Chapter 7 Teaching Students with Intellectual Disabilities
7.1 Multiple Choice
1. What percentage of the school population nationally is identified as intellectually disabled?
A) approximately 1%
B) approximately 3%
C) approximately 5%
D) approximately 7%
2. Recently, the alternative terminology ________ has been used to replace the term “mental retardation.”
A) mentally handicapped
B) mentally challenged
C) intellectual disabilities
D) culturally disabled
3. Which of the following is a major component of most definitions of intellectual disabilities?
A) splinter skills across academic and nonacademic areas
B) chronic and sustained health problems
C) deficits in adaptive behavior
D) physical deficiencies
4. Approximately what percentage of students would be identified as scoring at 2 or more standard deviations
below the mean on tests of intelligence?
A) 3%–4%
B) 1%–2%
C) 2%–3%
D) 5%–7%
5. According to Grossman (1983), ________ refers to the degree to which an individual meets the standards of
learning, maturation, personal independence, and/or social responsibility expected of his or her age and cultural
group.
A) mental retardation
B) adaptive behavior
C) social competence
D) daily living skills
6. The developmental period component that is included in most definitions of intellectual disabilities
refers to an onset between
A) early childhood and adolescence.
B) birth to age three.
C) birth and eighteen years of age.
D) age three to adulthood.
7. In Luckasson’s et al. (2002) contemporary definition of intellectual disabilities, adaptive behavior is expressed in
A) developmental levels.
B) educational levels.
C) conceptual, social, and practical adaptive skills.
D) severity ranges.
8. In Luckasson’s et al. (2002) classification system, _______ are used to characterize the needs, rather than the deficits,
of an individual with intellectual disabilities.
A) developmental levels
B) intellectual functioning and adaptive behavior
C) levels of support
D) severity ranges
9. Since the mid-1970s, there has been
A) a significant increase in the number of students identified as intellectually disabled.
B) a significant decrease in the number of students identified as intellectually disabled.
C) a significant decrease in the number of students identified as severely intellectually disabled.
D) no change in the number of students identified as intellectually disabled.
10. Which of the following is a chromosomal anomaly, also known as Trisomy 21, that often results in
intellectual disabilities?
A) Tay Sachs disease
B) Prader-Willi syndrome
C) Fragile X syndrome
D) Phenylketonuria
E) Down syndrome
11. This chromosomal error is of the autosomal type and typically results in intellectual disabilities and excessive
eating.
A) Fragile X syndrome
B) Prader-Willi syndrome
C) Tay-Sachs disease
D) Down syndrome
12. Which of the following is a genetic metabolic disorder associated with problems in processing high protein foods?
A) Phenylketonuria
B) Tay-Sachs disease
C) Prader-Willi syndrome
D) Down syndrome
13. Which of the following is an autosomal recessive genetic disorder that occurs most often among individuals of
Jewish heritage?
A) Prader-Willi syndrome
B) Tay-Sachs disease
C) Down syndrome
D) Fragile X syndrome
14. Which of the following is not a learning characteristic of an intellectually disabled student?
A) short attention span
B) problem solving difficulties
C) good abstract thinking
D) good long term memory
15. Studies on the long-term outcomes of persons with intellectual disabilities have suggested that
A) transition services for students with intellectual disabilities have translated into significant increases in
employment rates.
B) transition services for students with intellectual disabilities have translated into significant increases in the
number of individuals who are living independently immediately following their departure from high school.
C) transition services for students with intellectual disabilities have been associated with mixed results in
employment and independent living outcomes.
D) most students with intellectual disabilities are not employable due to their limited intellectual and
adaptive capacities.
16. The curriculum for students with intellectual disabilities should
A) be sufficiently broad so as to address productive employment, independence and self-sufficiency, life skills
competence, and opportunity to participate successfully within the schools and community.
B) be non-academic in focus, as most students with intellectual disabilities are not able to master basic
academic skills.
C) be delivered in the special education classroom.
D) be narrow enough for students mainly on academics and passing state tests.
17. Seventeen-year-old Lucy is intellectually disabled. At her IEP and ITP conference, she explains that her long-
term goals include living semi-independently and working at a local fast food restaurant. Lucy’s team members listen
attentively and design a transition IEP that addresses her desires. This is an example of ________.
A) self-determination
B) self-empowerment
C) passive listening
D) none of the above
18. Supported education assumes that
A) the federal government will provide the financial assistance needed to support the education of
students with intellectual disabilities.
B) students with intellectual disabilities should be maintained in inclusive classroom settings to the maximum
degree possible and supported in these locations in order to ensure successful learning.
C) educators support the philosophical intention of inclusion and that inclusion should occur for all
students with intellectual disabilities.
D) none of the above
7.2 True or False
1. There is wide variation across the United States in the number of students identified as intellectually disabled.
2. The treatment and perceptions of persons with intellectual disabilities have remained unchanged over the last one
hundred years.
3. The term “mental retardation” has been criticized for being value-laden.
4. In light of better terminology than the term “mentally retarded”, the American Association on Mental Retardation
changed its name in 2001.
5. “Significantly below average” intelligence is generally defined as below the IQ range of approximately 70.
6. The terms “educable mentally retarded” and “trainable mentally retarded” are considered
archaic terms although they are still used in some places today.
7. Approximately 50% of students identified as intellectually disabled have mild forms of this disability.
8. There are few known causes of intellectual disabilities.
9. Students who are intellectually disabled often have difficulty with short-term memory.
10. Traditionally, students with intellectual disabilities have been the least likely (among students with disabilities) to be
included in general education classrooms.
11. Curriculum for students with intellectual disabilities should include a focus on the development of life skills.
12. The key to successfully including students with intellectual disabilities in general education classrooms is providing
necessary and appropriate supports.
13. Inclusion of students with intellectual disabilities should include developing not only academic skills, but also social
and friendship-making skills.
7.3 Short Answer
1. ________ is a condition that has multiple causes and results in a disruption in the appropriate flow of cerebrospinal fluid
on the brain.
2. ________ is a genetic disorder related to the X chromosome. This disorder is associated with intellectual
disabilities in males and learning disabilities in females.
3. ________ is caused by drinking during pregnancy; this syndrome is one of the three most common
biologically-based causes of intellectual disabilities.
4. ________ refers to the “attitudes and abilities necessary to act as the primary causal agent in one’s life and to make
choices and decisions regarding one’s quality of life free from undue external influence or interference.”
7.4 Essay
1. Lee is a seven-year-old second grader who is able to recognize a few sight words, can recite the alphabet, and can
count to 50. Lee’s outgoing behavior makes it easy for him to make friends even though he displays temper tantrums
when frustrated. Lee has been placed in your general education classroom. Describe the types of supports Lee will need
to be successful, and describe the types of curriculum, instructional, and behavioral strategies you will use to help Lee
experience success in your classroom.
2. Give examples of how assistive technology can assist students identified as intellectually disabled.
3. Describe how you might use the “Circle of Friends” model to facilitate inclusion and friendship making for students
with intellectual disabilities.
4. Identify at least four (4) terms that have been used in recent years in lieu of the term “mental retardation.”
5. Describe five (5) major causes of intellectual disabilities.
6. Identify five (5) of the essential features of transition programming for individuals with intellectual disabilities.
7. Patton et al. (1996) identified four primary goals for individuals with intellectual disabilities. Identify and discuss each
of these goals.
Chapter 7 Teaching Students with Intellectual Disabilities
7.1 Multiple Choice
7.2 True or False
7.3 Short Answer
7.4 Essay
