Deck 1: Children With Exceptionalities and Their Families

Question 1

Although children with exceptionalities were not legally guaranteed a free and appropriate education until the 1970s, most children with exceptionalities have received specialized education services for well over 100 years.

Answer 1

False

Question 2

Response to Intervention is

A) based only on the use of special education instructional methods.
B) a multilevel approach of academic intervention used to provide early, effective assistance to children before referral to special education and identification.
C) a variety of materials and techniques for an "independence" curriculum that is totally community­based.
D) based upon the extensive use of assistive technology.

Answer 2

B

Question 3

Intraindividual differences

A) consider how a child compares to other children.
B) are not useful in developing individual plans of instruction.
C) are the differences in abilities within the same child.
D) are stable as the child ages.

Answer 3

C

Question 4

Shannon, who is 10 years old, has the intelligence of a 12-year-old and the social behavior of a 8-year-old. This discrepancy is referred to by the authors of your text as an

A) aberration.
B) anomaly.
C) interindividual difference.
D) intraindividual difference.

Question 5

Children with are the only exceptional children not covered under federal legislation.

Question 6

Contrast interindividual differences and intraindividual differences and explain how cultural context influences our perception of these differences.

Question 7

Using tiers to deliver different intensity of instruction and intervention is an example of

A) Differential Instruction Methods (DIM).
B) Least Restrictive Environment (LRE).
C) Response to Intervention (RtI)
D) Formal Appropriate Education (FAE).

Question 8

Which of the following exceptionalities does NOT have its own defined category under IDEA, 2004?

A) Autism
B) ADHD
C) Traumatic Brain Injury
D) Emotional Disturbance

Question 9

The part of the Information Processing Model that is the decision-making aspect is the

A) input function.
B) output function.
C) executive function.
D) emotional context.

Question 10

Why have education professionals replaced medical professionals as the primary professionals to address the needs of exceptional children?

Question 11

From an educator's point of view, identification of a student as exceptional is necessary when the student

A) has an obvious interindividual difference.
B) has an obvious intraindividual difference.
C) requires special adaptations in the educational program.
D) has a parent who wants services.

Question 12

Why is RtI an important educational strategy? Consider in particular the needs of students from diverse backgrounds.

Question 13

The Information Processing Model

A) is a new service delivery model for children with exceptionalities.
B) is a model for understanding the complex way children learn.
C) is the most useful for early intervention programs.
D) can not be used in conjunction with the Response to Intervention Model.

Question 14

The Information Processing Model includes all BUT which of the following components?

A) Executive function
B) Emotional context
C) Genetic predisposition
D) Visual input of information

Question 15

When looking at the historical perspective of services for children with exceptionalities, the 1950s saw

A) the passage of new legislation requiring schools to serve these children.
B) the beginning of many preschool programs for these children.
C) the Council for Exceptional Children being founded.
D) the beginning of special programs in some states for these children.

Question 16

Educators use to address the intraindividual differences that require adjustments to the educational program for a child with exceptionalities.

Question 17

Legally recognized categories of exceptionality are defined by

A) the Individuals with Disabilities Education Improvement Act (IDEA).
B) the laws of individual states.
C) No Child Left Behind (NCLB).
D) the Council for Exceptional Children (CEC).

Question 18

In defining the term children with exceptionalities, which characteristic is most central?

A) The child deviates from the normal population in intellectual ability.
B) The child is from a lower socioeconomic background.
C) The child shows evidence of multiple disabilities.
D) The child's deviation is extensive enough to warrant modification of educational services or practices.

Question 19

The RtI three-tier model is designed to

A) move children with disabilities quickly into special classes.
B) modify the concept of inclusion.
C) provide interventions before and after formal identification.
D) serve only the children who have been diagnosed with certain disabilities.

Question 20

Interindividual differences are differences that exist

A) between a child and other children.
B) between a child and his or her environment.
C) but are not observable in a child.
D) between different areas of a single child's development.

Question 21

In most cases, the influence of an individual's genetic makeup

A) guarantees a certain outcome (e.g., alcoholism).
B) directly determines the development of specific behaviors.
C) can only increase or decrease the probability of a certain outcome occurring.
D) overrides any environmental influences that may occur.

Question 22

Describe how the perspectives on identifying and treating individuals with exceptionalities have changed over the years.

Question 23

Why is early identification of children with exceptionalities important? How is early identification connected to an ecological model of exceptionality?

Question 24

With the recognition of the role of the environment, the field moved from a(n) _______________ model of exceptionality, which assumes that the physical condition or disease exists within the patient, to a(n) ____________ model, in which we see the child with exceptionalities in complex interaction with many environmental forces.

Question 25

One area of exceptionalities where prevalence seems to be increasing rapidly is

A) developmental disabilities.
B) autism.
C) learning disabilities.
D) hearing impairment.

Question 26

The shift away from the medical model of defining exceptionality is the result of

A) increasing recognition of the influence of the environment.
B) increasing use of technology.
C) increasing emphasis on parent advocacy.
D) increasing concern regarding cultural bias.

Question 27

Historically, the disabling condition of any student was perceived as

A) the result of an interaction between the student and the environment.
B) residing exclusively in the student.
C) residing in the student's environment.
D) dependent on the family of the student.

Question 28

Which of the following is NOT a high-incidence disability?

A) Hearing impairment
B) Learning disabilities
C) Intellectual or developmental disorder
D) Emotional and behavior disorder

Question 29

Use the language of the Information Processing Model to describe how a student handles being given an assignment to do a research project in school.

Question 30

Earlier intervention for a child with exceptionalities leads to better positive outcomes for the child with less effort.

Question 31

Why are culturally and linguistically diverse students often over-represented in special education programs?

Question 32

Prevalence is difficult to measure because

A) parents over-disclose that their child has an exceptionality.
B) differing criteria may be used to identify children with exceptionalities.
C) incidence numbers are so similar professionals use them instead.
D) child count is not conducted in most areas.

Question 33

Intelligence is strictly genetic and cannot be altered by environmental influences.

Question 34

The category of exceptionality with the largest number of children is

A) Intellectual and Developmental Disabilities.
B) Attention Deficit Hyperactivity Disorder.
C) Other Health Impaired.
D) Learning Disabilities.

Question 35

When considering the interaction of heredity and environment, it is important for teachers to understand that

A) changing a child's environment can have little effect on hereditary influences.
B) present educational viewpoints place most of their emphasis on the role of heredity.
C) present educational viewpoints ascribe to a medical model of exceptionalities.
D) changing the environmental conditions of early childhood can result in behavior changes.

Question 36

Changes in definitions of certain categories will likely result in

A) changes in prevalence of certain disabilities.
B) the use of census data instead of school counts.
C) better counting procedures.
D) the cross-checking of school counts by auditing teams.

Question 37

Identifying children with exceptionalities only becomes important as children enter elementary school.

Question 38

A reasonable estimate is that more than categories of children with exceptionalities.

Question 39

Which of the following is NOT a low-incidence disability?

A) Visual impairment
B) Multiple disabilities
C) Speech impairment
D) Orthopedic impairment

Question 40

Most professionals now view disabilities as

A) an environmental problem.
B) a problem with the child's genetic makeup.
C) the result of interactions between the child and the environment.
D) the fault of the parents.

Question 41

An ecological approach is used

A) only as a medical model of understanding exceptionality and the child's limitations.
B) to incorporate the child's family, school, and community into his/her learning environment.
C) mainly with children with behavior problems to modify the environment.
D) to determine which component of the IPM works the best with certain exceptionalities.

Question 42

Which of the following is an appropriate role for special education personnel working with families?

A) To direct and evaluate program services
B) To facilitate the identification and procurement of services
C) To prescribe and direct the provision of appropriate services
D) To diagnose family needs and identify appropriate services

Question 43

When a child is diagnosed with a serious disability, their parents usually experience the emotion of last.

A) anger
B) frustration
C) acceptance
D) guilt

Question 44

Which of these emotions do parents usually experience first when their child is diagnosed with a serious disability?

A) Anger
B) Guilt
C) Shock
D) Frustration

Question 45

The movement toward an early intervention model makes which of the following more important?

A) The family environment
B) The medical model
C) The theoretical model
D) Response to intervention

Question 46

Which of the following is NOT a goal of the family-focused approach?

A) To help families become more autonomous
B) To help families form their own support networks
C) To allow families to be responsible for how to raise their child
D) To identify elements of the family's lifestyle that have caused the child's exceptionality

Question 47

Why is it important to understand special education as a "family affair?" What principles regarding families are important to consider?

Question 48

The family-centered model focuses on

A) the etiology of the disability.
B) the parents delivering the intervention.
C) the strengths in the child and family.
D) the parental supportive system.

Question 49

The recognition that society and schools have a responsibility for exceptional students stemmed in large part from the activities of

A) educational diagnosticians.
B) the children's parents.
C) regular education teachers.
D) school counselors.

Question 50

The ecological approach to intervention focuses on

A) direct remediation of developmental delays.
B) the creation of family support services.
C) modification of the "environment" around the child.
D) altering community expectations.

Question 51

Most of the interventions with children aged 3 through 5 is directed toward generating more constructive interactions.

A) parent-child
B) physician-child
C) interchild
D) psychologist-child

Question 52

The increasing interest in the family as a focus for intervention is based on which of the following assumptions?

A) Intervention for young children with exceptionalities should not be the concern of the public schools.
B) Families are capable of providing the supports needed by children with exceptionalities until they reach school age.
C) Involving and supporting families is likely to be a more powerful intervention than focusing exclusively on the child.
D) Only minimal intervention is needed for young children with exceptionalities until they are school age.

Question 53

Identify five common sources of stress for families with children who are exceptional. For each source of stress, cite ways the field of special education has changed to support families.

Question 54

The following factors influence how well a family adapts to the presence of a child with disabilities:

A) the nature of the stressor event, the family's resources, and the perception of the situation.
B) the degree of disability, the prognosis for the child, and the level of care required.
C) income, social status, and marital status.
D) the knowledge level of the parents, the number of siblings, and the income level.

Question 55

Which of the following is NOT true of parents' roles as collaborative members of their child's multidisciplinary team?

A) They can provide professionals with important information about their child.
B) They can take an active role in teaching their child outside the classroom.
C) They can reinforce learning that has taken place in the classroom.
D) They can complete assignments on behalf of their child.

Question 56

Education intervention based on an ecological model would involve

A) looking for the medical causes of the disability.
B) treating the medical condition causing the disability.
C) examining the interaction of the individual's characteristics with the environment's demands.
D) attempting to change the environment without reference to the individual.

Question 57

How does the ecological approach to understanding exceptionality shape the interventions we develop for a child with exceptionalities?

Question 58

One of the assumptions of the family-focused approach is that

A) professionals should counsel parents as to an appropriate level of involvement in their child's program.
B) involving and supporting families is likely to be less effective than just treating the child, but it is more cost- effective when parents are not adversarial.
C) professionals should attend to family priorities for goals and services, even when those priorities differ substantially from professional priorities.
D) while intervention and support of families has little influence on the child with a disability, it is important to educate families and encourage parent advocacy.

Question 59

A family-centered model has a orientation towards the disability.

A) pathology
B) strengths
C) options
D) fixed

Question 60

The major goal for the family-focused approach is to

A) give the parents the financial support that they need to provide for their child.
B) help parents become more autonomous and less dependent on professionals.
C) tell the family how to raise their child.
D) give parents respite care when needed.

Question 61

What is the purpose of transition planning? What sorts of issues might be addressed in a student's transition plan?

Question 62

Sibshops are workshops designed for which population?

A) Special Educators
B) Children with ADHD
C) Siblings of children with special needs
D) Parents of children with special needs

Question 63

Siblings of children with disabilities

A) spend considerably less time with their parents than does the child with a disability.
B) typically have many unverbalized questions about the child with a disability.
C) tend to need professional help to cope with the lack of parental attention.
D) tend to be "spoiled" since parents of children with disabilities tend to overcompensate with their nondisabled children.

Question 64

The attitudes, values, customs, and language that form an identifiable pattern or heritage is called

A) the ecological model.
B) culture.
C) cultural reciprocity.
D) the context of child.

Question 65

As a child grows older, the influence of peers diminishes.

Question 66

The FQLS developed by Turnbull and Turnbull

A) measures improvement in the child's behavior.
B) defines and measures a family's quality of life.
C) measures the child's progress in school.
D) evaluates the quality of the child's teacher.

Question 67

One of the most important things that teachers can do for children from diverse cultures is to

A) make sure that the child understands and conforms to the predominant cultural expectations represented in the classroom.
B) be aware of the factors that shape their own cultural views.
C) minimize differences because culture does not play a significant role in the way that children ultimately learn.
D) emphasize that English is the language of the classroom.

Question 68

Legislation requires that students with exceptionalities receive assistance with which of the following at age 16?

A) Planning for their transition to independent living in the community
B) Finding and securing appropriate post-school employment
C) Getting a drivers license
D) Moving out of their parents' home