Chapter 8 Students with Special Needs Other Than Disabilities
Multiple Choice
1. Which of the following is a true statement concerning Section 504 of the Vocational Rehabilitation Act of
1973?
a. The definition of disability is considerably broader in IDEA than in Section 504.
b. The responsibility for making accommodations for students qualifying as disabled through Section
504 belongs to general education personnel, not special education personnel.
c. Moderate funding is provided to school districts to carry out the requirements of Section 504.
d. For students to receive financial assistance through 504, their parents must submit proof of
financial hardship and request in writing an assessment hearing.
2. A disorder characterized by chronic and serious inattentiveness, hyperactivity, and/or impulsivity is ____.
a. attention deficit hyperactivity disorder
b. photophobic disorder
c. neurotransmitter deficiency disorder
d. fetal alcohol syndrome
3. Bernie talks excessively and frequently interrupts students. He seems to fidget constantly. His teacher has a
very difficult time keeping Bernie in his seat and he has a difficult time waiting for his turn when playing
games. It is most likely that Bernie has ____.
a. neurotransmitter deficiency disorder
b. fetal alcohol syndrome
c. ADHD-predominantly inattentive type
d. ADHD-predominantly hyperactive-impulsive type
4. Marie often appears forgetful and tends to lose things. She has difficulty sustaining attention event in play
activities. Maria also has difficulty organizing tasks, often making careless mistakes in her schoolwork. It is
most likely that Maria has ____.
a. neurotransmitter deficiency disorder
b. fetal alcohol syndrome
c. ADHD-predominantly inattentive type
d. ADHD-predominantly hyperactive-impulsive type
5. Which of the following teacher responses would work best with students with ADHD?
a. “Tony, waving your pencil is dangerous.”
b. “Tony, put your pencil down on your desk and raise your hand.”
c. “Tony, please try harder to sit still. Moving around bothers your classmates and you could poke
someone’s eye out with that pencil.”
d. “Tony, you are sitting very nicely today. Now just stop waving your pencil around and raise you
hand like you did yesterday.”
6. Which of the following behavior interventions is not recommended for dealing with students with ADHD?
a. seat the student with ADHD near the back of the room
b. reduce the surrounding visual distractions
c. provide calm, clear and direct reprimands if necessary
d. teach students with ADHD strategies for monitoring their own behavior through self–talk
7. The most common intervention for students with ADHD is ____.
a. setting up a token economy
b. helping students learn to monitor their own behavior through self-talk
c. parent education
d. medication prescribed by physicians
8. Which of the following is the most frequently prescribed medication for students with ADHD?
a. Dexedrine
b. Ritalin
c. Catapress patches
d. Norpramin
9. The prevalence of giftedness varies from state to state because of all except ____.
a. funding levels
b. federal laws
c. definitional variations
d. identification procedures
10. Gardner’s multiple intelligences include all of the following except ____.
a. verbal/linguistic
b. gifted/talented
c. visual/spatial
d. interpersonal/intrapersonal
11. Students in this group are at risk for being under-identified as gifted.
a. very young girls
b. adolescent girls
c. adolescent boys
d. students from higher socioeconomic levels
12. Students who are gifted and talented tend to ____.
a. have an insatiable curiosity
b. avoid completing tasks in order to move on to the next task
c. have only a few intense interests
d. have difficulty solving problems since they can see more than one perspective
13. Providing students who are gifted and talented with specific subject curriculum that takes them from their
current level of learning and moves them forward is ____.
a. curriculum compacting
b. differentiation
c. acceleration
d. enrichment
14. Providing students who are gifted and talented with the information, materials, and assignments that allow
them to elaborate on the concepts taught as part of the regular curriculum is ____.
a. curriculum compacting
b. differentiation
c. acceleration
d. enrichment
15. The impact of cultural and linguistic diversity in educational settings can be examined from three
perspectives. This is not one of the three perspectives.
a. informed instructional decision-making
b. cross-cultural communication
c. bridging and expanding content
d. cultural factors and student behavior
16. This is not one of the five levels of language proficiency.
a. bridging
b. developing
c. expanding
d. assimilating
17. Creating a classroom where students’ cultures are acknowledge and valued is a fundamental characteristic
of ____.
a. bilingual education
b. multicultural education
c. bilingual special education
d. special education
18. Creating a school environment for collaborating with parents is accomplished by ____.
a. one–week thematic units on specific culture
b. developing home learning activity packets related to your learning objectives
c. using inclusive bulletin boards and learning materials
d. celebrating cultural heritage during recognized months
19. Which of the following groups of children is least likely to be considered at risk for school failure?
a. children who are abused or neglected
b. children who live with a substance abuser
c. children who are homeless
d. children who are quiet
20. One of the main reasons students at risk differ from other students is that they ____.
a. are more likely to be diagnosed as ADHD
b. are more likely to be intellectually slow
c. are more likely to drop out of school before earning a high school diploma
d. are more likely to rise above their circumstances and be labeled as gifted and talented
21. The term that refers to situations in which the primary caregivers inflict or allow others to inflict injury on a
child is ____.
a. abuse
b. neglect
c. mental or physical cruelty
d. high-risk behavior
22. The term that refers to situations in which the caregivers fail to provide the necessary support for a child’s
well-being is ____.
a. abuse
b. neglect
c. mental or physical cruelty
d. high-risk behavior
23. In 2004, more than ____ children were reported to child protective services as a result of suspected abuse
or neglect.
a. 2.0 million
b. 11.0 million
c. 5.5 million
d. 500,000
24. Children born to mothers who drink heavily during pregnancy may be born with ____.
a. fetal alcohol syndrome
b. Down syndrome
c. ADHD
d. alcohol-related autism
25. According to recent statistics, the type of child abuse reported most often is ____.
a. neglect
b. physical abuse
c. emotional abuse
d. sexual abuse
26. Researchers estimate _____ children grow up in families where alcohol or drugs are abused.
a. 1 in 4
b. 2 in 100
c. 1 in 10
d. 5 in 10
27. Which of the following interventions is not recommended when teaching students at risk?
a. establish peers as teaching partners
b. set realistically low expectations
c. seek assistance from other professionals
d. establish peers as teaching partners
28. Generally, tracking tends to ____.
a. give students at risk and advantage
b. encourage high-achieving students to interact with students at risk
c. discriminate against students at risk
d. lead to lowered expectations for high-achieving students
29. Tracking is ____.
a. grouping students heterogeneously for instruction
b. a means to raise the achievement level of students at risk
c. grouping students by perceived ability for instruction
d. a highly recommended strategy for teaching students at risk
30. Adding the skills and resources of your colleagues increases your problem-solving capability for working
with at-risk students. Which of the following is not a benefit of collaborating with other professionals?
a. allows you to spend more time and energy
b. allows you to check your own perspectives against theirs
c. allows you to gain access to their expertise
d. allows you to coordinate your efforts
True/False
1. Even though some students with special needs do not meet the eligibility criteria for IDEA, they are
considered functionally disabled as defined in Section 504 of the Vocational Rehabilitation Act of 1973.
2. The definition of a disability is much broader in IDEA than it is in Section 504 so students with a larger
range of needs are eligible for assistance through IDEA.
3. The primary purpose of Section 504 of the Rehabilitation Act of 1973 is to prevent discrimination.
4. Students protected by Section 504 often benefit from the same strategies as students identified by IDEA.
5. Funding is not provided to schools to carry out the requirements of Section 504.
6. Students with ADHD are more likely to be depressed and have extremely low confidence.
7. Because students with ADHD tend to have a lot of energy, they are popular and make friends easily.
8. Students with ADHD tend to perform better when reading long passages than short because they can use
the extra time to process the information.
9. Students with ADHD tend to exhibit less acting out behavior when a rationale for each assignment is
provided.
10. In most cases, the most common type of medication for students with ADHD is not a stimulant.
11. Approximately 5.5 million students take medication for ADHD.
12. Federal legislation requires specific services for gifted and talented students through the 1988 Gifted and
Talented Students Education Act.
13. Although students who are gifted and talented tend to retain an extraordinary amount of information, they
are often insensitive to the feelings of others.
14. Many Hispanic American and Asian American students respond well to cooperative rather than competitive
learning environments.
15. Equity pedagogy refers to instructional thinking and decision making approaches.
16. The parents of an Asian American student would appreciate the teacher being open and frank about the
academic difficulties of their child, because Asian Americans follow traditional cultural beliefs and tend to
value a direct approach.
17. Educators tend to agree that multicultural education should be confined to the social studies classroom
where the subject can be taught in depth.
18. Students who live in poverty are more likely than advantaged students to change schools and residences.
19. Teachers have a legal and ethical obligation to report any suspected child abuse among students.
20. Babies born to mothers who drink alcohol often experience learning and behavior problems.
Short Answer
1. Although the precise definition of child abuse may vary from one state to another, what is the general
definition?
2. Define ‘enrichment’ and provide two examples.
3. A student in your class has been diagnosed as ADHD-inattentive. List two student behaviors associated
with ADHD-inattentive.
4. What is the term used to describe when a caregiver has failed to provide the necessary support for a child’s
well-being?
5. Provide one example of ‘acceleration’ for a student in 4th grade math.
6. Mark, a first grade student in your class, blurts out the answers to every question and talks excessively to
the student in the next seat. Mark’s behavior is consistent with ____.
7. What is the definition of ‘differentiation’?
8. Valerie, a gifted student in your social studies class, is bored. What intervention could you use to eliminate
instruction for goals that she has already been met?
9. Who has the primary responsibility for making accommodations for a student with a 504? Provide one
example of a Section 504 accommodation in your response.
10. In regard to FAPE, explain the most significant difference between IDEA and Section 504.
11. The textbook provides two guidelines regarding accommodations for students with a Section 504. What are
the two guidelines? Include one example for each guideline in your response.
12. List three behaviors a student with ADHD-hyperactive-impulsive type might display in your classroom.
Include in your response a description of one strategy for working with each of the three behaviors you
have selected.
13. Explain ‘executive function’ as it applies to ADHD. Provide two of the four activities described in your
textbook.
14. An environmental support used in the classroom is a ‘desk carrel.’ Explain the advantages of using this
support.
15. Students who are gifted and talented are generally described with specific characteristics that increase their
extraordinary amount of knowledge. List three of these characteristics.
16. Explain ‘twice exceptional’ student.
17. Jenna has been identified as a ‘gifted underachiever’ by your colleagues. Explain two strategies you could
adopt in your classroom that would improve the learning environment for Jenna.
18. Provide an explanation of ‘informed instructional decision making’ as it would apply to working with an
English-language learner.
19. What are two examples of how you could enhance oral language and reading comprehension of English–
language learners?
20. Students who live in homes in which alcohol and drugs are abused often display several characteristics in
school. List three characteristics sited in your textbook.
Essay
1. Students with some disabilities or special needs may not qualify for special education services, but may
receive accommodations under Section 504. Why is this possible? Discuss three types of students who
might receive accommodations under Section 504.
2. Gregor is in the third grade and has just been diagnosed with Attention Deficit Hyperactivity Disorder –
Predominantly Hyperactive-Impulsive Type. What are some of the behaviors you might expect of Gregor
in this classroom? What are some academic and behavior interventions you could make to help Gregor
succeed?
3. Victor, a fifth-grade student, has been diagnosed with ADHD. Medication is one treatment alternative
being discussed with his family. You know that despite the apparent effectiveness of medication for most
students with ADHD, this is a controversial issued. Why is the prescription of medication for students with
ADHD controversial?
4. Tawana is a high school student who is gifted and talented. She possesses an advanced level of language
development and is an excellent problem solver. Tawana’s teacher wants to make sure she is given plenty
of opportunities to learn, discover and feel accomplished. What are the four interventions or strategies most
often used as interventions for students who are gifted and talented? Include in your discussion some
interesting ways Tawana’s teacher can put these intervention strategies to work for her.
5. The INCLUDE strategy can be a valuable tool for making instructional decisions. What can teachers do to
help culturally diverse students succeed by applying the INCLUDE strategy?
6. Ms. Jefferson suspects that Sharon, one of her freshman students, is being abused at home. What are some
of the characteristics that Ms. Jefferson should look for?
7. Discuss your legal and ethical obligations when you suspect a child in your class is being abused. Include
in your discussion the steps you should take as a classroom teacher.
8. List three commonly used medications for ADHD. Explain the advantages and disadvantages of each
medication you have selected.
9. Explain four of the multiple intelligences proposed by Gardner. In your discussion, provide an explanation
of how this theory applies to providing educational programs for gifted and talented students.
10. Mrs. Denver has been assigned to teach a fourth-grade math class for the current school year. When Mrs.
Denver reviews her class list, she has notices she will have two students identified as gifted, Marsha and
James, in her class of twenty two fourth graders. Discuss how Mrs. Denver could use curriculum
compacting and enrichment to address the needs of Marsha and James. Include in you discussion the
student information she will need to make her instructional decisions.
Chapter 8
Multiple Choice
True/False
Short Answer
Essay
