Deck 3: Multicultural and Bilingual Aspects of Special Education

Question 1

A group sharing a set of specific abilities or disabilities that are especially valued or that require special accommodation within a given subculture is called a/an

A)microcultural group.
B)ethnic group.
C)exceptionality group.
D)macrocultural group.

Answer 1

C

Question 2

Each of the following is a major component or element of culture EXCEPT

A)skin color.
B)values and typical behavior.
C)nonverbal communication.
D)world views or general perspectives.

Answer 2

A

Question 3

The disproportionate representation of ethnic minority students in special education points to the need for all of the following EXCEPT to

A)make available strong academic programs that foster success for all students regardless of their achievement.
B)implement effective procedures for referral, assessment, eligibility, classification, placement, and reevaluation.
C)decrease the level of home/community involvement.
D)use diverse community resources.

Answer 3

C

Question 4

Cultural diversity presents challenges for special educators in which three areas?

A)instruction, assessment, and law
B)law, socialization, and curriculum
C)assessment, instruction, and socialization
D)curriculum, instruction, and socialization

Question 5

Each of the following is a general purpose of multicultural education EXCEPT

A)to promote pride in positive aspects of one's own cultural heritage.
B)to foster positive attitudes toward cultural diversity.
C)to satisfy a large, tax-paying constituency.
D)to ensure equal educational opportunities for all students.

Question 6

In the personal perspective "Desegregation and Degeneration," the author states the new euphemism for "white flight" is

A)vouchers.
B)No Child Left Behind.
C)choice.
D)charters.

Question 7

An example of a culturally linked behavior that might be confused with exceptionality is

A)handedness.
B)eye contact.
C)skin color.
D)killing.

Question 8

Assuming that a cultural identity is sufficient to explain academic achievement or economic success is a form of

A)racism.
B)ethnicity.
C)cultural relativism.
D)stereotyping.

Question 9

Taking pride in the fact that one person a group with which you identify yourself has accomplished something notable is referred to as

A)collective pride.
B)ethnic pride.
C)personal pride.
D)community pride.

Question 10

Each of the following is a misconception about multicultural and bilingual aspects of special education EXCEPT

A)It addresses the concerns of ethnic minorities who want their children to learn more about their history.
B)Everyone agrees that it is critical to our nation's future.
C)Educators must make sure that students understand the language of school, not just informal conversation.
D)Disproportionate representation of minorities in special education is no longer a problem.

Question 11

Each of the following is TRUE about teachers and teacher training in multicultural and bilingual education EXCEPT

A)We know a great deal about how best to train teachers to be aware of their own cultural histories and biases.
B)Many people see better teacher education as critically important for improving performance of many students of color.
C)No Child Left Behind (NCLB)act's concept of a "highly qualified" teacher is open to question.
D)Better training of teachers includes helping them to be more knowledgeable about their own cultures.

Question 12

Critics of multicultural education claim that it

A)seeks to socialize students to a multicultural norm of acceptance and respect for people with different cultures.
B)undermines the central purpose of school, which is to ensure academic competence.
C)focuses too much on rebuilding the moral foundation of society.
D)is undemocratic.

Question 13

An example of a disability with a highly organized subculture is

A)mental retardation.
B)autism.
C)deafness.
D)blindness.

Question 14

A group that shares an historic origin, culture, heritage, and traditions, and that has its own political and economic interests is called a/an

A)microcultural group.
B)ethnic group.
C)exceptionality group.
D)macrocultural group.

Question 15

Which one of the following best describes the purpose of multicultural education?

A)It teaches children of ethnic minorities about their ancestors.
B)It provides bilingual education for non-English speakers.
C)It provides equal educational opportunities to all students.
D)It involves parents in their child's education.

Question 16

The two primary objectives of multicultural special education are

A)promoting understanding of exceptionality as a microculture and ensuring that exceptionality is included in the multicultural curriculum.
B)ensuring that ethnicity is not mistaken for exceptionality and increasing understanding of disability as a microculture.
C)increasing visibility of people with disabilities in the macroculture and promoting acceptance of people with disabilities by the majority culture.
D)enabling students from culturally diverse backgrounds to succeed in the mainstream and lobbying for services in multicultural educational programs.

Question 17

A culture that is associated with or part of a larger culture, but which is not necessarily small, is a

A)subculture.
B)macroculture.
C)microculture.
D)substandard.

Question 18

Which two issues particularly complicate teaching about cultures and engendering an acceptance of cultural diversity?

A)the money and time we have for curriculum changes
B)deciding which cultures should be represented and the predominate religious beliefs within a school system
C)deciding which cultures best illustrate the concepts of universality of cultural pride and shame
D)deciding which cultures should be included and how to teach about them

Question 19

Progress in constructing multicultural education has been slow, for all of the following reasons EXCEPT

A)Cultural groups have not found common satisfaction in specific curriculum.
B)Cultural groups tend to agree on a standard against which all should be judged.
C)Some argue it is more important to identify a common American culture.
D)There is disagreement over whether we should achieve the "melting pot" metaphor or recognize each identifiable group.

Question 20

The use of language is a controversial aspect of multicultural education because of all of the following EXCEPT

A)It may not be appropriate to refer to a group as a "minority" if it constitutes half or more of the population in an area.
B)It is difficult to determine labels and terms that are acceptable for designating various groups.
C)It is generally agreed among professionals that English should be the only language of instruction.
D)It is difficult to decide what language(s)or dialect(s)should be used for instruction.

Question 21

An approach to teaching language-minority students in which students are taught for most of the day in their native languages and later make the transition to English is

A)native-language emphasis.
B)sheltered-English approach.
C)ESL.
D)sheltered-native language approach.

Question 22

Response to intervention, authorized to use to identify students with learning disabilities relies

A)on the IQ-achievement discrepancy formula.
B)more on curriculum-based measurement.
C)on the prereferral strategies technique.
D)more on standardized tests.

Question 23

Tolerance is best described as

A)an appreciation and valuing of difference.
B)putting up with a necessary evil.
C)enduring others even if they are seen as undesirable.
D)acknowledging our legacy of racism and prejudice.

Question 24

Standardized tests may be biased for all of the following reasons EXCEPT

A)Most test items draw on specific experiences that students from some subcultures may not have had.
B)Language used may be unfamiliar to members of some subcultures.
C)Tests may be administered in ways that penalize students with impaired ability to answer in a standardized way.
D)Minority group members are inherently more likely to score lower on any achievement test.

Question 25

Tactics that aid memory, such as rhymes or images, are called

A)scaffolds.
B)mnemonics.
C)visual organizers.
D)reminders.

Question 26

In the pursuit of equality and fairness, educational reformers are working toward all of the following EXCEPT

A)teaching tolerance and appreciation of difference.
B)finding ways to work without involving families who seem reluctant to help.
C)improving instruction of language-minority students.
D)adopting effective teaching practices.

Question 27

Parents have different views of exceptionality and disability and different ways of accommodating these differences in their children because of

A)different education levels.
B)different beliefs about punishment.
C)different cultural traditions.
D)different income levels.

Question 28

A technique in which the teacher assists the student in learning a task and then phases out help as the student learns to use the strategy independently is called

A)scaffolded instruction.
B)hand-over-hand instruction.
C)supported instruction.
D)mnemonic instruction.

Question 29

The increase in the use of informal measures to assess student progress is beneficial to students from diverse populations because

A)they are part of NCLB, so teachers can use ready-made assessment tests.
B)informal measures are easy to develop and are more reliable than formal measures.
C)progress monitoring assessments may be less biased than traditional standardized tests.
D)such assessments cost more, so schools get more federal money for each bilingual student.

Question 30

Each of the following statements is true EXCEPT

A)Students need to engage in extended conversations with simple linguistic structures.
B)Too often students are asked for rote responses.
C)The content of instruction must be related to students' experiences.
D)The issue of cultural diversity should be included routinely in all curriculum areas.

Question 31

Which one of the following provides the best description of curriculum-based measurement?

A)evaluation of experimental educational programs
B)testing that uses actual instructional content and materials
C)examination of the effectiveness of a program's scope and sequence
D)evaluation of student performance on achievement tests

Question 32

All of the following are common criticisms of standardized tests EXCEPT

A)failing to take cultural diversity into account.
B)focusing on deficits of the individual.
C)underestimating abilities of students from the majority culture.
D)failing to provide information useful in teaching.

Question 33

There is a dilemma in choosing either to ignore or recognize differences because

A)either choice can perpetuate inequality for members of a subculture.
B)all cultural differences have both advantages and disadvantages, making it difficult to predict how those differences will affect the individual.
C)in striving to assert their identity, members of subcultures serve only to perpetuate stereotypes and inequality.
D)in order to fit in at school, students must forfeit the values and beliefs that they learned at home.

Question 34

Quick measurements to determine who may need further assessment are

A)outcome measures.
B)progress monitors.
C)diagnoses.
D)screening measures.

Question 35

Most authorities agree that in accepting and fostering cultural diversity, schools should

A)also provide instruction in skills needed to survive and prosper in the larger context of American culture.
B)not require students to learn English if they live in a community that is predominantly non-English speaking.
C)identify multiple sets of performance standards so that all students can succeed.
D)act as "gatekeepers," requiring that students graduating from high school meet standards of both the dominant culture and the subculture.

Question 36

Although the response to intervention has not been validated for non-English speaking or bilingual students, the method has positive implications for culturally diverse students because

A)it relies on quality instruction prior to identification and may prevent some of these students from being identified for special education services.
B)it is part of NCLB, which stipulated that the student's first language must be used for assessment.
C)it requires that students who are bilingual remain in regular classrooms for all instruction.
D)it uses standardized assessment procedures to enable teachers to understand the students' strengths and weaknesses.

Question 37

Each of the following is TRUE about testing accommodations for students with limited English proficiency and/or disabilities EXCEPT

A)They should give an advantage to students by providing superior opportunities to demonstrate knowledge and skills.
B)They should reduce the language barriers that may interfere with assessment results.
C)They should include administration accommodations and the use of bilingual dictionaries.
D)They may include translation of tests to the student's native language or provision of a bilingual version of the test.

Question 38

When a student sees a teacher use a learning strategy and then tries it out, the technique is called

A)team teaching.
B)reciprocal teaching.
C)scaffolded instruction.
D)copy teaching.

Question 39

Of all the academic skills, which is described as "critically" important?

A)math
B)listening
C)writing
D)reading

Question 40

Which of the following statements is true?

A)Most of education is appropriately challenging for students.
B)Students from cultural minorities, who are at risk for failure or who have disabilities, should not be given challenging tasks.
C)Appropriately challenging tasks are those that a given student finds just manageable.
D)Teachers tend to overestimate the capabilities of minority and exceptional children.

Question 41

An individual can be a member of many subcultures.

Question 42

Academic instruction is one of two primary purpose of education. The other is

A)socialization.
B)physical development.
C)functional skills.
D)artistic/musical development.

Question 43

The preferred method of identifying students with learning disabilities is to use an IQ-achievement discrepancy formula.

Question 44

In the Focus on Concepts feature, the author suggests that a "common sense of urgency" should exist toward

A)helping children maximize potential with enrichment activities.
B)helping each child master grade-level curriculum.
C)exposing poor students to community cultural events.
D)exposing children to advanced concepts to raise interest levels.

Question 45

Most professionals agree that multicultural education should consider only subcultures identified by ethnicity, not those identified by gender, sexual preference, or disability.

Question 46

In reciprocal teaching, the teacher provides assistance in learning a task and then phases out the help as the student learns to use the strategy independently.

Question 47

Professionals generally agree that bilingual students should be taught using the
sheltered-English approach.

Question 48

A viable multicultural curriculum cannot be created and handed out to teachers because

A)they must be involved in the process because their values, perspectives, and teaching styles affect what is taught and how it is taught.
B)most want to exercise their right to select their own curriculum based on their own beliefs and are resistant to being told what to teach.
C)the government has passed legislation banning the teaching of multicultural issues within an integrated curriculum.
D)there is not enough money to create such a curriculum nationwide.

Question 49

Some ethnic minorities are underrepresented in special education.

Question 50

Instructional tools that promote learning through the use of visual representation or related topics are

A)graphic organizers.
B)visual cues.
C)concept maps.
D)tactile maps.

Question 51

Curriculum-based measurement is thought to decrease the likelihood of cultural bias.

Question 52

Educators are often ethnocentric with respect to discipline. This means they

A)do not share the same beliefs about discipline as parents do.
B)believe that their views are correct and others' are inferior.
C)adopt different approaches to discipline, depending on the cultural values of the student that they teach.
D)use whatever strategy makes classroom management easier for them, with little regard for the effect on their students.

Question 53

The primary purpose of multicultural education is to teach children of ethnic minorities about their history and the intellectual, social, and artistic contributions of their ancestors.

Question 54

Identify the three general purposes of multicultural education.

Question 55

Teachers can create classroom environments that support academic success for English language learners by each of the following EXCEPT

A)segregate English language learning students, except for special area classes (P.E., art, music)and math.
B)select materials relevant to student's experiences.
C)establish classroom interactions that are comfortable to the students.
D)engage in effective instructional strategies that promote vocabulary and development.

Question 56

Each of the following as true regarding the use of response cards EXCEPT

A)The teacher should create a streamlined procedure for distribution.
B)The teacher must maintain a brisk but reasonable presentation rate.
C)The teacher should allow the students to become comfortable with the procedure before using it intensively.
D)The teacher should allow the students to share their responses with each other before showing them to her or him.

Question 57

A recommended technique of breaking down prejudice and encouraging positive interactions among students with different characteristics is

A)Afrocentrism.
B)cooperative learning.
C)immersion.
D)direct instruction.

Question 58

Adolescents of color are more likely to be identified with disruptive behavior disorders than their Caucasian peers.

Question 59

Some disabilities are genetically linked to ethnicity.

Question 60

Discuss the authors' view that multicultural education gives us the opportunity to "engender acceptance, if not love, of all differences that are not destructive of the human experience."

Question 61

Describe components of effective teaching and discuss how they relate to effective multicultural education.

Question 62

List four types of assessment and describe their purposes.

Question 63

Describe three reasons why cultural diversity is a concern for special educators.

Question 64

Describe the research-validated instructional strategies, "concept mapping" and "use of response cards," and explain why they are particularly appropriate for students with cultural or linguistic differences.

Question 65

Discuss the dilemma associated with the choice to either ignore or recognize student's differences and provide two recommendations for practices (describe them)that could help to resolve the dilemma.

Question 66

Compare and contrast the native language emphasis and the sheltered-English approach to teaching English as a second language.

Question 67

Explain why socialization is described as "one of two primary purposes [along with academic instruction] of education." In what ways do cultural and linguistic differences pose challenges for teachers?

Question 68

Why are testing accommodations provided to students with disabilities and students with limited English proficiency? Describe three testing accommodations that might be used.