Archives: Quiz

Name: Class: Date: Chapter 10: Baroque Europe Copyright Cengage Learning. Powered by Cognero. Page 1 Multiple Choice 1. A major international conflict during the 17th century was the _____. a. Thirty Years’ War b. Great Iconoclasm c. Great Schism d. […]

Name: Class: Date: Chapter 09: High Renaissance and Mannerism in Europe Copyright Cengage Learning. Powered by Cognero. Page 1 Multiple Choice 1. _____ was the word used to describe the expressive character of Michelangelo’s works. a. Terribilità b. Sfumato c. […]

Name: Class: Date: Chapter 08: The Early Renaissance in Europe Copyright Cengage Learning. Powered by Cognero. Page 1 Multiple Choice 1. _____ were an especially popular art form in Flanders in the early 15th century. a. Oil paintings b. Stained-glass […]

Name: Class: Date: Chapter 07: Gothic and Late Medieval Europe Copyright Cengage Learning. Powered by Cognero. Page 1 Multiple Choice 1. Indicating its innovative nature, the name given to the French Gothic style by its contemporaries was the _____. a. […]

Name: Class: Date: Chapter 06: Early Medieval and Romanesque Europe Copyright Cengage Learning. Powered by Cognero. Page 1 Multiple Choice 1. The Sutton Hoo ship burial has been related to the Anglo-Saxon king _____, who converted to Christianity. a. Raedwald […]

Name: Class: Date: Chapter 05: The Islamic World Copyright Cengage Learning. Powered by Cognero. Page 1 Multiple Choice 1. A characteristic feature of the prayer hall at the mosque, or Mezquita, at Córdoba is the _____. a. horseshoe-shaped arches b. […]

Name: Class: Date: Chapter 04: Early Christianity and Byzantium Copyright Cengage Learning. Powered by Cognero. Page 1 Multiple Choice 1. The largest surviving amount of art created before Christianity was legal is found in _____. a. the catacombs b. the […]

Name: Class: Date: Chapter 03: The Roman Empire Copyright Cengage Learning. Powered by Cognero. Page 1 Multiple Choice 1. Rome was reportedly founded by _____ in 753 BCE. a. Romulus b. Tarquinius Superbus c. Apollodorus of Damascus d. Nero ANSWER: […]

Name: Class: Date: Chapter 02: Ancient Greece Copyright Cengage Learning. Powered by Cognero. Page 1 Multiple Choice 1. The dimensions of the Parthenon were calculated on _____. a. the Temple of Athena Nike b. a fixed proportional scheme c. the […]

Name: Class: Date: Chapter 01: Prehistory and the First Civilizations Copyright Cengage Learning. Powered by Cognero. Page 1 Multiple Choice 1. The inhabitants of ancient _____ established the earliest city-states. a. Sumer b. Hattusha c. Persepolis d. Jericho ANSWER: a […]

1.ThefirstdevelopmentalassessmentscalecreatedbyBinetintheearly1900swasinitiallyusedtoidentify a.studentswhoweregifted. b.studentswithspecificlearningneeds. c.studentswhowerementallyretarded. d.studentswithemotionalproblems. ANSWER: c REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.15.01-Describehowthelivesofpeoplewhoaregifted,creative,and talentedhavechangedsincetheadventofIDEA. 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: AlfredBinet,aFrenchpsychologist,constructedthefirstdevelopmentalassessmentfor childrenintheearly1900s. 2.Conceptualizationsofgiftednesshaveexpandedtoincludedomainsofperformanceothersthanthosemeasuredby traditionalintelligencetests.Theserecentlyrecognizedcapacitiesinclude a.extraordinaryskillsin mathematics,sports,ormusic. b.transformationorelaboration. c.creativeendeavors. d.extraordinaryskillsinmathematics,sports,ormusic,transformationor elaboration,andcreativeendeavors. ANSWER: d REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.15.01-Describehowthelivesofpeoplewhoaregifted,creative,and talentedhavechangedsincetheadventofIDEA. 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. 3.Currently,thereis_____federalmandateintheUnitedStatesrequiringspecializededucationalservicesforstudents identifiedasgifted. […]

37.Amajorgoalofmedicaltreatmentforspinalcordinjuryisto​ a.​stabilizethespine. b.​manageacuteswelling. c.​preventfurthercomplications. d.​stabilizethespine,manageacuteswelling,andpreventfurthercomplications. ANSWER: d REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.14.12-Describetraumaticbraininjury,itsprevalence,causation,and relatedinterventions. 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. 38.Themajorgoaloftreatmentforapersonwithaspinalcordinjuryis​ a.​emotionalstability. b.​achievementofindependencetothemaximumdegreepossible. c.​restoringtheuseofaffectedlimbs. d.​vocationaltraining. ANSWER: b REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.14.12-Describetraumaticbraininjury,itsprevalence,causation,and relatedinterventions. 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goalofalltreatmentistohelpaninjuredpersonbecomeasindependentaspossible. 39.Thetreatmentformusculardystrophyinvolves​ a.​maintainingfunctioning. b.​keepingtheindividualambulatoryforaslongaspossible. c.​improvingfunctioning. d.maintainingfunctioning,​keepingtheindividualambulatoryforaslongaspossible,andimprovingfunctioning. ANSWER: […]

1.Cerebralpalsyis a.aneuromusculardisorderresultingfromdamagetothebrain. b.abraindisordercharacterizedbyrecurrentseizureactivity. c.thefailureofcertainbonesofthespinalcolumntofuse. d.adisorderthatischaracterizedbyprogressiveweakeningofthevoluntaryskeletalmuscles. ANSWER: a REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.14.02-Describecerebralpalsy,itsprevalence,causation,andrelated interventions. 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: Cerebralpalsyisaneuromusculardisorderresultingfromdamagetooneormore specificareasofthebrain. 2.Individualswhohavehealthdisordersarealsodescribedas a.medicallyfragile. b.technologydependent. c.havingalowqualityoflife. d.medicallyfragileandtechnologydependent. ANSWER: d REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.14.01-Describehowthelivesofpeoplewithphysicaldisabilitiesand otherhealthdisordershavechangedsincetheadventofIDEA. 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. 3.Individualswithcerebralpalsyarelikelytohavemildtosevereproblemsinnon-motorareasoffunctioning,including a.hearingimpairments. b.speechandlanguagedisorders. c.generalperceptualproblems. d.hearingimpairments,speechandlanguagedisorders,andgeneralperceptualproblems. […]

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 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. 38.Discusshowvisionlosscanaffecteducationalachievementandsocialdevelopment. ANSWER: Theeducationalachievementofstudentswithvisionlossmaybesignificantlydelayed whencomparedtothatofsightedpeers. Therearenumerousvariablesinfluencingeducationalachievementforstudentswitha visionloss.Possiblereasonsfordelaysineducationalachievementrangefromexcessive schoolabsencesduetotheneedforeyesurgeryortreatmentaswellasyearsoffailure inprogramsthatdidnotmeeteachstudent’sspecializedneeds. Ontheaverage,childrenwhoareblindaretwoyearsbehindsightedchildreningrade […]

1._____istheactorsenseofhearing. a.Vibration b.Transmission c.Audition d.Listening 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. 2.Theageofonsetisacriticalfactorindetermining a.thetypeofhearingloss. b.theamountoftheindividual’sresidualhearing. c.thecauseofahearingloss. d.thetypeandextentofinterventionnecessarytominimizetheeffectofthehearingloss. ANSWER: d 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: Theageofonsetwillbeacriticalvariableindeterminingthetypeandextentof interventionsnecessarytominimizetheeffectoftheindividual’sdisability. 3.Nikitahasaconductivelossthatdoctorstellhimmightbeimprovedby a.surgery. b.hearingaids. c.medicalinterventions. d.surgery,hearingaids,andmedicalinterventions. […]

1.WhichofthefollowingisnotadisabilitycategoryunderIDEA? a.Multipledisabilities b.Deafness-blindness c.Severedisabilities d.Autism ANSWER: c REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.12.02-Explainthevariousdefinitionsandclassificationsofsevere andmultiple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.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: IndividualswithseveredisabilitiesisnotanIDEAcategorybutmaybesubsumedunder otherdisabilityareas,suchasmentalretardation,autism,seriousemotionaldisturbance, speechandlanguageimpairments,etc.IDEAdoesincludemultipledisabilitiesanddeaf- blindnessasspecificdisabilitycategories. 2._____areconcomitantimpairmentssuchthatthestudentcannothavehisorherneedsmetinspecialeducation programsdesignedsolelyforoneimpairment. a.Intellectualdisabilities b.Emotional/Behavioraldisorders c.Multipledisabilities d.Severedisabilities ANSWER: c REFERENCES: Bloom’s:Analyzing LEARNINGOBJECTIVES:HESC.HARD.17.12.02-Explainthevariousdefinitionsandclassificationsofsevere andmultiple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 […]

1.Autismfirstbegantoappearinresearchliteratureinthe a.1980s. b.firsthalfofthetwentiethcentury. c.secondhalfofthetwentiethcentury. d.1950s. ANSWER: b REFERENCES: Bloom’s:Analyzing LEARNINGOBJECTIVES:HESC.HARD.17.11.01-Describehowthelivesofpeoplewithautismspectrum disorders(ASD)havechangedsincetheadventofIDEA. 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: Althoughautismisthoughttohavebeendescribedfirstintheearly1800s,itdidnotgain muchattentionuntilKannerpublishedhisseminalpaperin1943. 2.Theconditioncalledautismspectrumdisorderincludestheterm(s) a.autism. b.Asperger’sSyndrome. c.pervasivedevelopmentaldisorder. d.autism,Asperger’sSyndrome,andpervasivedevelopmentaldisorder. ANSWER: d REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.11.02-ExplainthevariousdefinitionsandclassificationofASD. 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. 3.TheIDEAdefinitionofautismemploys_____. a.significantdisabilityaffectingverbalandnonverbalcommunicationandsocial interactions b.aseriousemotional disturbance c.desireforchangeindailyroutines […]

30.​AssessmentofstudentswithASDcanbebestachievedthroughcollaborationwithmultipledisciplines.Discuss professionalsandskillsareasthatshouldbeinvolved. ANSWER: ​Becauseofthewidevariationofcharacteristicspresentedinthisspectrumof disorders,thediversityoftheassessmentteamisquitebroadandmayinclude professionalsfromthefieldsofmedicine,psychology,education,speech–language pathology,occupationalpathology,physicaltherapy,socialwork,counseling,andother fields,dependingonthestudent’spresentingbehaviorsandneeds.Eachofthese professionalswillbeabletoprovideinformationregardingdifferentaspectsofthechild’s needsandparentalconcerns.Assessmentistypicallyundertakeninmultipleskillareas, includingcommunicationandlanguage,intelligence,andsocialinteraction. REFERENCES: Blooms:Applying LEARNINGOBJECTIVES:HESC.HARD.1711.05-DescribetheassessmentproceduresusedtoidentifyASDin childrenandyouth. NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple methodsofassessmentanddatasourcesinmakingeducationaldecisions. 31.Characteristicsofautisminclude_____.​ a.​engagementinrepetitiveactivities b.​aseriousemotionaldisturbance c.​desireforchangeindailyroutines d.​codependency ANSWER: a REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.11.02-ExplainthevariousdefinitionsandclassificationofASD. 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: Characteristicsofautisminclude:irregularitiesandimpairmentsincommunication, engagementinrepetitiveactivitiesandstereotypedmovements,resistanceto environmentalchangeorchangeindailyroutines,andunusualresponsestosensory experiences. Copyright Cengage […]

34.VoicedisordersareseldomthefocusofreferralandtreatmentintheUnitedStates. a.True b.False a.True b.False ANSWER: True REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.10.07-Describevoiceandresonancedisorders,theirprevalence, causation,identification,andrelatedinterventions. 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. 35.Discussoneexampleoflanguagewithoutspeech. ANSWER: Answerswillvarybutcouldincludesignlanguage,nonverbalcommunicationsuchas headnods,orhandgestures. REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.10.02-Describetheprimarycomponentsoftypicalcommunication development. NATIONALSTANDARDS: 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. 36.Describeexpressiveandreceptivelanguage? ANSWER: Expressivelanguageinvolvesmanyskillsforthesendertocommunicatewithanother. Theabilitytoformulateathought,havemotorskillstoproducethesoundsofwords, phrasesandsentencesrelatedtothatthought,speakthemessageusingthecorrect form,anduseappropriateintonation,gestures,andotheractsareallskillsinexpressive language.Receptivelanguageinvolvesmanyskillsforthereceivertounderstandthe message.Inoralcommunicationthereceivermustattendtothespeaker,understandthe sentmessage,comprehendthewords,phrases,sentences,intonation,gestures,and communicativeacts. positivesocialinteractions,andself-determination. REFERENCES: […]

1.Theinterchangeofideas,opinions,orfactsbetweensendersandreceiversisreferredtoas a.communication. b.talking. c.speech. d.language. ANSWER: a REFERENCES: Bloom’s:Applying LEARNINGOBJECTIVES:HESC.HARD.17.10.02-Describetheprimarycomponentsoftypicalcommunication development. 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: Communicationisarelational,nonlinear,transactionalprocessbetweenasenderanda receiverofamessage.Thismessagemaybeanexchangeofideas,opinions,facts,or simplysocialetiquetteconventionsbetweensendersandreceivers.Itrequiresthata sender(anindividualorgroup)composeandtransmitamessageandthatareceiver decodeandunderstandthemessage. 2.Thephysicalproductionofsoundsthatformwordsandexpresseslanguageis a.morphology. b.speech. c.communication. d.interaction. ANSWER: b REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.10.02-Describetheprimarycomponentsoftypicalcommunication development. 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: Althoughrelated,speechandlanguagearenotthesamething.Speechistheaudible […]

39.________involve(s)thelimitedabilitytoreason,plan,solveproblems,thinkabstractly,comprehendcomplexideas, learnquicklyandlearnfromexperience.​ a.​Mentalretardation b.​Emotionaldisorders c.​Intellectualdisabilities d.​Behaviordisorders ANSWER: c REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.09.02-Explainthevariousdefinitionsandclassificationsofintellectual 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. 40.Whatisthestatisticalaverageforanintelligencetest?​ a.​150 b.​100 c.​50 d.​25 ANSWER: b REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.09.02-Explainthevariousdefinitionsandclassificationsofintellectual 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: Thestatisticalaverageforanintelligencetestisgenerallysetat100. 41.Adaptivebehaviorsmaybemeasuredby​ a.​standardizedtests. b.​observations. c.​adaptivebehaviorscales. d.​Alloftheanswersarecorrect. […]

1.WhichofthefollowingIQscoresisconsideredwithintherangeofintellectualdisabilities? a.120 b.100 c.80 d.60 ANSWER: d REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.09.02-Explainthevariousdefinitionsandclassificationsofintellectual disabilities. NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple methodsofassessmentanddatasourcesinmakingeducationaldecisions. NOTES: IndividualswithanIQofapproximately70-75orlowerwouldbeconsideredashaving mentalretardation. 2.AccordingtotheAmericanAssociationonIntellectualandDevelopmentalDisabilities(AAIDD)acomponentofthe definitionofintellectualdisabilityis a.readingachievement. b.emotionalstability. c.adaptiveskills. d.braindevelopment. ANSWER: c REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.09.02-Explainthevariousdefinitionsandclassificationsofintellectual 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: TheAAIDDhassixmajorcomponents:1)Intellectualabilities;2)Adaptivebehavior;3) Participation,interactions,andsocialroles;4)Physicalandmentalhealth;5) Environmentalcontext;and6)Ageofonset. 3.Theabilitytouseconceptual,social,andpracticalskillstofunctionineverydaylifeisdescribedas a.communicationbehavior. […]

1.OpponentsofthecurrentIDEAdefinitionofseriousemotionaldisturbancehavecriticizeditslackofclarity, incompleteness,andexclusionofpersonsdescribedas a.havingautism. b.havingattentiondeficitdisorders. c.beingsociallymaladjusted. d.beingconductdisordered. ANSWER: c REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.08.02-ExplainthevariousdefinitionsandclassificationsofEBD. 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: OpponentsoftheIDEAdefinitionseeitasbeingveryvagueandincomplete.Also,this definitionexcludesindividualsidentifiedassociallymaladjusted.Furthermorethe definitionmandatesthatassessmentpersonneldemonstratethatEBDadverselyimpacts students’schoolachievement. 2.Comparedwiththeirpeers,studentswithEBDtendtohavean a.averageIQ. b.averagetobelow-averageIQ. c.averagetoabove-averageIQ. d.above-averageIQ. ANSWER: b REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.08.03-Describethecharacteristicsandprevalenceofchildrenand youthwithEBD. 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. 3.WhichofthefollowingdoesnotcontributetoincreasedriskforEBD? a.Poverty b.Parentaldruguse […]

28.Tobesuccessful,inclusiveeducationrequirescommitmenttocollaborationamong a.administrators,specialeducationteachers,andfamilies. b.parentsandgeneralteachers. c.generalteachers,specialteachersandotherteammembers. d.schoolpsychologistsandspecialeducationteachers. ANSWER: c REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.07.06-Describethedifferentinterventionsforchildrenandyouth withLDfromearlychildhoodthroughadulthood. NATIONALSTANDARDS: UnitedStates-CEC.7.0-Beginningspecialeducationprofessionalscollaboratewith familiesandothereducators,relatedservicesproviders,individualswithexceptionalities, andpersonnelfromcommunityagenciesinculturallyresponsivewaystoaddressthe needsofindividualswithexceptionalitiesacrossarangeoflearningexperiences. NOTES: InclusiveapproacheshavereceivedincreasingattentionintheLDliterature,prompting debateaboutadvantagesandlimitationsofplacingstudentswithlearningdisabilitiesin fullyinclusiveenvironments.Thesuccessofinclusiveeducationrequirescommitmentto collaborationamonggeneralandspecialeducatorsandotherteammembers. 29.Theterm“learningdisabilities”wasvirtuallyanunrecognizedclassificationpriortothe1960s. a.True b.False a.True b.False ANSWER: True REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.07.01-Describehowthelivesofpeoplewithlearningdisabilities (LD)havechangedsincetheadventofIDEA. NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple methodsofassessmentanddatasourcesinmakingeducationaldecisions. 30.Today,servicesrelatedtolearningdisabilitiesrepresentthelargestsingleprogramforexceptionalchildreninthe UnitedStates. a.True b.False a.True […]

1.Learningdisabilities a.areaneasilyidentifieddisorder. b.arealwaysmild. c.consistofahomogeneousgroupofindividuals. d.havelongbeenassociatedwithcontroversy. ANSWER: d REFERENCES: Bloom’s:Applying LEARNINGOBJECTIVES:HESC.HARD.17.07.02-ExplainthevariousdefinitionsandclassificationsofLD. 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: Controversy,confusion,andpolarizationhavelongbeenassociatedwiththefieldof learningdisabilities. 2.WhichofthefollowinghasNOTcontributedtoconfusionassociatedwithlearningdisabilities(LD)? a.Previously,manychildrenweremislabeled. b.Learningdisabilitiesinvolvemanytypesofproblems. c.IndividualswithLDexhibitcomplexneedsandcharacteristics. d.Advancingdiagnostictechnologyhasconfusedcausationdata. ANSWER: d REFERENCES: Bloom’s:Analyzing LEARNINGOBJECTIVES:HESC.HARD.17.07.02-ExplainthevariousdefinitionsandclassificationsofLD. 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: Controversy,confusionandpolarizationhavebeenassociatedwithlearningdisabilities. Thetermisagenericlabelrepresentingaheterogeneousgroupofchallengingconditions withhighlyvariableandcomplexcharacteristicsandneeds.Previouslymanychildren werelabeledasremedialreadersemotionallydisturbed,orchildrenwithintellectual disabilities. Copyright […]

1.PriortotheEducationforAllHandicappedChildrenActof1975(renamedtheIndividualswithDisabilitiesEducation Act),families a.hadmanyavenuesopentothemforappropriateservices. b.childrenwithdisabilitieswereoverwhelminglyincludedinsocietyandschools. c.didnothaveaccesstoappropriateservicesfortheirchildrenwithdisabilities. d.powerfulrepositoriesofknowledgeaboutchildrenandyouthwithdisabilities. ANSWER: c REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.06.01-Describehowthelivesoffamilieswithchildrenwith disabilitieshavechangedsincetheadventofIDEA. NATIONALSTANDARDS: UnitedStates-CEC.7.0-Beginningspecialeducationprofessionalscollaboratewith familiesandothereducators,relatedservicesproviders,individualswithexceptionalities, andpersonnelfromcommunityagenciesinculturallyresponsivewaystoaddressthe needsofindividualswithexceptionalitiesacrossarangeoflearningexperiences. NOTES: PriortotheEducationforAllHandicappedChildrenActof1975(renamedthe IndividualswithDisabilitiesEducationAct),familiesdidnothaveaccesstoappropriate servicesfortheirchildrenwithdisabilities,includingfreeandappropriatepublic education. 2.Whatfactor(s)canhaveanappreciableinfluenceonfamilyinteractions? a.Flexibility b.Cohesion c.Communicationskills d.Flexibility,cohesion,andcommunicationskills. ANSWER: d REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.06.02-Describethefamilysystemsapproachandhowitappliesto familieswithmemberswithdisabilities,anddescribestrengthsandchallengesoffamilies raisingchildrenwithdisabilities. NATIONALSTANDARDS: UnitedStates-CEC.7.0-Beginningspecialeducationprofessionalscollaboratewith familiesandothereducators,relatedservicesproviders,individualswithexceptionalities, andpersonnelfromcommunityagenciesinculturallyresponsivewaystoaddressthe needsofindividualswithexceptionalitiesacrossarangeoflearningexperiences. 3.Familiesthatincludechildrenwithdisabilitiesmayexperience […]

31.Stagesassociatedwithspecifickindsofparentalemotionsandresponsestoachildwithdisabilitiesmayoverlapwith oneanotherandresurfaceduringanotherperiod. a.True b.False a.True b.False ANSWER: True REFERENCES: Bloom’s:Applying LEARNINGOBJECTIVES:HESC.HARD.17.06.03-Describecommonreactionsofparentswhenobtaininga diagnosisfortheirchildrenwithdisabilities. NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple methodsofassessmentanddatasourcesinmakingeducationaldecisions. 32.Duringtherealizationstate,parentsmaybefearfulabouttheirabilitytocareforachildwithadisability. a.True b.False a.True b.False ANSWER: True REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.06.03-Describecommonreactionsofparentswhenobtaininga diagnosisfortheirchildrenwithdisabilities. NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple methodsofassessmentanddatasourcesinmakingeducationaldecisions. 33.Mothersoftendevelopstrongdyadicrelationshipswiththeirchildrenwithdisabilities. a.True b.False a.True b.False ANSWER: True REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.06.04-Describefactorsthatinfluencetherelationshipbetween childrenwithdisabilitiesandtheirmothers,fathers,siblings,grandparents,andother […]

34.Moststudentsfromculturallydifferentbackgroundswillnotrequirespecialeducationintervention. a.True b.False a.True b.False ANSWER: True REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.05.01-Describehowthelivesofstudentswithdisabilitiesfrom culturallyand/orlinguisticallydiversebackgroundshavechangedsincetheadventof IDEA. NATIONALSTANDARDS: 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. 35.Culturalorlinguisticdiversitydonothavelinkingfactorswithspecialeducation. a.True b.False a.True b.False ANSWER: False REFERENCES: Bloom’s:Applying LEARNINGOBJECTIVES:HESC.HARD.17.05.04-Describehowthesepopulationtrendsaffectpubliceducation. 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. 36.Whatsupportswillemergentbilinguallearnerneedinschools? ANSWER: Thereisaneedtoprovidelinguisticallyappropriateassessmentsandinstructionin classroomsandmanywillrequireasubstantialamountofsupplementaryassistanceand […]

1.Multiculturaleducationevolveddueto a.societalunrestduetopovertyandeconomicrecession. b.therealizationthatsuchstudentslearnbetterwhensegregatedforacademics. c.abeliefthattheacademicneedsofstudentsarebestsupportedwhenteachersunderstandstudents. d.theemergenceoffederalfundingtosupporttheNCAA. ANSWER: c REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.05.04-Describehowthesepopulationtrendsaffectpubliceducation. NATIONALSTANDARDS: 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: Englishasasecondlanguage(ESL)/bilingualeducationandculturallyandlinguistically responsiveeducationevolvedfromabeliefthattheacademicneedsofchildrenwhose linguisticorculturalbackgroundsdifferedfromthoseofthemajorityarebestsupported whenweunderstandwhotheyare,whattheyandtheirfamiliesbringtotheeducation enterprise,andhowthisknowledgeinfluencesourinstructionaldecisionmaking 2.Amajorresistancetobilingualormultilingualeducationalprogramsinschoolsisbasedonwhichofthefollowing assumptions? a.Culturaldifferenceshavenovalue. b.Schoolsarenotrelevantinsocietyatlarge. c.Schoolscannotchangeandpromoteattitudes. d.Englishshouldbetaughtquicklytostudents. ANSWER: d REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.05.02-Describethepurposesandapproachesofbilingual/ESL educationandculturallyandlinguisticallyresponsiveeducation. NATIONALSTANDARDS: 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: Whilewehavesolidresearchthatbilingualormultilingualeducationalprogramswork […]

1.Sincethe1990sprogressforyoungadultswithdisabilitieshas a.showndropsingraduation rates. b.shownrisesinunemploymentrates. c.shownrisesinMedicaid enrollment. d.shownprogressinareassuchaspostsecondaryeducation,employment,and independentliving. ANSWER: d REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.04.01-Discusstheresearchonthelivesofadultswithdisabilities. NATIONALSTANDARDS: 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. 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: Progresshasbeenmadeinseveralareas.Thestudyrevealedthat60percentofyoung adultswithdisabilitiescontinuedontosomelevelpostsecondaryeducationwithin8 yearsofleavinghighschool,while67percentreportedworkingfulltime.Further,the studyshowedthatwithin8yearsofleavinghighschool,59percentofyoungadultswith disabilitieslivedindependentlyand4percentlivedsemi-independently. 2.Ofthestudentswithdisabilitiesfourteenandolderexitinghighschool,approximatelywhatpercentageleavewitha highschooldiploma? a.25percent b.38percent c.56percent d.90percent ANSWER: c REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.04.01-Discusstheresearchonthelivesofadultswithdisabilities. NATIONALSTANDARDS: […]

35.Definetheterminclusiveeducation. ANSWER: Inclusiveeducationmaybedefinedasplacingstudentswithdisabilitiesinageneral educationsettingwithintheirneighborhoodschool,whilemakingavailablebothformal andnaturalsupportstoensureanappropriateeducationalexperience. REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.03.01-Defineinclusiveeducation. 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. 36.Whatisthedifferencebetweenfullandpartialinclusion? ANSWER: Infullinclusionthestudentwithadisabilityreceivesallinstructionandsupportinthe generaleducationclassroom,andtheservicescometothestudent.Inpartialinclusion, thestudentreceivesmostinstructioninthegeneraleducationsettingbutispulledoutfor specializedservicesforaportionoftheday. REFERENCES: Bloom’s:Analyzing LEARNINGOBJECTIVES:HESC.HARD.17.03.01-Defineinclusiveeducation. NATIONALSTANDARDS: 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. 37.Definemultidisciplinarycollaboration. ANSWER: Multidisciplinarycollaborationoccurswhenprofessionals,parents,andstudentswork togethertoachievethemutualgoalofdeliveringaneffectiveeducationprogram designedtomeetindividualneeds.Itisnotaboutwhatthoseinvolveddo,buthowthey doit. REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.03.03-Definemultidisciplinarycollaborationandidentifyitskey characteristics. NATIONALSTANDARDS: UnitedStates-CEC.7.0-Beginningspecialeducationprofessionalscollaboratewith familiesandothereducators,relatedservicesproviders,individualswithexceptionalities, […]

1.Inclusiveeducationparadigmsforstudentswithdisabilitiesmaybedescribedas a.pulloutservices. b.pushinservices. c.pushoutservices. d.leftoutservices. ANSWER: b REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.03.01-Defineinclusiveeducation. 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: Whereas,thetraditionalmodelforspecialeducation“pullsthestudentoutofthegeneral educationclasstoreceivesupport,”inclusiveeducationfocuseson“pushingservices andsupportsinto”thegeneraleducationsettingforbothstudentsandteachers. 2.Samuel,astudentwithdisabilities,receivesmostofhisinstructioninhisthirdgradegeneraleducationclassroomwith somepulloutforspeechandlanguageservices.Thisisanexampleof a.fullinclusion. b.partialinclusion. c.reasonableaccommodation. d.segregation. ANSWER: b REFERENCES: Bloom’s:Applying LEARNINGOBJECTIVES:HESC.HARD.17.03.01-Defineinclusiveeducation. 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, […]

36.Listatleasttwoofthefeaturesthatstudentswithdisabilitiesmusthavetofulfillthatpromisethatallstudentswill succeedifschoolsexpectthehighestacademicstandards. ANSWER: 1)highlyqualifiedandeffectiveteachers;2)curriculumbasedonstandards;3) assessmentsthatmeasureperformanceonthestandards;and4)inclusioninthe reportedresultsthatdetermineifaschoolismeetingestablishedperformancelevel. REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.02.05-Describewhatschoolsshoulddotoensureaccountabilityfor studentlearningandaccesstothegeneralcurriculum 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. 37.UnderIDEA,whatmustastudent’sIEPincluderelativetoaccessingthegeneraleducationcurriculum? ANSWER: IDEArequiresthatastudent’sIEPdescribehowthedisabilityaffectsinvolvementand progressinthegeneraleducationcurriculum.IEPgoalsmustenablethestudentto accessthegeneralcurriculumwhenappropriate. REFERENCES: Bloom’s:Applying LEARNINGOBJECTIVES:HESC.HARD.17.02.03-Describespecialeducationandrelatedservicesastheyapply toeachofthemajorprovisionsoftheIDEA. 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. 38.DescribethedifferencebetweenstudentswithdisabilitieswhoareeligibleforservicesunderSection504/ADAand thoseeligibleunderIDEA. ANSWER: StudentseligibleunderADAareentitledtoaccommodationsand/ormodificationsto theireducationalprogramthatwillensurethattheyreceiveanappropriateeducation comparabletothatoftheirpeerswithoutdisabilities.StudentseligibleunderIDEAare entitledtospecialeducationandrelatedservicestoensurethattheyreceiveaFAPE. REFERENCES: Bloom’s:Analyzing LEARNINGOBJECTIVES:HESC.HARD.17.02.06-Distinguishbetweenstudentswithdisabilitieswhoareeligible forservicesunderSection504/ADAandthoseeligibleunderIDEA. NATIONALSTANDARDS: […]

1.EducationmovedfromaprivilegetoarightforchildrenwithdisabilitiesaspartofwhatsocialmovementintheUnited States? a.Anti-warprotests b.ImmigrationActs c.CivilRightsMovement d.FreeSpeechMovement ANSWER: c REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.02.02-Identifytheprincipalissuesintheright-to-educationcasesthat ledtotheeventualpassageofthenationalmandatetoeducatestudentswith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. 2.EducationwasreaffirmedasarightandnotaprivilegebytheU.S.SupremeCourtinthecaseof a.Millsv.DistrictofColumbia. b.Brownv.BoardofEducation. c.PARCv.CommonwealthofPennsylvania. d.Wyattv.Stickney. ANSWER: b REFERENCES: Bloom’s:Understanding LEARNINGOBJECTIVES:HESC.HARD.17.02.02-Identifytheprincipalissuesintheright-to-educationcasesthat ledtotheeventualpassageofthenationalmandatetoeducatestudentswith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: Brownv.TopekaKansas,BoardofEducation(1954)establishedthateducationmust bemadeavailabletoeveryoneonanequalbasis.Thecourtdeclaredthat“...itis doubtfulthatanychildmayreasonablybeexpectedtosucceedinlifeifheisdeniedthe opportunityofaneducation.”Althoughusuallyheraldedforstrikingdownracial segregationbyacknowledgingthatseparateisnotequal,thisdecisionalsoseta precedentfortherighttoinclusiveeducationforstudentswithdisabilities.​ […]

28.Somelabelsmaybepermanent,othersmaybetemporary,butallarenegative. a.True b.False a.True b.False ANSWER: False REFERENCES: Bloom’s:Analyzing LEARNINGOBJECTIVES:HESC.HARD.17.01.01-Describewhydowecontinuetolabelpeopleevenwhenwe knowitmayhaveanegativeeffectonanindividual. 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. 29.Thebestwaytodescribehumandifferencesistheculturalapproach. a.True b.False a.True b.False ANSWER: False REFERENCES: Bloom’s:Analyzing LEARNINGOBJECTIVES:HESC.HARD.17.01.02-Identifythreeapproachestodescribehumandifferences. 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. 30.ThefundamentalpurposeoftheAmericanswithDisabilitiesActistoguaranteethateverypersonwithadisability getsajob. a.True b.False a.True b.False ANSWER: False REFERENCES: […]

1.Whichofthefollowingstatementsisaccurate? a.Labelsaffectindividualsinasimilarmanner. b.Labelsattempttodescribe,identify,anddistinguishindividualswhodifferfromthenorm. c.Labelstendtobestableacrosscultures. d.Labelsaregivenonlytopeoplewhodiffersignificantlyfromtheaverage. ANSWER: b REFERENCES: Bloom’s:Remembering LEARNINGOBJECTIVES:HESC.HARD.17.01.01-Describewhydowecontinuetolabelpeopleevenwhenwe knowitmayhaveanegativeeffectonanindividual. 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: Thepurposeofalabelistocommunicatespecificdifferencesinpeoplewhovary significantlyfromwhatisconsidered“typicalornormal.” 2.Sabahisapersonwithaphysicaldisabilitywhousesawheelchair.Sabahmustbankbymailbecausetheonlybankin hertownisnotaccessiblebywheelchair.ThetermthatmostaccuratelydescribestherelationshipbetweenSabah’s conditionandherlackofaccesstothebankisa a.disability. b.handicap. c.disturbance. d.disorder. ANSWER: b REFERENCES: Bloom’s:Applying LEARNINGOBJECTIVES:HESC.HARD.17.01.01-Describewhydowecontinuetolabelpeopleevenwhenwe knowitmayhaveanegativeeffectonanindividual. 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: Ahandicapisalimitationimposedontheindividualbyenvironmentaldemandsandis relatedtotheindividual’sabilitytoadaptoradjusttothesedemands. […]

1. Many school districts are basing their school improvement efforts on the research on effective schools, but there are concerns about the way in which some of the studies were conducted and about our ability to apply conclusions drawn from […]

1. Scholars have analyzed the findings of international studies of achievement to try to determine which, if any, aspects of instruction are associated with national performance levels in math. Identify the major conclusions of these analyses, and discuss the implications […]

1. Educators in school districts should recognize the characteristics and relative merits of various curricular designs before selecting the approach most suited for the district. Discuss the content emphasis, instructional emphasis, and relative merits of the subject-centered and the student-centered […]

1. Schools are a mirror of strengths and weaknesses in society. Why is it important for the goals of education to change as society changes? ANSWER: The curriculum in schools needs to keep up with changes in society because the […]

1. School districts were required to implement many programs to accomplish desegregation over the years. Some are simple; others are complex. Each plan had its relative advantages. Identify several of these desegregation plans, and discuss their characteristics and advantages. ANSWER: […]

1. The high-school dropout rates, high-school completion rates, and college enrollment for African American and Latino students have been a cause of alarm for many educators. Discuss these rates, and suggest what schools could do to minimize problems in these […]

1. Schoolchildren, particularly at the secondary level, experience a number of pressures and problems that may lead to the use of drugs, drinking, delinquency, teenage pregnancy, and possibly suicide. Educators have debated how much responsibility schools should assume in addressing […]

1. Most school districts grant tenure to a teacher after a brief probationary period. Teachers have certain employment advantages with tenure, and it is very difficult for a district to dismiss a tenured teacher. What advantages do teachers have with […]

1. Federal aid to education initially was provided through a number of isolated, unrelated programs. More recently, under No Child Left Behind, there has been an effort to develop a broadly conceived national plan for education. What are the reasons […]

1. Depending on the community, members of local school boards may be elected or appointed. Either way, there are some advantages and some disadvantages. Identify and discuss the advantages and disadvantages of elected members. ANSWER: The primary advantage is that […]

1. Curriculum guides for the subjects taught in elementary and secondary schools were developed by teachers and others who first considered the philosophical basis of the curriculum. Think about the subjects you had in high school, and identify the philosophy […]

1. The role of women has changed considerably since colonial times. Similarly, educational opportunities for women have changed. What was the role of women during the colonial period? What were the educational opportunities for women at that time? What have […]

1. Froebel believed that future teachers should reflect repeatedly on their own childhood experiences for insights that they can apply to their teaching. What have your childhood experiences taught you about how students learn and how you should teach? Based […]

1. As societies changed, so did their view of the purposes of schools and the educational needs of citizens. Consequently, the content included in the curriculum changed over time. Discuss and analyze how the curriculum has changed throughout history in […]