37.Compareandcontrasttheterms”deaf”and”hardofhearing.”
ANSWER: “Deaf”describesspecificallythoseindividualswhosehearinglossisintheextreme:91
dborgreater.Evenwiththeuseofhearingaidsorotherformsofamplification,the
individual’sprimarymeansfordevelopinglanguageandcommunicationisthroughthe
visualchannel.Deafness,asdefinedbytheIndividualswithDisabilitiesEducationAct
(IDEA),means“ahearingimpairmentwhichissoseverethatthechildisimpairedin
processinglinguisticinformationthroughhearing,withorwithoutamplification,which
adverselyaffectseducationalperformance.”Apersonwhoisdeafisunableto
recognizesoundorthemeaningsofsoundpressurewaves.However,thedegreeofloss,
asmeasuredonanaudiometer,shouldnotbethesolecriterionfordefiningdeafness.
Thedefinitionofdeafnessmayalsobefunctionalinnature,directlyrelatedtotheability
tocomprehendspokenlanguageauditorially.
Forpersonsdefinedashardofhearing,auditionisdeficientbutremainssomewhat
functional.Apersonwhoishardofhearingisonewho,generallywiththeuseofa
hearingaid,hasresidualhearingsufficienttoenablesuccessfulprocessingoflinguistic
informationthroughaudition.
Thedistinctionbetween”deaf”and”hardofhearing,”basedonthefunctionaluseof
residualhearing,isnotasclearasmanytraditionaldefinitionsimply.Newbreakthroughs
inthedevelopmentofhearingaidsaswellasimproveddiagnosticprocedureshave
madeitpossibleformanychildrenlabeledasdeaftousetheirhearingfunctionallyunder
limitedcircumstances.
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.13.02-Explainthevariousdefinitionsandclassificationsofsensory
disabilities.
NATIONALSTANDARDS: UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational
different.Forthepersonwithavisionloss,thesedifferencesinperceptionmayresultin
somesocial-emotionaldifficulties.Peoplewithvisionlossareoftenunabletoimitatethe
physicalmannerismsofothersandthereforedonotdeveloponeveryimportant
componentofasocialcommunicationsystem:bodylanguage.Thesubtletiesof
nonverbal
communicationmaysignificantlyaltertheintendedmeaningofspokenwords.A
person’sinabilitytodevelopanonverbalcommunicationsystemthroughtheacquisition
ofvisualcues(suchasfacialexpressions,handgestures)hasprofoundconsequenceson
interpersonalinteractions,notonlyforthereceptionorinterpretationofverballanguage
butalsoforwhatheorsheexpressestoothers.Namely,thesightedpersonmay
misinterpretthemeaningofwhatissaidbythepersonwhoisvisuallyimpairedbecause
thevisualcuesarenotconsistentwiththespokenwords.
Socialproblemsmayalsoresultfromtheexclusionofpersonswithavisionlossfrom
socialactivitiesthatareintegrallyrelatedtotheuseofsight(suchassports,movies).
Individualswithavisionlossareoftenexcludedfromsuchactivitieswithoutasecond
thoughtsimplybecausetheycannotsee.Thisonlyservestoreinforcethemistaken
notionthattheydonotwanttoparticipateandwouldnotenjoytheseactivities.The
importantpointtorememberisthatsocialskillscanbelearned,andeffectivelyusedbya
personwithavisionloss.Excludingpeoplewithvisionlossfromsocialexperiencesmore
oftenstemsfromnegativepublicattitudesthanfromtheindividual’slackofsocial
adjustmentskills.
REFERENCES: Bloom’s:Analyzing
39.Adoptapositioninfavoroforopposedtotheinclusionofstudentswithvisionlossintogeneraleducationschools.
Defendyourposition.
ANSWER: Infavorofinclusioningeneraleducationschools:Childrenwhoareblindshouldbe
educatedinpublicschoolsandclassroomsalongsidetheirseeingpeers.Thisallows
childrenwhoareblindtoremainathomewiththefamilyandliveinalocal
neighborhood,whichisjustasimportantforthesechildrenasitisfortheirsighted
friends.Italsoallowschildrenwhoareblindtohavegreateropportunitiesfor
appropriatemodelingofacceptablebehaviors.Schoolsforchildrenwhoareblindhave
endeavoredovertheyearstoofferthebesteducationpossible,onethatisintendedtobe
equivalenttothatofferedtochildrenwhocansee.However,theseschoolscannot
duplicatetheexperiencesoflivingathomeandbeingpartofthelocalcommunity.
Althoughitcanbearguedthatthespecialschoolisgearedentirelytotheneedsofthe
childwhoisblind,thereismuchmoretoeducationthanasegregatededucational
environmentcanprovide.Duringthechild’sgrowingyears,heorshemustbedirectly
involvedintheseeingworldinordertohavetheopportunitytoadjustandbecomeapart
ofsociety.
Opposedtoinclusioningeneraleducationschools:Thespecialschoolforchildren
40.TheIndividualswithDisabilitiesEducationActdefinesdeafnessasahearingimpairmentthatissoseverethata​
a.​childisunabletoprocesslinguisticinformationthroughhearing.
b.​childcannotprocessinformationwithorwithoutamplification.
c.​child’seducationalperformanceisadverselyaffected.
d.​Alloftheanswersarecorrect.
ANSWER: d
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.13.02-Explainthevariousdefinitionsandclassificationsofsensory
disabilities.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
NOTES: Deafness,asdefinedbytheIndividualswithDisabilitiesEducationAct(IDEA),means
“ahearingimpairmentwhichissoseverethatthechildisimpairedinprocessing
linguisticinformationthroughhearing,withorwithoutamplification,whichadversely
affectseducationalperformance.”
41.Infectionsmostcommonlyassociatedwithcongenitalhearinglossare​
a.​measles,mumps,andtyphoidfever.
b.​influenzaandtoxoplasmosis.
c.​cytomegalicinclusiondiseaseandscarletfever.
d.​Alloftheanswersarecorrect.
ANSWER: a
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.13.02-Explainthevariousdefinitionsandclassificationsofsensory
disabilities.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
NOTES: Postnatalinfections,suchasmeasles,mumps,influenza,typhoidfever,scarletfever,and
meningitisareallassociatedwithhearingloss.
42.Rockyhasworkedfortwelveyearswithajackhammeronaroadcrew.Hisdoctorhaswarnedhimthatheisathigh
riskfor​
a.​congenitalhearingloss.
b.​increasedsensitivitytotonality.
c.​sensorineuralhearingloss.
d.​receptiveaphasia.
ANSWER: c
REFERENCES: Bloom’s:Applying
LEARNINGOBJECTIVES:HESC.HARD.17.13.02-Explainthevariousdefinitionsandclassificationsofsensory
disabilities.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
43.The_____approachteachescommunicationskillsthatemphasizenormalspeechproduction,employsound
amplification,anddiscouragesignlanguage.​
a.​auditory
b.​manual
c.​oral
d.​totalcommunication
ANSWER: a
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.13.06-Describethedifferentinterventionsforchildrenandyouth
withsensorydisabilitiesfromearlychildhoodthroughadulthood.
NOTES: Theauditoryapproachemphasizestheuseofamplifiedsoundandresidualhearingto
developoralcommunicationskills.Theauditorychannelisconsideredtheprimary
avenueforlanguagedevelopment,regardlessoftheseverityortypeofhearingloss.As
such,theuseofhearingaidsisrecommendedasearlyaspossible.Childrenarestrongly
encouragedtolearnnormalspeechproduction,andtheuseofmanualcommunication
(otherthannaturalgestures)isdiscouraged.
44.The_____approachteachescommunicationskillsthatcombinesoundamplificationwithmotorkinestheticspeech
training.​
a.​auditory
b.​manual
c.​oral
d.​totalcommunication
ANSWER: c
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.13.06-Describethedifferentinterventionsforchildrenandyouth
withsensorydisabilitiesfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
NOTES: Theoralapproachtoteachingcommunicationskillsalsoemphasizestheuseofamplified
soundandresidualhearingtodeveloporallanguage.Inadditiontoelectro-acoustical
amplification,theteachermayemployspeechreading,readingandwriting,andmotor-
kinestheticspeechtraining(feelinganindividual’sfaceandreproducingbreathandvoice
patterns).
45.Anotologistisamedicalspecialistwho​
a.​conductsanextensiveexaminationoftheear.
b.​providesmedicaltreatmentorsurgicalintervention.
c.​assistsindividualsintheselectionanduseofanamplificationdevice.
d.​Alloftheanswersarecorrect.
ANSWER: d
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.13.05-Describetheassessmentproceduresusedtoidentifysensory
disabilitiesinchildrenandyouth.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
NOTES: Theotologist,likethepediatrician,screensforpotentialhearingproblems,butthe
processismuchmorespecializedandexhaustive.Theotologistalsoconductsan
extensivephysicalexaminationoftheeartoidentifysyndromesthatareassociatedwith
conductiveorsensorineuralloss.Thisinformation,inconjunctionwithfamilyhistory,
46.Anaudiologististrainedto​
a.​prescribemedicationforahearingloss.
b.​providecounselingtoanindividualwithahearinglossandhisorherfamilymembers.
c.​dealwiththefunctionalimpactofahearingloss.
d.​conductsurgicalprocedurestoalleviateahearingloss.
ANSWER: c
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.13.05-Describetheassessmentproceduresusedtoidentifysensory
disabilitiesinchildrenandyouth.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
NOTES: Theaudiologististrainedinthemeasurementofhearing.Anotherimportantfunction
servedbyaudiologistsandotologistsistoprovideassistanceregardingtheselectionand
useofhearingaids.
47.Theterm”visualacuity”refersto​
a.​thedistanceatwhichanobjectmayberecognized.
b.​lightperception.
c.​fieldofvision.
d.​peripheralvision.
ANSWER: a
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.13.05-Describetheassessmentproceduresusedtoidentifysensory
disabilitiesinchildrenandyouth.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
NOTES: Visualacuityisdeterminedbytheuseofanindexthatreferstothedistancefromwhich
anobjectcanberecognized.
48.Erichas20/30vision.ThismeansthatEric​
a.​canseeattwentyfeetwhatanormallysightedpersoncanseeatthirtyfeet.
b.​canseeatthirtyfeetwhatanormallysightedpersoncanseeattwentyfeet.
c.​hasa20degreefieldofvision.
d.​hasa30degreefieldofvision.
ANSWER: a
REFERENCES: Bloom’s:Applying
LEARNINGOBJECTIVES:HESC.HARD.17.13.05-Describetheassessmentproceduresusedtoidentifysensory
disabilitiesinchildrenandyouth.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
NOTES: Thepersonwithnormaleyesightisdefinedashaving20/20vision.IfEricisabletoread
at20feetwhatapersonwithnormalvisioncanreadat30feet,thenhisorhervisual
acuitywouldbedescribedas20/30.
49.​Apersonwhoispartiallysighted
a.​isunabletobenefitfromlargeprintbooksandposters.
b.​isunabletousevisionforlearning.
c.​hasvisualacuitygreaterthan20/200,butnotgreaterthan20/70inthebettereyeaftercorrection.
d.​Alloftheanswersarecorrect.
ANSWER: c
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.13.02-Explainthevariousdefinitionsandclassificationsofsensory
disabilities.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
NOTES: Peoplewithpartialsightorlowvisionhaveavisualacuitygreaterthan20/200butnot
greaterthan20/70inthebesteyeaftercorrection.Thetermpartiallysighteddescribes
peoplewhoareabletousetheirvisionasaprimarysourceoflearning.
50.Thenumberofchildrenaffectedby_____greatlyincreasedwiththeuseofincubatorsforprematureinfantsinthe
1940s.​
a.​opticatrophy
b.​retinitispigmentosa
c.​retinopathyofprematurity
d.​glaucoma
ANSWER: c
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.13.02-Explainthevariousdefinitionsandclassificationsofsensory
disabilities.
NATIONALSTANDARDS: UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational
knowledgeofthefieldandtheirprofessionalEthicalPrinciplesandPracticeStandards
toinformspecialeducationpractice,toengageinlifelonglearning,andtoadvancetheir
profession.
NOTES: Retinopathyofprematurity(ROP)occurswhentoomuchoxygenisadministeredto
prematureinfants.Scartissueformsbehindthelensoftheeyeandpreventslightrays
fromreachingtheretina.ROPgainedwidespreadattentionintheearly1940s,withthe
adventofimprovedincubatorsforprematureinfants.
51.​Mikeisaboxerwhoincurredaneyeinjurywhenhereceivedahardjabonthesideofhisface.Itispossiblethatas
aresultofthisinjury,Mikecouldhave
a.​retrolentalfibroplasias.
b.​retinaldetachment.
c.​opticatrophy.
d.​glaucoma.
ANSWER: b
REFERENCES: Bloom’s:Applying
LEARNINGOBJECTIVES:HESC.HARD.17.13.02-Explainthevariousdefinitionsandclassificationsofsensory
disabilities.
NATIONALSTANDARDS: UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational
knowledgeofthefieldandtheirprofessionalEthicalPrinciplesandPracticeStandards
toinformspecialeducationpractice,toengageinlifelonglearning,andtoadvancetheir
profession.
NOTES: Retinaldetachmentisaconditionthatoccurswhentheretinaisseparatedfromthe
choroidandthesclera.Thisdetachmentmayresultfromsuchdisordersasglaucoma,
retinaldegeneration,orextrememyopia.Itcanalsobecausedbytraumatotheeye,
suchasaboxerreceivingahardrighthooktotheface.
52.About_____percentofelderlypeopleovertheageof65haveaseriouseyedisorder(includesthosewithcataracts).​
a.​10
b.​30
c.​50
d.​70
ANSWER: c
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.13.03-Describethecharacteristicsandprevalenceofchildrenand
youthwithsensorydisabilities.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe,
inclusive,culturallyresponsivelearningenvironmentssothatindividualswith
exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being,
positivesocialinteractions,andself-determination.
NOTES: Approximately5percentofAmericanchildren(1.2million)haveaseriouseyedisorder
(KidSource,2000.)Thisfigureincreasesto20percentforelderlypeopleovertheageof
65.Ifcataractsareincluded,nearly50percentofpeopleovertheageof65havea
significantvisionloss(U.S.NationalCenterforHealthStatistics,1994.)
53.Comparingtheperformancesofindividualswithorwithoutsightmaynotbeappropriatebecause​
a.​thosewithoutsighthaveanadvantage.
b.​thosewithsighthaveanadvantage.
c.​academicachievementwillnotbeaffected.
d.​thereisnovalidwaytocompare.
ANSWER: b
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.13.03-Describethecharacteristicsandprevalenceofchildrenand
youthwithsensorydisabilities.
NATIONALSTANDARDS: UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational
knowledgeofthefieldandtheirprofessionalEthicalPrinciplesandPracticeStandards
toinformspecialeducationpractice,toengageinlifelonglearning,andtoadvancetheir
profession.
54._____has(have)beenidentifiedascontributingtothedelayedacademicgrowthofstudentswithvisionloss.​
a.​Absencesfromschoolformedicalreasons
b.​Enteringschoolatalaterage
c.​Inappropriateschoolfacilitiesandresources
d.​Alloftheanswersarecorrect.
ANSWER: d
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.13.03-Describethecharacteristicsandprevalenceofchildrenand
youthwithsensorydisabilities.
NATIONALSTANDARDS: UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational
knowledgeofthefieldandtheirprofessionalEthicalPrinciplesandPracticeStandards
toinformspecialeducationpractice,toengageinlifelonglearning,andtoadvancetheir
profession.
NOTES: Ontheaverage,childrenwhoareblindaretwoyearsbehindsightedchildreningrade
level.Thus,anydirectcomparisonsofstudentswithvisionlosstothosewithsightwould
indicatesignificantlydelayedacademicgrowth.However,thisagephenomenonmay
haveresultedfromenteringschoolatalaterage,absencefromschoolduetomedical
problems,andthelackofappropriateschoolresourcesandfacilities.
55.Incomparisontotheirsightedpeers,aneducationalcurriculumforastudentwithavisionlosshasagreateremphasis
on​
a.​physiology.
b.​mobilityandorientationtraining.
c.​physicaleducation.
d.​scienceeducation.
ANSWER: b
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.13.06-Describethedifferentinterventionsforchildrenandyouth
withsensorydisabilitiesfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
56.Inordertounderstandtheauditoryworldmoreclearly,theremustbeaparticularemphasisplacedonthedevelopment
of_____.
a.​residualsight
b.​expressivelanguageskills
c.​receptivelanguageskills
d.​expressiveandreceptivelanguageskills
ANSWER: d
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.13.06-Describethedifferentinterventionsforchildrenandyouth
withsensorydisabilitiesfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
57.Aunitusedtomeasurethefrequencyofsoundintermsofthenumberofcyclesthatvibratingmoleculescomplete
persecond​iscalleda(n)
a.​soundintensityunit.
b.​hertz(hz).
c.​soundfrequencyunit.
d.​decibel.
ANSWER: b
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.13.02-Explainthevariousdefinitionsandclassificationsofsensory
disabilities.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
58.Whatisahearinglossgreaterthan90decibels(dB)called?​
a.​Hearingimpairment
b.​Hardofhearing
c.​Deafness
d.​Deaf-mutism
ANSWER: c
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.13.02-Explainthevariousdefinitionsandclassificationsofsensory
disabilities.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
59.Asenseofhearingthatisdeficientbutsomewhatfunctionaliscalled​
a.​hardofhearing.
b.​hearingimpairment.
c.​hearingdifficulty.
d.​hearingdisability.
ANSWER: a
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.13.02-Explainthevariousdefinitionsandclassificationsofsensory
disabilities.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.