adapt
instruction to best meet the students’ needs.
Mr. Robinson works hard to help his students learn study strategies, such as outlining, highlighting descriptions
of examples in the information his students read, summarizing, and self-questioning.
Mrs. Lake goes over each math homework assignment with her students and gives the students feedback on
problems that are frequently missed.
Mrs. Weber separates her students with exceptionalities from the rest of the class during learning activities and
gives them seat-work assignments to complete until she can work with them in a small group.
Mr. Edwards calls on his students with exceptionalities when he is conducting learning activities, but he avoids
calling on them too much to prevent them from possibly being embarrassed if they’re unable to answer.
** 128. The teacher who is most effective in adapting instruction to meet the needs of his or her students with
exceptionalities is:
a. Mr. Robinson.
b. Mrs. Lake.
c. Mrs. Weber.
d. Mr. Edwards
** 129. The teacher who is least effective in adapting instruction to meet the needs of his or her students with
exceptionalities is:
Chapter 5: Learners with Exceptionalities
a. Mr. Robinson.
b. Mrs. Lake.
c. Mrs. Weber.
d. Mr. Edwards
** 130. Mr. Mussi has a student in his secondary social studies class who has a writing disability. Writing is a
critical component of his class plan. Which of the following is not an adaptation that he might consider for
the student?
a. He might decide not to assign any writing to the student.
b. He might provide the student with additional time to write.
c. He might allow the student to type on a computer vs. write it out.
d. He might allow the student to dictate his “writing” into a tape recorder.
Items 131 and 132 are related.
** 131. Greg, one of your students, has been diagnosed as having an exceptionality. If your class is typical of
patterns identified by research, which of the following is the best description of your other students’
attitudes toward Greg?
a. The other students are unlikely to notice that Greg has an exceptionality.
b. The other students will know that Greg has an exceptionality, but this knowledge won’t impact their
behavior one way or the other.
c. The other students will know that Greg has an exceptionality, and they will react negatively to him.
d. The other students will know that Greg has an exceptionality, and they will react sympathetically to
him, treating him with compassion.
** 132. If Greg’s confidence and self-esteem are typical of patterns for students with exceptionalities as identified
by research, which of the following is the most likely description?
a. Greg will be virtually unaware of his exceptionality and will behave as a typical fifth grader.
b. Greg will be aware of his exceptionality, but it won’t significantly impact his confidence and self–
esteem one way or the other.
c. Greg will be aware of his exceptionality, and his confidence and self-esteem are likely to be
adversely affected by the negative attitudes of his peers.
d. In an effort to compensate for his exceptionality, Greg’s confidence and self-esteem are likely to be
slightly higher than that of average students in his class but lower than the brightest students in his
class.
** 133. Tommy, one of your students, stutters. His exceptionality has been identified, and he works with a speech
therapist twice a week. Which of the following is the most important responsibility you have in working
with Tommy?
a. Display behaviors indicating that Tommy is an integral part of the class and should be accepted as
such.
b. Avoid ever calling on Tommy for fear of embarrassing him in case he will be unable to form the
words for the answer.
c. Avoid any discussion of students with exceptionalities to prevent attention being focused on
Tommy’s speech problem.
d. Be sure that verbal interaction in the class is limited to prevent Tommy from being put at a
disadvantage.
** 134. Promoting the social integration and development of students with exceptionalities is an important role for
the general education classroom teacher. Which of the following is likely to be the most important strategy
for promoting social integration of students with exceptionalities?
a. Avoid any discussion of exceptionalities in your classroom, and behave as if all students are very
similar.
Chapter 5: Learners with Exceptionalities
b. Openly discuss and provide information about exceptionalities, and remind students that learners
with exceptionalities want to have friends and be accepted just as everyone does.
c. Identify and quickly reprimand any student who mistreats a student with an exceptionality, and use
this student as an example of unacceptable behavior in your classroom.
d. During cooperative learning activities, place your students with exceptionalities together, so they
will feel comfortable in offering their ideas in the group activity.
* 135. Students with exceptionalities sometimes lack the social skills needed to interact effectively with their
classmates. Which of the following is likely to be the most effective way to help them initially acquire
these skills?
a. Praise them, and provide other rewards when they display acceptable behaviors.
b. Use accepted forms of punishment, such as timeout, when they fail to display the skills.
c. Call parents, and solicit the parents’ help when the students fail to behave in acceptable ways.
d. Model social skills for students, and coach them as they practice the skills.
** 136. You have six students with exceptionalities in your class of 24. You are designing a cooperative learning
activity, and you want to break your class into groups of four. Of the following, which is the most desirable
way to place your students with exceptionalities in the groups?
a. Place one student with an exceptionality into each of the six groups.
b. Place two students with exceptionalities into three of the groups, and organize the other three groups
as you normally would.
c. Place three students with exceptionalities into two groups, and organize the other four groups as you
normally would.
d. Since you are trying to treat your students with exceptionalities the way you would treat any other
student, don’t consider exceptionalities when organizing your groups.
Essay Items
** 137. You almost certainly will have learners with exceptionalities in you class or classes. You are responsible
for collaborating with other professionals to best meet the needs of these students, and you are also
responsible for adapting your instruction when they are mainstreamed into your class. There is a third
important responsibility that you have to each of these students. Identify this responsibility, and give a
specific, classroom example of how you would meet the responsibility.
** 138. Explain how effective teaching for students with exceptionalities compares to effective teaching for
students placed at risk.
** 139. Collaborating with other professionals is one of general education teachers’ responsibilities in working with
students having exceptionalities. Describe five different forms in which this collaboration can take place.
CHAPTER FIVE ANSWERS
Intelligence
Chapter 5: Learners with Exceptionalities
The Legal Basis for Working with Students Having Exceptionalities
Chapter 5: Learners with Exceptionalities
Exceptionalities and Learning Problems
Chapter 5: Learners with Exceptionalities
Students Who Are Gifted and Talented
Teachers’ Responsibilities in Inclusive Classrooms
Chapter 5: Learners with Exceptionalities