Question 1

The purpose of creating an ecological inventory for a student with severe disabilities in an inclusive classroom would be to

Accepted Answer

A)  Identify discrepancies between a child's actual participation and the expected performance of a skill 
B)  Analyze steps in an activity and the skills needed to participate 
C)  Maximize the chance that a student will respond correctly 
D)  Identify the child's preferred activities 
A)  Identify discrepancies between a child's actual participation and the expected performance of a skill 
B)  Analyze steps in an activity and the skills needed to participate 
C)  Maximize the chance that a student will respond correctly 
D)  Identify the child's preferred activities

Question 2

Describe some specific strategies that help children who are deaf-blind to increase the development of autonomy and active participation so that they do not develop learned helplessness.

Accepted Answer

There are several specific strategies th

Question 3

List all the different types of prompts that you can use with children who have disabilities and disabilities.

Accepted Answer

There are several different types of pro

Question 4

Addressing the child's individual objectives, identifying adaptations within an activity, and deciding what team members will do is called

Accepted Answer

A)  Ecological inventory 
B)  Partial participation 
C)  Interdisciplinary support participation plan 
D)  Discrepancy analysis 
A)  Ecological inventory 
B)  Partial participation 
C)  Interdisciplinary support participation plan 
D)  Discrepancy analysis

Question 5

What are the advantages and disadvantages of least-to-most prompting?

Accepted Answer

Least-to-most prompting is a teaching st

Question 6

Why would you use hand-under-hand guidance instead of hand-over-hand guidance?

Accepted Answer

Hand-under-hand guidance and hand-over-h

Question 7

50% of children who are deaf or hard of hearing have an additional disability.

Accepted Answer

A) True 
 B)False

Question 8

Which specific intervention would not be appropriate for a child who has a hearing loss?

Accepted Answer

A)  Seat the child in the front for good visibility 
B)  Be prepared to repeat and rephrase, point out, or demonstrate 
C)  Identify areas of the room by different floor coverings or mobiles 
D)  Speak at normal speed and volume without exaggerating lip movements 
A)  Seat the child in the front for good visibility 
B)  Be prepared to repeat and rephrase, point out, or demonstrate 
C)  Identify areas of the room by different floor coverings or mobiles 
D)  Speak at normal speed and volume without exaggerating lip movements

Question 9

Numerous intervention approaches for autism have sufficient research to establish their effectiveness.

Accepted Answer

A) True 
 B)False

Question 10

Suppose that you will be including a child who has a vision impairment in your classroom. What adaptations would you make and what procedures would you follow for this inclusion?

Accepted Answer

Including a child with a vision impairme

Question 11

A student who is diagnosed as legally blind has 20/200 vision in both eyes.

Accepted Answer

A) True 
 B)False

Question 12

Choose 2 disabilities or syndromes and discuss how their general strengths and weaknesses might differ.

Accepted Answer

Two disabilities or syndromes that have

Question 13

Low vision has a corrected visual acuity of no better than 20/70.

Accepted Answer

A) True 
 B)False

Question 14

Packaged, commercially available programs most often need modifications and adaptations for a particular population of children.

Accepted Answer

A) True 
 B)False

Question 15

Compare and contrast 3 different intervention approaches that have been shown to have positive changes in children who have autism spectrum disorder. Thoroughly discuss their assumptions, strategies, and outcomes.

Accepted Answer

There are several intervention approache

Question 16

Describe at least 4 specific communication strategies that you would use to help include a child with multiple disabilities whose communications attempts might be difficult or very subtle to recognize.

Accepted Answer

1. Use Augmentative and Alternative Comm

Question 17

Give 3 examples of how you can help include a child with a severe disability by using the principle of partial participation.

Accepted Answer

1. Modifying activities: You can modify

Question 18

It is recommended practice to continue using a prompt even when the child with severe disabilities no longer needs it.

Accepted Answer

A) True 
 B)False

Question 19

Suppose that you will be including a child who has a hearing loss in your classroom. What adaptations would you make and what procedures would you follow for this inclusion?

Accepted Answer

Including a child with a hearing loss in

Question 20

Which specific intervention would not be appropriate for a child who has a visual impairment?

Accepted Answer

A)  Orient the child to classroom layout and materials location 
B)  Facilitate auditory localization, reaching for sound, and auditory discrimination skills 
C)  Encourage children to identify themselves when they approach the child 
D)  Avoid speaking with your back to the child or with a bright light behind you 
A)  Orient the child to classroom layout and materials location 
B)  Facilitate auditory localization, reaching for sound, and auditory discrimination skills 
C)  Encourage children to identify themselves when they approach the child 
D)  Avoid speaking with your back to the child or with a bright light behind you

The purpose of creating an ecological inventory for a student with severe disabilities in an inclusive classroom would be to

Describe some specific strategies that help children who are deaf-blind to increase the development of autonomy and active participation so that they do not develop learned helplessness.

List all the different types of prompts that you can use with children who have disabilities and disabilities.

Addressing the child's individual objectives, identifying adaptations within an activity, and deciding what team members will do is called

What are the advantages and disadvantages of least-to-most prompting?

Why would you use hand-under-hand guidance instead of hand-over-hand guidance?

50% of children who are deaf or hard of hearing have an additional disability.

Which specific intervention would not be appropriate for a child who has a hearing loss?

Numerous intervention approaches for autism have sufficient research to establish their effectiveness.

Suppose that you will be including a child who has a vision impairment in your classroom. What adaptations would you make and what procedures would you follow for this inclusion?

A student who is diagnosed as legally blind has 20/200 vision in both eyes.

Choose 2 disabilities or syndromes and discuss how their general strengths and weaknesses might differ.

Low vision has a corrected visual acuity of no better than 20/70.

Packaged, commercially available programs most often need modifications and adaptations for a particular population of children.

Compare and contrast 3 different intervention approaches that have been shown to have positive changes in children who have autism spectrum disorder. Thoroughly discuss their assumptions, strategies, and outcomes.

Describe at least 4 specific communication strategies that you would use to help include a child with multiple disabilities whose communications attempts might be difficult or very subtle to recognize.

Give 3 examples of how you can help include a child with a severe disability by using the principle of partial participation.

It is recommended practice to continue using a prompt even when the child with severe disabilities no longer needs it.

Suppose that you will be including a child who has a hearing loss in your classroom. What adaptations would you make and what procedures would you follow for this inclusion?

Which specific intervention would not be appropriate for a child who has a visual impairment?

Educating Young Children With Disabilities: the Challenge

In Partnership With Families

Developing Individualized Intervention Plans and Programs and Monitoring Progress

Designing Instructional Programs

Promoting Emotional and Social Development

Helping Young Children Develop Motor and Self-Care Skills

Nurturing Communication Skills

Encouraging the Development of Cognitive Skills and Literacy

Teaming: Collaboration, Problem Solving, and Inclusion Support

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Exam 5: Considerations for Teaching Children With Specific Disabilities

The purpose of creating an ecological inventory for a student with severe disabilities in an inclusive classroom would be to

Describe some specific strategies that help children who are deaf-blind to increase the development of autonomy and active participation so that they do not develop learned helplessness.

List all the different types of prompts that you can use with children who have disabilities and disabilities.

Addressing the child's individual objectives, identifying adaptations within an activity, and deciding what team members will do is called

What are the advantages and disadvantages of least-to-most prompting?

Why would you use hand-under-hand guidance instead of hand-over-hand guidance?

50% of children who are deaf or hard of hearing have an additional disability.

Which specific intervention would not be appropriate for a child who has a hearing loss?

Numerous intervention approaches for autism have sufficient research to establish their effectiveness.

Suppose that you will be including a child who has a vision impairment in your classroom. What adaptations would you make and what procedures would you follow for this inclusion?

A student who is diagnosed as legally blind has 20/200 vision in both eyes.

Choose 2 disabilities or syndromes and discuss how their general strengths and weaknesses might differ.

Low vision has a corrected visual acuity of no better than 20/70.

Packaged, commercially available programs most often need modifications and adaptations for a particular population of children.

Compare and contrast 3 different intervention approaches that have been shown to have positive changes in children who have autism spectrum disorder. Thoroughly discuss their assumptions, strategies, and outcomes.

Describe at least 4 specific communication strategies that you would use to help include a child with multiple disabilities whose communications attempts might be difficult or very subtle to recognize.

Give 3 examples of how you can help include a child with a severe disability by using the principle of partial participation.

It is recommended practice to continue using a prompt even when the child with severe disabilities no longer needs it.

Suppose that you will be including a child who has a hearing loss in your classroom. What adaptations would you make and what procedures would you follow for this inclusion?

Which specific intervention would not be appropriate for a child who has a visual impairment?

Educating Young Children With Disabilities: the Challenge

In Partnership With Families

Developing Individualized Intervention Plans and Programs and Monitoring Progress

Designing Instructional Programs

Promoting Emotional and Social Development

Helping Young Children Develop Motor and Self-Care Skills

Nurturing Communication Skills

Encouraging the Development of Cognitive Skills and Literacy

Teaming: Collaboration, Problem Solving, and Inclusion Support

Filters