Deck 1: Exploring Special Education: Pioneers, Definitions, and Interventions

Question 1

Prior to the nineteenth century, pioneering work in special education took place in

A) United States.
B) France.
C) Great Britain.
D) Australia.
E) Denmark.

Answer 1

France.

Question 2

According to historical records, which of the following groups was the first to receive formal education in Canada?

A) visually impaired
B) intellectually disabled
C) deaf
D) physically disabled
E) learning disabled

Answer 2

deaf

Question 3

The major difference between children with exceptionalities and other children is that

A) the development of exceptional children is slower in all areas.
B) exceptional children require skilled intervention in order to reach their full potential.
C) exceptional children need more love, care, and attention.
D) exceptional children will always be dependent on their parents.
E) exceptional children are unable to participate in normal educational and recreational activities.

Answer 3

exceptional children require skilled intervention in order to reach their full potential.

Question 4

The current dominant ideology in special education is

A) standards assessment.
B) greater diversity in special classes.
C) an increasing stress on quantitative conceptions of exceptionality.
D) the proposition that all children can reach their full potential.
E) federal government funding for special education.

Question 5

The cascade or continuum of educational services relates to

A) the diversity of individual needs of students who are exceptional.
B) an ideology based on continuous progress of children in the early grades.
C) the different demands of the elementary and the secondary school.
D) provincial legislation and policies.
E) the financial arrangements for special education in a school district.

Question 6

By definition, developmental delay means that a child is

A) lagging behind peers in one or more areas of development.
B) lagging behind peers but can catch up with effective special education.
C) slower than peers in walking and talking.
D) at risk for learning problems.
E) at risk for delinquency in the adolescent years.

Question 7

School systems tend to interpret a child's condition according to

A) parental information.
B) reading readiness.
C) educational functioning and achievement.
D) developmental differences.
E) etiological considerations.

Question 8

Which of the following is NOT typically considered a medical intervention for children with exceptionalities?

A) surgery
B) controlled use of medications
C) a team- constructed IEP
D) life- saving treatment
E) supportive therapy

Question 9

The term "children with exceptionalities"is used because

A) parent support groups advocated for it.
B) its use was legislated.
C) it allows for professionals to converse in a common language.
D) it clearly distinguishes between "normal" children and those with learning problems.
E) it tends to be the most encompassing and acceptable.

Question 10

A school's resource room is where

A) full- time, pull- out programs operate.
B) resources for children with disabilities are pooled.
C) children with exceptionalities spend part of their day; this room supplements their regular classroom.
D) teachers can find current research.
E) psychologists, counsellors, and therapists perform specialized assessing.

Question 11

In the field of special education, labelling refers to a process to

A) categorize children according to primary disability.
B) aid in developing counselling programs.
C) negatively name- call children experiencing difficulties.
D) decide instructional objectives.
E) distinguish between programs.

Question 12

An accommodation is a classroom strategy designed to

A) provide an overnight facility for emergency situations.
B) teach differently so that disabled children can "get it."
C) provide for a change in the curriculum.
D) make environmental alterations to assist a child's functioning.
E) provide a special building for special needs children.

Question 13

The critical component analyzed in educational interventions for a child who is exceptional is

A) the wishes of the classroom teacher.
B) intelligence.
C) the label that assigns the child to a specific category.
D) the functional level of the child and the behaviours manifested.
E) the image of the school.

Question 14

The term used to refer to instruction in the school system to meet the needs of children who are exceptional is known as

A) assistive.
B) handicapped normalization.
C) modified programming.
D) special education.
E) residential.

Question 15

Procedures designed to help a child overcome or compensate for learning deficits are referred to as

A) rehabilitation.
B) remediation.
C) special education.
D) special services.
E) resource rooms.

Question 16

Today's definitions of exceptional conditions are BEST described by saying that they are

A) developed by special educators.
B) specific and objective.
C) uniform across Canada.
D) universally accepted.
E) constantly revised and reconceptualized.

Question 17

All of the following are low- incidence exceptionalities EXCEPT

A) deafness.
B) serious physical impairment.
C) intellectual disabilities.
D) mental retardation.
E) visual impairments.

Question 18

The word that BEST describes programming for children with special needs is

A) specialized.
B) different.
C) individualized.
D) constructivist learning.
E) proactive.

Question 19

One common factor found among children and youth with exceptionalities is

A) low intelligence.
B) deficits in cognitive functioning.
C) a problem in social behaviour and emotional functioning.
D) a greater resemblance to each other than to other nondisabled children.
E) the need for skilled intervention and special care.

Question 20

For an IEP, assessment data are necessary to

A) validate the program.
B) compare the child to normal students.
C) satisfy the requirements of disability legislation.
D) determine the attitudes and behaviours a child needs to acquire.
E) pinpoint present levels of functioning.

Question 21

Generally, rehabilitation refers to

A) helping a child to overcome, or compensate for, learning deficits.
B) a state of renewal following a schedule of psychosocial operant conditioning.
C) the treatment of an illness or disabling condition.
D) procedures that try to restore the individual to optimal functioning.
E) resource rooms and special classes.

Question 22

Of the following groups of children, which group is NOT considered to be exceptional?

A) hearing impaired children
B) children with severe allergies
C) gifted and talented children
D) learning- disabled children
E) neurologically handicapped children

Question 23

Developmentally disabled individuals are those who

A) require mobility training.
B) have a mild delay in the process of development.
C) exhibit mild to severe disabilities before five years of age.
D) suffer from a physical disability.
E) have a significant delay in the process of development.

Question 24

Resource rooms

A) are adjuncts to the school library.
B) serve children designated as exceptional learners.
C) are staffed exclusively by support personnel.
D) are usually located in special education designated schools.
E) provide a parallel environment to the regular classroom.

Question 25

In the field of special education, we need clear definitions to

A) validate the profession.
B) classify students for funding.
C) create policies.
D) classify disorders.
E) satisfy parents.

Question 26

The difficulties in obtaining accurate prevalence figures of exceptionality arise because of which of the following factors?

A) lack of assessment instruments
B) inability to accurately diagnose
C) definitional problems
D) poor tracking systems
E) privacy issues

Question 27

Generally, categories of children with exceptionalities would EXCLUDE those children and youth described as

A) medically fragile.
B) having sensory disabilities.
C) behaviourly disordered.
D) intellectually superior.
E) having pervasive disabilities.

Question 28

Individualization for a student with special needs is BEST described as

A) small- group instruction in the core subjects.
B) the interaction between a child and a classroom paraprofessional.
C) a specific plan on how to organize instruction.
D) a teaching approach that stresses peer tutoring and one- to- one instruction.
E) under adult supervision constantly.

Question 29

Which of the following is NOT part of preparing adaptations for students with mild difficulties?

A) advance planning
B) reviewing curriculum
C) renovating the resource room
D) consideration of resources
E) assessment of student ability and skill

Question 30

Direct instruction, peer tutoring, and co- operative learning in inclusive classrooms are examples of

A) constructivist approaches.
B) one- on- one teaching.
C) modifications for special needs students.
D) independent strategies.
E) multilevel instruction.

Question 31

Which of the following is NOT part of an Individual Education Plan?

A) short- term objectives
B) educational and support services for objectives
C) long- term goals
D) parents' disabilities
E) psychoeducational assessment results

Question 32

Collaboration allows educators and others to use which of the following strategies to depart from traditional teaching approaches?

A) build teams to create curriculum
B) team teach
C) construct effective alternatives
D) work in committees
E) solve day- to- day problems

Question 33

According to the cascade model of education services, the most natural alternative is

A) using the environment as a stimulus.
B) adopting pschoeducational models of learning.
C) using the sounds of a waterfall to relax the student.
D) educating the child in the general classroom.
E) resource room instruction.

Question 34

Which of the following is NOT classified as a paramedical?

A) school resource officer
B) optometrist
C) public health nurse
D) audiologist
E) school nurse

Question 35

From the perspective of the classroom teacher, the most important parts of an IEP are_____and____ .

Question 36

Related services refer to those services that permit a child with exceptionalities to benefit from ____ education.

Question 37

____ refers to procedures that endeavour to restore an individual to normal or optimal functioning.

Question 38

On a continuum of educational services the most restrictive environment is _____ instruction.

Question 39

It is generally acknowledged that approximately____ percent of the Canadian school- aged population are considered to be exceptional and need special education services.

Question 40

Gifted and talented children are recognized as having exceptional educational needs because they too require____ _____ to reach their potential.

Question 41

Planning and recommending interventions for the speech and language- disordered child is the job of the ____ _____ .

Question 42

The ____ ____ develops, improves, or restores more efficient muscular functioning for the disabled students.

Question 43

The most common forms of ___ ____involve surgery, life- saving treatment, and supportive therapy.

Question 44

In general, parents would prefer to use the term___ ____ when describing a child who has a mild intellectual disability.

Question 45

The____ descriptor refers to children who do not reach the norm in some functional area, or to children who rise above the norm.

Question 46

All children with intellectual disabilities will display similar patterns of learning and behaviour.

Question 47

Although Cathy is in Grade 11, she is only reading at about a Grade 3 level. The teacher realizes that Cathy cannot accomplish as much as the other students and provides a reader for her during her test. This is a good example of a special education modification.

Question 48

The issue of labelling children is controversial. One argument against labelling is that classification systems seldom reflect the child's needs.

Question 49

Hearing handicaps and visual impairments are categorized as sensory deficits.

Question 50

Paraeducators working under the teacher's direction assist in providing services to children with special needs.

Question 51

There are reportedly more girls than boys who are classified as learning disabled, mildly intellectually disabled, or behaviourally disordered.

Question 52

Special education is founded on the premise that all children can reach their full potential.

Question 53

Deafness and severe visual impairments are low- incidence disabilities.

Question 54

While speech and language therapy are important for children with special needs, occupational and physical therapy are used almost exclusively with adults.

Question 55

Construct and label a diagram showing a continuum of educational services for exceptional children.

Question 56

List five reasons why it is difficult to accurately determine the prevalence of children with exceptionalities.

Question 57

List and describe the major categories of exceptionality that are employed in Canadian special education.

Question 58

List five people who may be involved in the provision of special education support services. Briefly explain their professional roles.

Question 59

Outline, in point form, four of the most prevalent disabilities according to the data presented in the text.

Question 60

"The area of disability and handicap is characterized by conceptual chaos."Explain this statement and provide details.

Question 61

Explain why obtaining prevalence figures for categories of exceptionality in Canada are so difficult. What are the consequences of this?

Question 62

The issue of labelling remains contentious in Canadian special education. Write a summary of five arguments, for and against, labelling.

Question 63

Explain and provide examples of modifications, accommodations, and adaptations that are used to assist children with exceptionalities.