Deck 4: Diversity in the Classroom Learners With High Incidence Disabilities

Question 1

The idea that a person might possess an invisible or hidden disability is a relatively new phenomenon.

Answer 1

True

Question 2

The AAIDD description of intellectual disability:​

A)requires evaluation of a student's functioning within new, atypical environments.
B)assumes a person's limitations often coexist with strengths.
C)assumes a person's performance will not improve over time with appropriate supports.
D)emphasizes the person's adapting to their intellectual limitations.

Answer 2

B

Question 3

Which of the following is NOT considered a high incidence disability?​

A)Speech or language impairment
B)Learning disability
C)Visual impairment
D)Emotional disturbance

Answer 3

C

Question 4

In an age of increased accountability and high stakes assessments, effective teachers:​

A)should focus on students' needs and differences.
B)should focus on what their students can do, not what they cannot do.​
C)should realize that students with disabilities and those with gifts and talents have more differences than similarities to their typical peers.
D)who concentrate on their students' deficits and difference are more likely to create successful inclusive classrooms.

Question 5

The federal definition of a learning disability is useful for both classifying students as well as providing information on effective classroom instruction.​

Question 6

Both the IDEA and AAIDD definition have all the following elements in common, EXCEPT:​

A)significant subaverage intellectual functioning.
B)concept of adaptive behavior.
C)an IQ score two or more standard deviations below the mean.
D)a mandatory group administered IQ test.​

Question 7

Students with high-incidence disabilities are typically served in general education classrooms.​

Question 8

When identifying students with speech and language disorders, teachers should be sensitive to the age of the student, her or his cultural heritage, and speech standards of the community as they may affect the student's communication abilities.​

Question 9

Students with emotional or behavioral disorders typically score in the low-average range on measures of intelligence.​

Question 10

In this era of high stakes assessment and enhanced accountability, teachers must focus on the needs and differences of their pupils and not their strengths and similarities.​

Question 11

The idea of "context" is important for understanding adaptive behavior because behavior is strongly influenced by cultural factors, age, and the appropriateness of an individual's actions in a given situation.

Question 12

Students with learning disabilities are a very homogeneous group who have average to low average intelligence and, for various reasons, fail to learn as easily as their peers without disabilities.

Question 13

It is important to know the cause of a student's intellectual disability if teachers are to construct the best education programs possible for each student.
​

Question 14

If students with ADHD are eligible for accommodations under IDEA, they cannot be eligible for protection under Section 504 simultaneously.​

Question 15

Because the vast majority of students with ADHD are served in general education classrooms:​

A)general education teachers must be certified in teaching students with the disorder.
B)these students do not receive the education they deserve.​
C)teachers must be able to provide appropriate accommodations and interventions.​
D)general education teachers should  expect to have paraprofessionals and special educators in when students with ADHD are included.

Question 16

Teachers may find it advantageous to focus on individual learners rather than on the special education labels of some students because:​

A)the classroom of the 21^st century will  include a wide range of instructional challenges, regardless of student labels.
B)most students will have disabilities.​
C)that is the policy most Departments of Education are adopting.​
D)there will be few typical students in their classrooms.​

Question 17

IDEA describes "intellectual disability" as:​

A)an IQ in the low-average range, along with deficits in average functioning.
B)significantly subaverage general intellectual functioning along with deficits in adaptive functioning.​
C)significantly average general intellectual functioning along with other deficits.​
D)an IQ in the subaverage range along with deficits in average functioning.

Question 18

The 2002 AAIDD definition states intellectual disability is a disability characterized by all of the following, EXCEPT:

A)significant limitations in intellectual functioning.
B)significant limitations in adaptive functioning.​
C)it originates at birth.
D)it originates before the age of 18.

Question 19

Which of the following is NOT an assumption applied to the 2002 AAIDD definition of intellectual disability?​

A)Limitation in present functioning must be considered within context of community environments
B)Valid assessments that consider cultural and linguistic diversity
C)Considering strengths that coexist with limitations
D)Appropriate personalized supports provided over a sustained period generally will not improve life functioning

Question 20

Students with high-incidence disabilities accounted for more than ___________ percent of all 6-21 year-old students with disabilities receiving special education services during the 2009-2010 school year.

A)50
B)66​
C)75​
D)85​

Question 21

Speech and language:​

A)disorders have no identifiable physical cause.
B)disorders account of roughly 24% of the students who receive special education services.
C)pathologists generally work with students who exhibit organic disorders.
D)development can be affected by hearing loss, intellectual disability, learning disabilities and emotional disturbances.​

Question 22

All of the following statement about ADHD are true, EXCEPT:

A)students with ADHD can receive special education services under the "other health impaired" category.
B)ADHD is defined by the American Psychiatric Association (APA)as a condition existing over a long period of time and to a marked degree that manifests itself in an inability to sit still.
C)students with ADHD are often eligible for accommodations in the general education classroom under the protection of Section 504 of PL 93-112.
D)the American Psychiatric Association (APA)recognizes three subtypes of which the combined type (e.g., inattentive and hyperactive-impulsive)is more prevalent.

Question 23

The AAIDD defines "significantly subaverage intellectual functioning" as an IQ score of:​

A)90 or below.
B)80 or below.
C)70 or below.
D)60 or below.

Question 24

The 2002 AAIDD's classification system for individuals with intellectual disability:​

A)was based on three levels of support.
B)focused on functional as opposed to intellectual limitations.
C)was based on the concepts of mild, moderate, and severe.
D)did not bring about any changes.

Question 25

What defines a "high incidence" disability, and which disabilities fall under that category?​

Question 26

Which of the following characteristics is NOT associated with learning disabilities?​

A)Reading difficulties
B)Below average intellectual ability
C)Disorders of attention
D)Difficulties with social skills

Question 27

The Individuals with Disabilities Education Improvement Act of 2004 (PL 108-446):​

A)retained the severe discrepancy between achievement and disability as the only criteria for identifying learning disabilities.
B)permits states and local school districts to use response-to-intervention to identify an individual for a possible learning disability.
C)requires states and local school districts to use response-to-intervention to identify an individual for a possible learning disability.
D)stipulated that a "a severe discrepancy" means two years or more below expected performance levels in one academic area for the identification of a learning disability.

Question 28

Behavioral inhibition could limit a student's ability to do all of the following, EXCEPT:

A)raise his or her hand to be called on.
B)work in noisy environments.
C)read posted classroom rules.
D)work independently to complete assignments.

Question 29

Which of the following is NOT true regarding the intense research into determining the etiology or causes of learning disabilities?

A)It remains an elusive goal
B)Not much concrete evidence exists into the etiology of learning disabilities
C)There appear to be multiple etiological possibilities
D)In most instances the causes of a person's learning disability can be discovered through intensive observation.

Question 30

PL 94-142 and its reauthorization as IDEA describe all of the following elements in the definition of a specific learning disability, EXCEPT:

A)a disorder in basic psychological processes involved in understanding or using language.
B)a disorder that manifests itself in an imperfect ability to react appropriately in social situations.
C)includes conditions such as brain injury and minimal brain dysfunction.
D)does not include children whose learning disability is primarily the result of environmental, cultural, or economic disadvantage.

Question 31

Although there is no universally accepted definition of emotional and behavior disorders, IDEA defines it as a condition exhibiting one or more of the following characteristic, EXCEPT:​

A)an inability to learn not accounted for by intellectual, sensory, or health factors.
B)perceptual-motor impairments.
C)inappropriate types of behaviors or feelings under normal circumstances.
D)an inability to build or maintain satisfactory relationships.

Question 32

Adaptive behavior can be defined as:

A)how well a person copes with the everyday demands and requirements of his or her environment.
B)how well family members cope and adapt to the behavior of the family member with a disability.
C)social and practical skills learned by family members in order to adapt to the family member with a disability.
D)how well a person copes when taught a new behavior.

Question 33

Which of the characteristics of ADHD can result in an inability to follow directions or rules, forgetfulness, and a lack of emotional control?​

A)Difficulties in behavioral inhibition
B)Difficulties in the social/emotional realm
C)Difficulties in executive functions
D)Difficulties involving comorbidity

Question 34

Although they are a heterogeneous group of learners, students with emotional or behavioral disorders typically have all of the following experiences in common, EXCEPT:​

A)their behaviors are usually upsetting to those who teach, live, and work with them.
B)they are often blamed for their disability as people think they can control it if they choose to.
C)they act out due to depression and anxiety.
D)they are ostracized and isolated due to the stigma surrounding mental illness.

Question 35

A thirteen-year-old student with a language disorder phones her mother who works in a factory with over a thousand employees. When the factory receptionist answers the phone, the student says, "I want to talk to my mother," and gives no other identifying information. This student is exhibiting a problem in which of the five components of language?

A)Morphology
B)Pragmatics
C)Semantics
D)Syntax

Question 36

Which of the following is an example of a voice disorder?​

A)Replacing one sound with another sound
B)Speech interrupted by hesitations, repetitions, or prolongations
C)Inserting an extra sound within a word​
D)Speech that sounds like the person always has a bad head cold​

Question 37

Although the exact cause of ADHD remains unknown, evidence from research has shown that all of the following are suspected etiological factors, EXCEPT:

A)chemical abnormalities in the brain.
B)food additives.
C)maternal substance abuse, lead poisoning, and low birth rate.
D)hereditary factors.

Question 38

Executive functions could limit a student's ability to do all of the following EXCEPT:​

A)return homework assignments.
B)follow classroom rules.​
C)produce clear and intelligible speech.​
D)control emotional outbursts.​

Question 39

Students with speech and language impairments may be eligible for services under IDEA if they meet all of the following criteria, EXCEPT a communication disorder such as:​

A)poor social skills, which negatively affects the student's educational performance.
B)impaired articulation, which negatively affects the student's educational performance.
C)language impairment, which negatively affects the student's educational performance.
D)stuttering which negatively affects the student's educational performance.

Question 40

All of the following are confusing and controversial labels that have been used by special educators to describe students with learning disabilities, EXCEPT:​

A)neurologically impaired.
B)slow learner.
C)remedial reader.
D)modified learner.

Question 41

What role does gender play in recognizing and identifying: a)students with learning disabilities, and b)students with ADHD?​

Question 42

What are the similarities and differences between learners with ADHD and those with emotional or behavioral disorders?​

Question 43

Discuss
a)the classifications used in speech and language disorders, including the five components of language
b)the causes of the disorders
c)the characteristics of students labeled under this category.

Question 44

Describe the four basic categories for explaining the etiology of learning disabilities.​

Question 45

Compare and contrast the learning and behavioral characteristics of a student with an intellectual disability (e.g., MR)with those of students with a specific learning disability and with ADHD.​

Question 46

Describe how known causes of intellectual disability are classified. In addition, give examples for each of the three classifications.​

Question 47

How has the introduction of the response-to-intervention procedure in IDEA 2004 changed the way students with learning disabilities are identified?

Question 48

Define the terms speech, language, and communication, which are often used interchangeably although each has a very distinct meaning.​

Question 49

Describe the two schemes that are most widely used in classifying emotional or behavioral disorders.​