50. Recent statistics compiled by the U.S. Department of Education indicate that only ____
out of 10 students with learning disabilities graduate from high school with a regular
diploma.
A) 4
B) 7
C) 5
D) 6
51.Which of the following is not one of the common components of the definition of learning
disabilities.
A) Significant gap or discrepancy between a student’s assumed potential and actual
achievement
B) Difficulty in learning in one or more academic areas
C) Below-average intellectual functioning
D) Lifelong condition
52.The development of the field of learning disabilities is divided into four historical periods. Of
the following, which is not one of the four?
A) Transition
B) Future
C) Foundation
D) Integration
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53.The U.S. Department of Education (2013) reports slightly more than 9,000 young children
with a learning disability. This number represents _____ percent of all preschoolers with
a disability.
A) 1.2
B) 1.5
C) 2.5
D) 3
54. “Every good boy does fine” represents notes in music. This type of memory tool is known as
A) Cognitive training
B) Mnemonic strategy
C) Direct instruction
D) Learning strategy
55.________ is an umbrella approach covering a variety of education procedures designed to
manipulate or modify a student’s underlying thought patterns to effect observable
changes in performance.
A) Cognitive training
B) Mnemonic strategy
C) Direct instruction
D) Learning strategy
True/False
56. Despite a solid multidisciplinary foundation, individuals with learning disabilities are
often an enigma to their parents, teachers, and researchers in the field.
57. Only 6 of 10 students with learning disabilities graduate from high school with a regular
diploma.
58. Most young students who have a learning disability may “outgrow” it before completing
elementary school.
59. Individuals with learning disabilities experience effects of the disability only during the
school-age years.
60. Students with learning disabilities do not spontaneously use effective learning strategies
at the same rate as typically developing peers.
61. Students with learning disabilities tend to become passive or inactive learners.
62.There is a federal discrepancy formula for all states to use consistently for the identification of
a learning disability.
63. Criterion-referenced assessments measure a student’s abilities against a predetermined
mastery level.
64. Mnemonic strategies are a component of direct instruction.
65. The transition plan developed for students with learning disabilities focuses on
preparation for success in higher education.
66. Children with learning disabilities almost always have subpar intelligence.
67. The federal interpretation of the definition of a learning disability includes an
exclusionary clause.
68. The field of learning disabilities is a multidisciplinary field.
69. Individualization is the key to meeting the instructional needs of pupils who have
learning disabilities.
70. Well over half of all students identified as learning disabled exhibit problems with
reading.
71. All children with learning disabilities display characteristics of ADHD.
72.About 9 of every 10 individuals with learning disabilities spend some, most, or all of their
school day in a regular classroom.
73. For many years, educators correctly assumed that children with learning disabilities
would simply “outgrow” them.
74. A learning disability typically interferes with living independently, obtaining and
maintaining employment, maintaining social relationships, and experiencing satisfaction
with life in general.
75. Students with learning disabilities have the highest dropout rate of all students with
disabilities.
76. IDEA 2004 removed the discrepancy provision for identifying students with learning
disabilities from federal legislation.
77. Newell Kephart advocated movement and physical exercises as a means of remediating
learning problems.
78. Children who are learning disabled usually keep pace with their peers academically.
79. A Summary of Performance (SOP) is required federal regulation for each student who
attends secondary school.
Short Answer
80. Name three differences between the definition of learning disabilities proposed by
Samuel Kirk and the definition incorporated in the Learning Disabilities Act of 1969.
81. List four common components of the definitions of learning disability.
82. Discuss three reasons why the prevalence of learning disability has decreased.
83. List three perinatal causes that have been linked to the occurrence of a learning disability.
84. Describe five learning and behavioral characteristics of individuals with learning
disabilities.
85. List four skills that affect an individual’s reading comprehension.
86. What are three of the requirements in IDEA for the assessment of students with learning
disabilities?
87. What are the three levels of intervention in the RTI model?
88. What are three potential advantages of RTI?
Essay
90.Review the development of the definition of learning disabilities. Select a definition that is
most accurate and provide your rationale for the definition you select.
91. Select a minimum of three theorists from the transition phase and discuss their
contributions to the field of learning disabilities.
92. There are four basic categories for explaining the etiology of learning disabilities. Select
two of the categories, describe how the category has been linked to the disability, and
provide specific examples within each category.
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93. Discuss how the discrepancy model and response to intervention (RTI) model identify
students with a learning disability. Select the one that you feel is most appropriate and
provide supporting rationale.
94.There are multiple placement options for students with disabilities. Determine what the most
appropriate placement option is for students with learning disabilities and provide
supporting rationale.
95. Explain how the absence of metacognitive skills negatively affects students with learning
disabilities.
96. Explain the concept of authentic assessment. How might it provide a more accurate
assessment than a standardized assessment?
97. Discuss why identifying preschool students as having learning disabilities is
controversial.
98. Discuss some of the challenges adolescents with learning disabilities encounter on a daily
basis.
99. Identify and discuss several characteristics that help adults with learning disabilities
achieve success.
100. Describe the differences between full inclusion and the implementation of the continuum
of services.