Deck 5: Considerations for Teaching Children With Specific Disabilities

Question 1

Which specific intervention would not be appropriate for a child who has a physical impairment?

A) Be consistent in behavior management techniques to increase or decrease movement
B) Take special care in positioning and handling
C) Arrange activities so that minimal movements will produce effects on the environment
D) Use adaptive equipment that allows the child to interact with the environment as much as possible

Answer 1

A

Question 2

Numerous intervention approaches for autism have sufficient research to establish their effectiveness.

Answer 2

False

Question 3

Which specific intervention would not be appropriate for a child who has a visual impairment?

A) Orient the child to classroom layout and materials location
B) Facilitate auditory localization, reaching for sound, and auditory discrimination skills
C) Encourage children to identify themselves when they approach the child
D) Avoid speaking with your back to the child or with a bright light behind you

Answer 3

D

Question 4

A diagnosis of fetal alcohol spectrum disorders (FASDs) may be made if a child demonstrates symptoms of central nervous system effects and deficiency in

A) Understanding cause and effect
B) Memory from day to the next
C) Difficulty with self-regulation
D) All of the above

Question 5

50% of children who are deaf or hard of hearing have an additional disability.

Question 6

Which specific intervention would not be appropriate for a child who has autism?

A) Arrange daily activities to change frequently so that the child doesn't get bored
B) Reduce the noise level of the classroom
C) When touching the child, use firm pressure rather than light touch
D) Use visual and verbal cues to communicate

Question 7

Which specific intervention would not be appropriate for a child who has a hearing loss?

A) Seat the child in the front for good visibility
B) Be prepared to repeat and rephrase, point out, or demonstrate
C) Identify areas of the room by different floor coverings or mobiles
D) Speak at normal speed and volume without exaggerating lip movements

Question 8

Which specific intervention would not be necessary for a child who has a health impairment?

A) Being aware of warning signs to deal with a crisis
B) Avoid speaking with your back to the child
C) Develop a plan for keeping in touch when the child is absent
D) Help the child to understand the implication of his/her problem

Question 9

To speak to a child with a hearing loss you should exaggerate your mouth movements.

Question 10

Packaged, commercially available programs most often need modifications and adaptations for a particular population of children.

Question 11

Addressing the child's individual objectives, identifying adaptations within an activity, and deciding what team members will do is called

A) Ecological inventory
B) Partial participation
C) Interdisciplinary support participation plan
D) Discrepancy analysis

Question 12

Children with learning impairments profit by overlearning and repeated practice.

Question 13

It is recommended practice to continue using a prompt even when the child with severe disabilities no longer needs it.

Question 14

In order to gather a comprehensive picture of a child with a disability the teacher needs to learn about the child from the family and

A) Share information from other relevant professionals
B) Skillfully observe the child
C) Review all available records
D) All of the above

Question 15

Errorless learning is effective for children who are more often correct than incorrect in their responses and have some self-confidence.

Question 16

The purpose of creating an ecological inventory for a student with severe disabilities in an inclusive classroom would be to

A) Identify discrepancies between a child's actual participation and the expected performance of a skill
B) Analyze steps in an activity and the skills needed to participate
C) Maximize the chance that a student will respond correctly
D) Identify the child's preferred activities

Question 17

Low vision has a corrected visual acuity of no better than 20/70.

Question 18

All the following strategies would be helpful to teach other children in the class to help support a student who has a severe visual impairment except using

A) The student's name to gain attention
B) Sign language to communicate with the student
C) Their own names to identify themselves when approaching the student
D) Verbal descriptions as they play with the student

Question 19

It is much easier to fade physical prompts then verbal prompts.

Question 20

A student who is diagnosed as legally blind has 20/200 vision in both eyes.

Question 21

Suppose that you will be including a child who has a vision impairment in your classroom. What adaptations would you make and what procedures would you follow for this inclusion?

Question 22

Discuss how other developmental areas may be affected for a child who has a visual impairment.

Question 23

What are the advantages and disadvantages of least-to-most prompting?

Question 24

Why would you use hand-under-hand guidance instead of hand-over-hand guidance?

Question 25

List all the different types of prompts that you can use with children who have disabilities and disabilities.

Question 26

What are the advantages and disadvantages of most-to-least prompting?

Question 27

Create 3 questions that you would ask a speech-language pathologist in order to gain more information about a new student coming into your class who has a significant language delay.

Question 28

How might children who have physical disabilities communicate in atypical ways?

Question 29

Compare and contrast the advantages and disadvantages of the most-to-least prompting and least-to-most prompting.

Question 30

Discriminate between fetal alcohol spectrum disorders and alcohol-related neurodevelopmental disorder.

Question 31

Suppose that you will be including a child who has a hearing loss in your classroom. What adaptations would you make and what procedures would you follow for this inclusion?

Question 32

Choose 2 disabilities or syndromes and discuss how their general strengths and weaknesses might differ.

Question 33

Imagine that you are a teacher of preschoolers without disabilities and you will be getting a child who has a wheelchair in your class. What would you do before the child comes to your class to prepare the environment, the child's parents, and the child for his or her inclusion?

Question 34

What questions does the IEP team need to consider when addressing a child's need for assistive technology while developing the IEP document.

Question 35

Compare and contrast 3 different intervention approaches that have been shown to have positive changes in children who have autism spectrum disorder. Thoroughly discuss their assumptions, strategies, and outcomes.

Question 36

Give 3 examples of how you can help include a child with a severe disability by using the principle of partial participation.

Question 37

Describe some specific strategies that help children who are deaf-blind to increase the development of autonomy and active participation so that they do not develop learned helplessness.

Question 38

Describe at least 4 specific communication strategies that you would use to help include a child with multiple disabilities whose communications attempts might be difficult or very subtle to recognize.

Question 39

Suppose that you will be including a child who has autism in your classroom. What adaptations would you make and what procedures would you follow for this inclusion?

Question 40

Why would it be beneficial to do an ecological inventory for a child who needs intensive support to participate in classroom activities?