Chapter 6 Students with Low-Incidence Disabilities
Multiple Choice
1. Students with low-incidence disabilities ____.
a. constitute over twenty percent of all students with disabilities
b. include students with mild, moderate, and severe disabilities
c. need more attention from teachers than other students with disabilities
d. often have received special education services since birth
2. The federal category that comprises the largest group of individuals with low-incidence disabilities
receiving special education services is ____.
a. intellectual disabilities
b. visual impairments
c. multiple disabilities
d. autism
3. ____ is an eligibility category applicable to students only up until the age of nine.
a. Autism
b. Multiple disabilities
c. Intellectual disabilities
d. Developmental delay
4. Which of the following is not a characteristic that all individuals with autism spectrum disorder share?
a. difficulty dealing with stress
b. below average cognitive functioning
c. narrow range of interests
d. nonverbal communication problems
5. Autism spectrum disorder ____.
a. falls into the same category as emotional disorder
b. is addressed as a specific form of intellectual disability
c. can exist in many forms, from mild to severe
d. typically affects four times as many girls as boys
6. Social interactions of individuals with autism spectrum disorder are characterized by ____.
a. significant difficulty with social relationships
b. agitation and irritability
c. lowered social inhibitions
d. impulsivity and low initiative
7. Children with autism spectrum disorder often ____.
a. act the way they do to be the center of attention
b. seek human contact but avoid social interaction
c. prefer to explain their own perception of events
d. find making and maintaining eye contact difficult
8. All of the following are accommodations for individuals with autism spectrum disorder except ____.
a. changing the classroom seating assignments
b. creating a structured, predictable environment
c. promoting appropriate, positive social interactions
d. understanding students’ perspectives of behavior
9. Students with autism spectrum disorder are likely to need ____.
a. many opportunities to interact with their peers
b. many snacks to sustain energy for learning
c. no opportunity for choices in the learning day
d. opportunities during the day to work and be alone
10. Students with autism spectrum disorder are most likely to communicate orally when they ____.
a. feel pressured to make eye contact
b. interact in large peer groups
c. are in a predictable environment with less stress
d. are asked to lead the discussion
11. Students with moderate to severe intellectual disabilities often are ____.
a. educated solely in general education classes from elementary through high school
b. dependent upon ongoing support throughout and beyond their school years
c. unable to live independently or semi-independently as productive citizens
d. identified solely by their overall score or a general test of intelligence
12. In addition to significant difficulty with adaptive behaviors, students with moderate to severe intellectual
disabilities generally have IQ scores of ____ or below.
a. 85
b. 70
c. 55
d. 65
13. Noticeable characteristics of students with moderate or severe intellectual disabilities include difficulty
with all of the following except ____.
a. maintenance of acquired skills
b. amount of information to be learned
c. learning basic skills of semi-independent living
d. generalizing skills in one situation to another
14. Which is not a characteristic of students with moderate to severe intellectual disabilities?
a. difficulty combining skills
b. difficulty maintaining skills
c. difficulty learning through repetition
d. difficulty generalizing skills
15. ____ is a genetic disorder that often includes a moderate intellectual disability.
a. Cerebral palsy
b. Down syndrome
c. Epilepsy
d. Muscular dystrophy
16. When accommodating students with moderate to severe intellectual disabilities, teachers should remember
to ____.
a. use homogeneous classroom groups for instruction and activities
b. establish collaborative efforts with the student’s family
c. set goals regardless of their connection to instruction
d. focus their primary effort on providing opportunities for specialized instruction
17. Teachers should use classmates to assist with individuals with moderate and severe intellectual disabilities
in all of the following ways except ____.
a. academic tutoring and modeling social skills
b. answering simple questions or requests
c. monitoring physiological needs
d. retrieving instructional materials and supplies
18. Most students with multiple disabilities have a(n) ____.
a. intellectual disability and physical impairment or sensory impairment
b. learning disability and sensory impairment
c. orthopedic impairment and autism
d. traumatic brain injury and physical impairment
19. Accommodations for individuals with multiple disabilities differ from individuals with intellectual
disabilities in ____.
a. degree and complexity
b. greater reliance on assistive technology
c. focus on concerns about physical space
d. no way at all
20. Students with the dual sensory impairment of deaf-blindness typically ____.
a. are totally blind or deaf
b. always have average or above average intelligence
c. are only educated in special schools
d. need help making sense of events others take for granted
21. In social interactions, teachers can assist students who are deaf-blind by ____.
a. prompting typical learners to avoid the student with special needs
b. interpreting the deaf-blind students behaviors to other students in the classroom
c. having them interact only with peers who also have sensory impairments
d. prompting the deaf-blind student to minimize interaction with typical learners
22. An individual whose vision with correction is 20/200 is ____.
a. blind
b. myopic
c. partially sighted
d. legally blind
23. Students with visual impairments often struggle academically because they have ____.
a. a lower cognitive ability than typical learners
b. fewer opportunities to acquire information
c. to focus on orienting to the physical environment
d. difficulty interacting appropriately with others
24. Teachers may need to modify their teaching to accommodate the student with visual impairment by ____.
a. reciting what is written on boards and overheads
b. not expecting the student to participate in the classroom
c. speaking loudly and enunciating clearly
d. avoiding sight words when seeking clarification
25. The level of loss of hearing at which an individual is no longer able to hear the loudness and pitch of
normal speech, such that he or she could follow a conversation, would be ____.
a. mild loss
b. moderate loss
c. severe loss
d. profound loss
26. Students born with hearing loss often struggle academically because they have ____.
a. limited intelligence as measured by IQ tests
b. problems developing social skills
c. distinct cultural needs and expectations
d. difficulty understanding language
27. When trying to modify the learning environment to support the needs of students with hearing loss,
teachers should ____.
a. move about the room as they present lessons
b. exaggerate words to facilitate speech reading
c. support instruction with visual aids
d. repeat information orally until students understand
28. Teachers need to remember the students with hearing loss who use amplification devices ____.
a. may be distracted by amplified background noises
b. can only hear the voice being directly amplified
c. work best when interacting in groups
d. will not use a form of sign language
29. The largest group of students with orthopedic impairments in public schools is ____.
a. spina bifida
b. muscular dystrophy
c. spinal chord injury
d. cerebral palsy
30. IDEA category ‘other health impairments’ includes ____.
a. TBI
b. AIDS
c. MR
d. ADHD
31. Students with orthopedic impairments ____.
a. generally have the same academic needs
b. are born with their impairment
c. may need assistance with personal care
d. usually function at below average cognitive levels
32. Accommodations for students with ‘orthopedic impairments’ take into consideration each of the following
except the ____.
a. student’s social skills
b. severity of the disability
c. student’s personal needs
d. nature of the disability
33. Which of the following diseases does not fall into the federal disability category of ‘other health
impairments’?
a. epilepsy
b. spina bifida
c. cystic fibrosis
d. sickle cell
34. Children with ____ comprise the largest group of chronically ill students in the United States.
a. asthma
b. diabetes
c. AIDS
d. Sickle-cell anemia
35. Students with traumatic brain injury typically ____.
a. have limited use of their arms and legs
b. experience social difficulties
c. demonstrate a loss of all cognitive capacity
d. recover from their injuries within a year
True/False
1. Cluster programs group all students with specific low-incidence disabilities into one school for educational
services.
2. All students with low-incidence disabilities are typically accompanied by a paraprofessional throughout
their academic day.
3. Students with low-incidence disabilities make up 5% of all students with disabilities.
4. A characteristic of students with autism spectrum disorder is a narrow range of interests.
5. Odors in the classroom can trigger stress for a student with autism spectrum disorder.
6. The most critical accommodations for students with autism spectrum disorder typically involve creating a
structured, predictable learning environment.
7. Many students with autism spectrum disorder typically have no difficulty with oral communications.
8. Students with moderate or severe intellectual disabilities often are slow to learn skills, but once those skills
are learned, they are not easily forgotten.
9. When selecting instructional materials for individuals with moderate to severe intellectual disabilities,
teachers should only select materials that match the individual’s mental age.
10. Students who cannot use language to communicate may use various forms of augmentative
communication.
11. Very few professionals, paraprofessionals, and parents believe that students who are deaf-blind can be
successful in inclusive environments even with extensive support.
12. Students with visual impairments may need additional time to complete in-class or homework assignments.
13. Most students with hearing loss are deaf.
14. American Sign Language is basically Standard English grammar and structures converted to a set of signs.
15. Orthopedic impairments include any damage to the brain caused by an external force.
16. Accommodations made for students with orthopedic impairments are dependent upon the nature and
severity of the impairments.
17. Epilepsy is often diagnosed immediately after an individual’s first seizure.
18. Accommodations for students with ‘other health impairments’ often focus on helping them make up missed
work.
19. Students with traumatic brain injury typically demonstrate consistent needs over an extended period of
time.
20. Use of peer note takers is a recommended accommodation for students with TBI.
Short Answer
1. Mrs. Greentree suspects one of her students may be experiencing vision loss. List three signs of possible
vision loss Mrs. Greentree may want to report to the school nurse.
2. Explain when the term ‘multiple disabilities’ may be used to describe a student’s disability category.
3. Students who are hard of hearing often lack social maturity. Provide one reason why this lack of social
maturity occurs.
4. What are the defining characteristics of the federal disability category ‘mental retardation’?
5. List two examples of ‘learning tools’ included in your textbook for students who are deaf or hard of
hearing.
6. Students with severe hearing loss may use ‘C–print’ for their classes. Explain how ‘C–print’ helps the
student?
7. What are the defining characteristics of the federal disability category ‘autism’?
8. A student in your class has been identified as ‘other health impairments.’ Explain one characteristic that
could qualify a student for this disability category.
9. What is the largest group of students with orthopedic impairments in the public school system? Explain
how this disability occurs and include in your response one possible physical challenge the student may
exhibit.
10. Students with low-incidence disabilities makeup what percent of all students with disabilities in schools?
11. Explain when the term ‘developmental delay’ may be used to describe a student’s disability category.
12. What is one responsibility a paraprofessional could be assigned when working with a low-incidence
disability student?
13. Provide two examples of the questions you should ask yourself about the goals for a student with low-
incidence disabilities.
14. Explain ‘stereotypic’ behavior. Include in your response which students may display this behavior and
why.
15. Provide two examples of accommodations that will help reduce behavior problems.
16. What is a ‘social story’? When and for which category of special needs students is this specialized
technique most appropriate?
17. ‘Video modeling’ can be a very effective technique for teaching skills. Provide three examples of
behaviors that can be taught with this technique.
18. Generally, students with moderate or severe intellectual disabilities have several noticeable characteristics.
What is one characteristic sited in your textbook?
19. Positive interaction with classmates is very important for all students. List two examples of skills for
positive interaction with classmates that might be listed on an IEP for a student with mental retardation.
20. Explain why ‘MAPS’ would be used for a student with significant disabilities. Include in your response
two examples.
Essay
1. List seven of the ten federal disability categories listed in your textbook that identify students with low–
incidence disabilities. What are the defining characteristics of each of the categories you have listed?
2. Mr. Williams is the fourth-grade teacher across the hall from you. He has only been teaching for three years
and has just learned that he is to have a student with autism spectrum disorder in his class beginning in
January. As of yet, the student’s file detailing the disability has not arrived at the school, but Mr. Williams
is very concerned about what to expect from this new student. Write Mr. Williams an explanation that
describes common characteristics of students with autism spectrum disorder so that he might know better
what to expect.
3. Chris is a third grader in your class who has autism spectrum disorder. He demonstrates average
intelligence and a willingness to interact with others on some level. He has had the same paraprofessional,
Mr. Jeria, for the last two school years and feels very comfortable with him. While he does not often speak
with or interact with many of his classmates, Chris regularly communicates his ideas orally to Mr. Jeria.
One of the goals in Chris’s IEP is to increase his social interaction with peers. What accommodations might
you make in your class to facilitate his success in addressing this IEP goal?
4. Penny is a young girl with Down syndrome in Mrs. Frank’s second-grade class. She has been identified as
having a moderate intellectual disability. Penny continues to be quite shy; speaking very softly when asked
a direct question and never makes eye contact. Her IEP addresses socialization issues, specifically targeting
these two areas. Based on accommodation strategies recommended in the textbook, describe strategies for
assisting Penney with speaking audibly and making eye contact when doing so.
5. You have just learned that Sonia, who is deaf-blind, will be in your fourth-grade class beginning in the fall.
From her file, you learn that she has average intelligence and has been quite successful at her last school
where she was well liked by her classmates and teachers. What accommodations can you make to help
Sonia be successful academically and assist her social transition?
6. Mrs. Carver has been told that a new student, Bridgette, will be joining her seventh-grade homeroom and
social studies class. From Bridgette’s file, Mrs. Carver learns that the student has a visual impairment.
Bridgette has no central vision, but her peripheral vision is 20/90. However, the range of her peripheral
vision is narrow. Based on the information provided in the textbook, what accommodations would you
suggest Mrs. Carver make to help Bridgette be more successful in her classroom?
7. Danny is a student with hearing loss in Mr. Gibson’s third-grade class. His loss is considered moderate, and
he uses a hearing aid in his right ear to amplify sounds. Danny, whose hearing was affected by a fever
when he was six, prefers speaking orally with his friends, Jason and Damon. Nonetheless, he does not
speak much in class, relying on writing ideas or speaking through an interpreter. Jason and Damon have
known Danny since they were toddlers, but this year neither of the two boys is in the same class as Danny.
Mr. Gibson is concerned that Danny is too isolated in his class and would benefit from more peer
interaction during instruction. What accommodations can Mr. Gibson make to help Danny adjust to the
social components of instruction in his classroom?
8. Danielle is a third grader with cerebral palsy. Her disorder affects her limbs but not to the extent that she is
unable to walk or hold a pencil. Her speech is somewhat inhibited, and although she has average
intelligence, she has difficulty clearly articulating her ideas verbally. Because of considerable limitations on
Danielle’s fine motor skills, writing can be a struggle and is often illegible. Suggest some accommodations
Danielle’s teacher can make to help her be more successful.
9. Mrs. Gill’s son Robert is in your sixth-grade class. He has been diagnosed with epilepsy, characterized by
absence seizures. Typically, Robert’s seizures are controlled with medication. However, Mrs. Gill wants to
know how you will handle a seizure in the event Robert experiences one while in your class. What steps
would you take if Robert had a seizure?
10. The third most common illness among children and adolescents is allergies. Explain the four common
causes of allergies. Include in your discussion four examples of the situations you may encounter as a
teacher.
Chapter 6
Multiple Choice
True/False
Short Answer
Essay
