Deck 6: Accommodating Student Variability

Question 1

What is the purpose of the least restrictive environment provision of IDEA?

A) To ensure that students with similar disabilities are educated together.
B) To ensure that children with disabilities are educated with nondisabled children whenever possible.
C) To ensure that every disabled student is educated at least part-time in regular classrooms.
D) To ensure that disabled students receive instruction from a variety of teachers.

Answer 1

To ensure that children with disabilities are educated with nondisabled children whenever possible.

Question 2

Which of the following cognitive characteristics is typical of a child with intellectual disability?

A) The child is able to change his or her learning style to fit a learning task.
B) The child is able to recognize complex relationships.
C) The child is unable to memorize a passage of only four sentences.
D) The child doesn't recognize that a red triangle and a red circle can be classified together.

Answer 2

The child doesn't recognize that a red triangle and a red circle can be classified together.

Question 3

The research findings on ability grouping discussed in the text suggest that

A) between-class ability grouping is most beneficial to low-achieving students.
B) within-class ability grouping is not effective for the primary and elementary grades.
C) there is no empirical support for between-class ability grouping.
D) between-class ability grouping works in conjunction with the Joplin Plan.

Answer 3

there is no empirical support for between-class ability grouping.

Question 4

Under IDEA, the initial purpose of the multidisciplinary assessment team is to

A) monitor the student's progress in a particular educational program.
B) determine whether a student needs special services.
C) assess a student at the end of each academic year.
D) evaluate how effectively teachers are administering an IEP.

Question 5

Sandra becomes frustrated easily and tends to oversimplify frequently. She also tends to have difficulty generalizing information. In addition to these weaknesses she possesses low self-esteem. This description of Sandra indicates that she exhibits many of the same characteristics as someone who

A) lacks consistent parental supervision.
B) comes from a low-SES family.
C) has an intellectual disability.
D) may have a severe emotional disturbance.

Question 6

Which of the following elements would not be included in an individualized education program (IEP)?

A) short-term and long-term goals
B) evaluation of current levels of performance
C) statement of specific special education and related services to be provided
D) subjective evaluation criteria

Question 7

According to the Individuals with Disabilities Education Act (IDEA), an individualized education program (IEP) must include information about all of the following except

A) instructional goals and objectives.
B) services to be provided.
C) a full inclusion trial period.
D) criteria for determining the child's level of academic performance.

Question 8

The Joplin Plan and within-class ability grouping produce at least moderate gains in learning because of

A) fewer classroom management problems.
B) better quality instruction.
C) higher self-esteem among students in homogeneous groups.
D) higher performance by high-ability students.

Question 9

According to IDEA, what determines whether a teacher becomes a member of the multidisciplinary assessment team?

A) Teachers whose students have been referred for assessment are required to be a member of the multidisciplinary assessment team.
B) Teachers whose students have been referred for assessment must be invited to be a member of the multidisciplinary assessment team by the other members.
C) Teachers whose students have been referred for assessment may volunteer to be a member of the multidisciplinary assessment team.
D) Any teacher who is interested in a particular student may choose to participate on that student's multidisciplinary assessment team.

Question 10

Principal Renfro likes to place students in groups at the beginning of the school year according to their IQ scores and keep them together for the rest of the year. Which of the following assumptions would this principal most likely cite to support this practice?

A) Intelligence is the prime determiner of academic performance.
B) Differences in intelligence cannot be changed through instruction.
C) Students learn best when grouped with their intellectual peers.
D) All of the above.

Question 11

The practice of mainstreaming suggests that every disabled child should be

A) taught with the same methods and materials that are used with nondisabled children.
B) excluded from the regular classroom.
C) educated in separate but equal classrooms.
D) educated with nondisabled children when feasible.

Question 12

Researchers have found that between-class ability grouping

A) lowers the achievement of low-ability students, and has little to no benefit for average- and above-average-ability students.
B) produces moderate learning gains for all students.
C) produces moderate learning gains for low- and average-ability students, but has no impact on the performance of high-ability students.
D) produces strong learning gains for all students.

Question 13

Which of the following is consistent with the IDEA definition of learning disability ?

A) a disorder in basic processes that produces learning difficulties not attributable to other causes
B) a low IQ score but a high level of achievement
C) learning difficulties in conjunction with mild mental retardation
D) a disorder in one or more of the basic psychological processes, as well as cultural disadvantage

Question 14

Students with learning disabilities tend to have difficulties with

A) visual and auditory perception as well as emotional control.
B) study skills, long-term memory storage, and self-regulation.
C) visual acuity and clarity of speech.
D) perception, attention, memory, and metacognition.

Question 15

Once it is determined by an assessment team that specialized services are required by the student, then ____________ prepare an individualized education program for the student.

A) the assessment team, parents, and the teachers
B) the parents and the teacher
C) the parents and the school guidance counselor
D) the school psychologist and the primary teacher

Question 16

Which of the following is supported by research findings regarding the effectiveness of ability grouping for science and math instruction?

A) Between-class grouping seems to be effective for math but not for science.
B) The Joplin Plan seems to be ineffective for both subject areas.
C) Within-class grouping and the Joplin Plan seem to be effective.
D) Regrouping is ineffective for science and math.

Question 17

It is believed by his teachers that Roger should be placed in a special education program. Which of the following is not included as part of the process designed to help Roger receive the services he requires?

A) He should be given a complete evaluation.
B) He should be placed in a special education class until his needs are assessed.
C) His parents and teachers should be interviewed.
D) A multidisciplinary team should be consulted.

Question 18

Marina, a fourth-grade student, qualifies for placement in a special education program. Marina's parents request that she be placed in a regular classroom for the entire day instead of being placed in a pull-out program. Marina's parents are advocating for a policy of

A) mainstreaming.
B) homogeneous grouping.
C) regrouping.
D) inclusion.

Question 19

If you were a special education teacher, you would expect most of the students in your class to be classified as having​

A) ​a learning disability.
B) ​mild mental retardation.
C) ​a speech or language impairment.
D) ​multiple disabilities.

Question 20

Before a student can be placed in a special education program,

A) a highly valid and reliable IQ test should be administered, since it serves as the sole criterion for placement.
B) the child's current teacher must administer a battery of tests that are valid, reliable, and written in the student's native language.
C) evaluations should be made by a multidisciplinary team that contains, at minimum, a school psychologist and the student's parents.
D) the student must be given a complete evaluation, which should include valid and appropriate tests, nontest sources of information, and input from a multidisciplinary team.

Question 21

What types of behaviors do students with behavior disorders often demonstrate?

A) withdrawn or hyperactive
B) inattentive or withdrawn
C) aggressive or frustrated
D) aggressive or withdrawn

Question 22

How does the least restrictive environment provision of IDEA affect where students with disabilities are educated?

Question 23

Which of the following would be considered a good technique for instructing children who are seriously withdrawn?

A) Provide them with assignments on which they can work independently.
B) Encourage them to participate in cooperative play activities.
C) Allow them to pursue isolated activities, since they are too emotionally fragile to play in groups.
D) Place their desks away from the desks of other students so they won't become easily distracted.

Question 24

Eric, a student with a learning disability in your history class, gets good grades in class projects, discussions, and presentations. However, you notice that he has great difficulty recalling information for the history test that you administer. What should you do in order to accommodate his disability?

A) Do not administer any test to him; it isn't fair because of his memory deficit.
B) Rather than a paper-and-pencil test, give him some alternate form of assessment.
C) Let him take a form of the test that is easier than the one other students will take.
D) Let him take a copy of the test home the night before the exam so he can study from it.

Question 25

Today, students with disabilities are more likely than they were in the past to succeed academically because

A) there are more pull-out programs that remove them from regular classrooms where they feel inadequate.
B) there are more assistive technologies because of federal legislation that requires schools to accommodate their needs.
C) there are more instances of inclusion so disabled students get exactly the same kind of instruction as other students.
D) schools have lowered the academic criteria they must meet because they are less capable than nondisabled students.

Question 26

If you have a child in your first-grade classroom who appears to be extremely withdrawn and isolated, a good approach in working with the child might be to

A) respect the child's obvious preference to work alone.
B) move the child's desk close to yours and away from the other students' desks.
C) try to coax the child into playing house with one of the other students.
D) provide the child with assignments that can be worked on independently.

Question 27

The label behavior disorder has come to be used by many psychologists in preference to the term seriously emotionally disturbed because

A) better means of detecting behavioral problems have been developed.
B) it emphasizes the problem behavior that needs to be changed.
C) it has less extreme negative connotations and associations.
D) it is required by IDEA.

Question 28

According to the Individuals with Disabilities Education Act (IDEA), what procedures must be followed before an individual with a disability can be placed in a special education program?

Question 29

The best way to address antisocial behavior in the classroom is to

A) severely punish students who exhibit antisocial behavior, in an effort to prevent the problem from escalating.
B) isolate troublemakers in the first place, before they have the opportunity to engage in antisocial behavior.
C) forestall antisocial or aggressive behavior by rewarding good behavior and anticipating and reducing the opportunity for antisocial or aggressive behavior.
D) transfer offending students to different classrooms, where the dynamics are not so volatile.

Question 30

Edgar, a student with a learning disability in your history class, gets good grades in class projects, discussions, and presentations. However, you notice that he has great difficulty recalling information for the history tests that you administer. What should you do in order to help him compensate for his disability?

A) Do not administer any tests to him; it isn't fair because of his memory deficit.
B) Give him an open book test.
C) Use teaching tactics that will improve his memory and comprehension skills.
D) Let him take a form of the test that is easier than the one the other students will take.

Question 31

What is thought to be the primary reason for the relative success of the Joplin Plan and within-class ability grouping?

Question 32

Why do many special education experts object to IDEA's use of the label emotional disturbance ?

A) Some of the main characteristics of this disability are not clearly defined.
B) Some of the main characteristics of this disability are hard to measure objectively.
C) Some of the main characteristics of this disability are often seen in normal individuals.
D) All of these answers.

Question 33

Research in the area of giftedness has provided empirical evidence suggesting that gifted students tend to be

A) physically indistinguishable from their average peers.
B) more emotionally sensitive than the average student.
C) less popular and more bookish than the average student.
D) isolated and withdrawn more often than their average peers.

Question 34

What support has research provided for the success of between-class ability grouping?

Question 35

Paulina, Joseph, Rick, and Cassie attend a magnet school for the gifted and talented. Research suggests that while their __________ may be higher than that of students who remain in heterogeneous classes, their __________ may be lower.

A) academic achievement; self-efficacy appraisals
B) academic self-concept; global self-esteem
C) academic achievement; academic self-concept
D) psychosocial adjustment; self-confidence

Question 36

The 1988 definition of the category gifted and talented includes

A) only intellectual ability, on the basis of an IQ test.
B) intellectual ability and either creative or artistic ability.
C) any of the following: intellectual, physical, creative, or leadership skills.
D) any of the following: artistic, creative, intellectual, or leadership skills.

Question 37

Which of the following types of student behavior illustrates the most potentially harmful type of behavior disorder?

A) constant arguments with others
B) hostile comments to parents
C) refusal to cooperate
D) social isolation

Question 38

Describe the kinds of information that must be included in an individualized education program (IEP) under IDEA.

Question 39

What are the major assumptions underlying the practice of ability grouping?

Question 40

The students in Ms. Chen's classroom include students of color, low-SES students, White middle-SES students, gifted and talented students, and students with disabilities. In thinking about how to deal with such a diverse group, Ms. Chen decides to present material using a variety of formats and in a variety of modalities, have students demonstrate what they've learned in a variety of ways, and use a variety of techniques to motivate students to learn. The goal for such an approach to instruction is to

A) help all students learn as much as possible.
B) identify which students qualify for some type of special class placement.
C) motivate all students to work hard by increasing the difficulty of lessons.
D) create within-class ability groups as a way to maximize the learning of all students.

Question 41

Describe two common problems that students with intellectual disability commonly experience in the classroom.

Question 42

Describe a classroom strategy designed to improve social development for students with emotional disturbances.

Question 43

Compare and contrast the four different types of ability grouping. Which type of ability grouping would you use in your classroom, and why?

Question 44

What does R.T.I. stand for and what does it mean?​

Question 45

Describe the techniques you might use with students who have a behavior disorder to decrease the probability of disruptive behavior in the classroom.

Question 46

Name the major symptoms and diagnostic criteria that medical doctors use to diagnose attention-deficit/hyperactivity disorder (ADHD).

Question 47

How might you arrange the learning environment to help students with learning disabilities (who are easily distracted) complete classroom assignments?

Question 48

Describe four specific deficits that lead students with learning disabilities to have difficulties encoding information, processing it, and expressing what they have learned.

Question 49

Which persons are responsible for preparing an IEP as stipulated in IDEA?

Question 50

Explain what an individualized education program (IEP) is and list its five key elements.

Question 51

Explain how the following relate to IDEA: least restrictive environment, mainstreaming, full inclusion, response to intervention (RTI).

Question 52

What is the nature of mainstreaming and what is its significance?

Question 53

List three reasons why a child with intellectual disability may have difficulty making friends or getting along with peers of average ability.

Question 54

According to IDEA, what is the general purpose of the multidisciplinary assessment team?

Question 55

Why are minorities often underrepresented in gifted classes?

Question 56

Summarize the main points included in the basic definition of learning disabilities provided in IDEA.

Question 57

What are assistive technologies? Give an example of an assistive technology that could be used by a visually impaired student. What action led to the development of these technologies?

Question 58

Describe the goal and three principles of the universal design for learning (UDL) approach to instruction.

Question 59

What is the essence of the policy on inclusion?

Question 60

What are some of the characteristics of students identified as being seriously emotionally disturbed?

Question 61

Provide the definition of gifted and talented , as adopted by Congress in 1988. Describe how students were traditionally identified as gifted and discuss three criticisms of that method.

Question 62

Describe the two basic categories of emotional disturbance, along with the six teaching strategies suggested in the text. Identify which type of behavioral category each strategy is best suited to accommodate and explain why.

Question 63

Describe the three characteristics that students with learning disabilities have and discuss the methods for teaching students with LD that were suggested in the text.