Deck 4: Teaching Students With Learning Disabilities

Question 1

Alexandria is a fifth grader who is inconsistent with tasks, has difficulty reading, and appears unmotivated. One reason why her learning disability is difficult to identify is that

A) this is an invisible disability
B) her inconsistency makes her teacher believe that she does not have a learning disability
C) her lack of motivation is due to years of frustration and failure
D) all of the above

Answer 1

all of the above

Question 2

Nine-year-old Marvin has significant achievement problems, average intellectual ability, and a profound hearing loss. He would not qualify for special education and related services under the category of learning disabilities because

A) he does not exhibit a significant discrepancy between academic achievement and intellectual functioning
B) the Learning Disabilities Association of Canada's definition of learning disabilities explicitly excludes students whose learning difficulties are primarily the result of disabilities related to hearing and vision
C) his problems are primarily the result of spoken and written difficulties
D) his problems are primarily developmental in nature

Answer 2

the Learning Disabilities Association of Canada's definition of learning disabilities explicitly excludes students whose learning difficulties are primarily the result of disabilities related to hearing and vision

Question 3

The discrepancy factor in learning disabilities refers to

A) children with levels of academic and language achievement that are unexpectedly low, given their overall ability or level of intelligence
B) children with below average intellectual achievement who perform better than expected on standardized achievement tests
C) children who are overachievers
D) children who are slow learners

Answer 3

children with levels of academic and language achievement that are unexpectedly low, given their overall ability or level of intelligence

Question 4

The multidisciplinary team may not identify a student as having a learning disability if the severe discrepancy between ability and achievement is primarily the result of

A) a visual, hearing, or motor disability
B) emotional disturbance
C) economic disadvantage
D) all of the above

Question 5

Which of the following is curriculum models primarily used in preschool programs for children with special needs?

A) developmental, cognitive, and behavioral models
B) developmental, creative, and institutional models
C) language and cognitive models
D) environmental, social, and developmental models

Question 6

One of the newest areas of concern for children with language/learning disabilities is in the use of language in social-communicative situations, also referred to as

A) oral expression
B) pragmatics
C) spontaneous language
D) delayed language

Question 7

In the 1970s, a significant debate existed between advocates for perceptual training of auditory and visual processes and those advocating

A) behaviour modification
B) the metacognitive approach
C) social and ecological interventions
D) direct instruction in the deficit academic area(s)

Question 8

Children with learning disabilities are similar in that they all experience

A) perceptual problems
B) reading problems
C) mathematics problems
D) learning problems

Question 9

The most common problem among students who have a learning disability is in the area of

A) reading
B) oral language
C) written language
D) mathematics

Question 10

The discrepancy model is considered especially problematic when applied to culturally and linguistically diverse students because of their problems in

A) attending school
B) asking for help
C) using standardized tests
D) participating in sports

Question 11

Students with learning disabilities comprise what percentage of the disabled student population?

A) over 50%
B) approximately 40%
C) almost 70%
D) approximately 35%

Question 12

Which one of the following statements is most accurate regarding the cause(s) of learning disabilities?

A) Learning disabilities are due primarily to genetic and hereditary influences.
B) Learning disabilities have many possible causes.
C) Learning disabilities are due primarily to brain damage or injury.
D) Learning disabilities are the result of adverse prenatal, perinatal, and postnatal factors.

Question 13

Students with NLD make spelling errors that are ______________correct.

A) grammatically
B) linguistically
C) semantically
D) phonetically

Question 14

Which of the following statements is true regarding written expression deficits?

A) These deficits are receiving greater recognition as potentially serious problems.
B) The impact of written language problems in the classroom increases with a student's age.
C) Written expression encompasses handwriting, spelling, and written expression.
D) All of the above

Question 15

Which of the following prevalence estimates reflects the percentage of students with learning disabilities in the school-aged population?

A) 10%
B) 3%
C) 4%
D) 12%

Question 16

Four-year-old Rina participates in an innovative preschool program that emphasizes field trips, diverse experiences, and language enrichment. This program is characteristic of which of the following models?

A) cognitive model
B) behavioural model
C) social model
D) developmental model

Question 17

A disorder of thinking and reasoning presumed to be due to central nervous system dysfunction is

A) a mental disability
B) a thinking disability
C) a cognitive disability
D) indicative of intellectual disability

Question 18

How can the classroom be adapted for students with learning disabilities?

A) use of inflated scores
B) penalize students for low test scores
C) a wide range of adaptations to meet individual needs
D) adaptations are not necessary

Question 19

School personnel must carefully determine that the differences related to ____________ are not the primary cause of a student's learning difficulties.

A) status
B) diversity
C) gender
D) diet

Question 20

In the ______________________model, underachievement is addressed by more intense instruction with ongoing monitoring of progress by a team of individuals and a variety of nonstandardized measurement techniques.

A) Feingold
B) RTI
C) Bender
D) RBO

Question 21

List three common historical terms that have been used to describe learning disabilities.

Question 22

Describe the types of difficulties students with learning disabilities might exhibit in four of the following areas:
a. reading
b. mathematics
c. language
d. social-emotional
e. cognition
f. metacognition
g. memory
h. perception
i. attention and hyperactivity

Question 23

Discuss controversial issues related to the identification of preschoolers with learning disabilities.

Question 24

Identify and discuss issues related to cultural and linguistic diversity as it relates to the identification of children and youth with learning disabilities.

Question 25

Discuss the role that computer technology has played in the education of students with learning disabilities.

Question 26

Describe the use of strategy instruction for students with learning disabilities.

Question 27

Identify and describe three controversial approaches that have been used with children and youth who have learning disabilities.

Question 28

Differentiate between the terms dyslexia, dysgraphia, and dyscalculia.

Question 29

Describe the three curriculum models that are primarily used in preschool programs for children with learning disabilities.

Question 30

Describe and provide examples of each of the following learning strategies
a. Self-questioning
b. Modelling
c. Verbal rehearsal and review
d. Organization

Question 31

Seven-year-old Hernandez has been referred for a special education evaluation. Given his Latino origins and his inability to speak English, what types of concerns should be addressed before, during, and after this evaluation?

Question 32

Compare and contrast educational programming for students with learning disabilities at each of the following levels:
a. preschool
b. elementary
c. secondary
d. adult

Question 33

Name and describe 5 of the recommended guidelines by Mercer, Deiner, and Bender for teaching children and youth with learning disabilities.