Ed. Aspects Of Learners

Front 1

Persons who have visual acuity of 20/200 or less in the better eye even with correction or has a field of vision so narrow that its widest diameter subtends an angular distance no greater than 20 degrees.

Back 1

Legally blind

Front 2

Services for students who are visually impared in which the special eduaction teacher visits several different schools to work with students and their general education classrooms.

Back 2

Itinerant teacher services

Front 3

Books having an 18-point font size, much larger than the usual 10-point font.

Back 3

Large print books

Front 4

Varitey of repetivive behaviors, that are sometimes found in individuals who are blind, serverly retarded, or psychotic; sometimes referred to as sterotypies or blindisms.

Back 4

Stereotypic behaviors

Front 5

Ability to see fine details; usually measured with the Snellen chart.

Back 5

visual activity

Front 6

Appraisal of an individual's use of vision in everyday situations

Back 6

Functional vision assessment

Front 7

Term used by educators to refer to individuals whose visual impairment is not so severe that they are unable to read print of any kind; they may read large or regular print and they may need some kind of magnification.

Back 7

Low vision

Front 8

Skill possessed by some people who are blind, wehreby they can detect the presence of obstacles in their enviornments; research has shown that it is not an indication of an extra sense, as popularly thought; it is the result of learning to detect subtle changes in the pitches of high frequency echoes.

Back 8

Obstacle sense

Front 9

Ability to have a sense of where one is in relation to other people, objects, and landmarks and to move through the environment.

Back 9

Orientation and mobility skills

Front 10

T or F: Blindness is among the least prevenlent of all childhood disabilities.

Back 10

True

Front 11

T or F: People who are blind automatically develop better acuity in other senses

Back 11

False

Front 12

T or F: Most people who are blind can actually see

Back 12

True

Front 13

T or F: Legal blindness qualifies a person for certain legal benefits, such as tax advantages and money for special materials.

Back 13

True

Front 14

T or F: Most cases of stabismus are correctable with eye exercise or surgery.

Back 14

True

Front 15

T or F: IQ tests containg visual items more accurately measure the intelligence of individuals who are blind than tests containing verbally based items.

Back 15

False

Front 16

T or F: Good tactual perception, like good visual perception, relies on being able to use a variety of strategies.

Back 16

True

Front 17

T or F: COnceptually, very young children who are blind tend to not lag behind their sighted peers.

Back 17

False

Front 18

T or F: The low achievement of some students who are blind may be due to low expectations and lack of exposure to Braille.

Back 18

True

Front 19

T or F: Good listening skills develop automatically in children who are blind.

Back 19

False

Front 20

T or F: the guide dog is a frequently recommended aid to individuals who are blind.

Back 20

False

Front 21

Most visual problems are the result of errors of _______.

Back 21

Refraction

Front 22

The most common visual impairments of low vision are _____and _____.

Back 22

Myopic/hyperopic

Front 23

Most students with visual impairment are educated in either _____ or ________.

Back 23

braille/listening skills

Front 24

During the transition to adulthood, _________and ______ are two closley related areas of difficulty for some adolescents snf young adults with visual imparements.

Back 24

independance/employment

Front 25

Disorder characterized by psychotic behavior manifested by loss of contact with reality, distorted thought processes, and abnormal perceptions.

Back 25

Schizophrenia

Front 26

Parroting repetition of words or phrases either immediately after they are heard ir later; often observed in individuals with autistic spectrum disorder.

Back 26

Echolalia

Front 27

One of five autistic spectrum disorders; pervasive delay in development that does not fit into any of the other categories

Back 27

PDD-NOS

Front 28

One of the five autistic spectrum disorders; characterized by extreme social withdrawl and imapairment in communication; other common characteristics are stereotyped movements, resistance to enviornmetal change or change in daily routines, or unusual responses to sensory exprerience; usually evident before the age of 3 years.

Back 28

Autism

Front 29

Need to communicate for social reasons; thought to be lacking in most children with autism.

Back 29

Communicative intent

Front 30

One of five autistic spectrum diorders; a milder form of autism without significant impairments in language and cognition; characterized by primary problems in social interaction.

Back 30

Asperger's syndrome

Front 31

One of five autistic spectrum disorders; normal development for five months to four years, followed by regression and mental retardation; much more prevalent in females

Back 31

Rett's disorder

Front 32

T or F: the symptoms of autistic spectrum disorders are often noticed soon after birth and are first observed in most cases before the child is 2 years old.

Back 32

True

Front 33

T or F: Some, but ot all children with autistic spectrum disorders improve somewhat as they progress through later childhood and adolescence in their ability to relate to other people

Back 33

True

Front 34

T or F:Autistic spectrum disorders may exist across a range of mild, moderate, or severe.

Back 34

True

Front 35

T or F:The central problem in Asperger's syndrome is qualitative imparement in social interaction.

Back 35

True

Front 36

T or F: a student with TBI may acquire a language disorder after a period of normal development.

Back 36

True

Front 37

T or F:The effects of TBI on language are highly predictable, and careful assessment of the individual is usually not necessary.

Back 37

False

Front 38

T or F: many of the typical behavior modification or behavior management strategies used with other

Back 38

True

Front 39

T or F: There are three tyoes of Usher syndrome, varying with respect to the type and time of occurance of the major symptoms of hearing loss, vision loss, and balance problems.

Back 39

True

Front 40

T or F: all persons with severe and multiple diabilities exhibit severe behavioral problems

Back 40

False

Front 41

Students with Asperger's syndrome need explicit instructions in ___________ that most students pick up through indirect and incidental learning.

Back 41

Social skills

Front 42

TBI is a special case of __________ imapairments, in which there is a sudden alteration in abilities.

Back 42

neurological

Front 43

A loss of ability to understand and formulate language due to brain injury is sometimes referred to as __________.

Back 43

motor speech disorder

Front 44

Most authorities believe that the biggest obstacle faced by persons with deaf-blindness is ________

Back 44

being cut off from the sights and sounds of daily life.

Front 45

Behavior casuing injury or mutilation of oneself, such as self-biting, or head banging

Back 45

self-injurious behavior

Front 46

Person who assists adult workers with disabilities by proving vocational assessment, instruction, overall planning, and interaction assistance with employers, family, and related government and service agencies.

Back 46

job coach

Front 47

SKills required for living independently, such as dressing, toileting, bathing, cooking, and other typical daily activities of nondisabled adults.

Back 47

Daily living skills

Front 48

Workplace that provides employment that pays as least minimum wage and in which most workers are nondisabled adults.

Back 48

Competitive employment

Front 49

Any repetitive, stereotyped activity that seems only to provide sensory feedback

Back 49

Self-stimulation

Front 50

injury to the brain resulting in total or partial diability.

Back 50

Traumatic brain injury

Front 51

Having control over one's life

Back 51

Self-determination

Front 52

Resouces in a person's enviornment that can be used for support, such as friends, family, and coworkers.

Back 52

natural supports

Front 53

Evaluation that consists of finding out the consequences, antecedents, and setting events that maintain inappropriate behaviors; this information can help teachers to plan educationally for students

Back 53

functional behavior assessment

Front 54

Brain injury in which there is an open head wound

Back 54

open head injury

Front 55

systematic control of enviornmental events, especially of consequences, to produce specific changes in obervable responses.

Back 55

behavior modification

Front 56

damage to the brain that occurs without penetration of the skull

Back 56

closed head injury

Front 57

Hereditary disease characterized by progressive weakness caused by degeneration of muscle fibers

Back 57

muscular dystrophy

Front 58

Device designed to restore, partially or completely, a lost function of the body

Back 58

orthosis

Front 59

pattern of repeated seizures

Back 59

epilepsy

Front 60

sudden alteration of consciousness, usually accompanied by motor activity and/or sensory phenomena; caused by an abnormal discharge of electrical energy in the brain.

Back 60

seizure

Front 61

device designed to replace, partially or completely, a part of the body

Back 61

prothesis

Front 62

Method od integrating people with disabilities who cannot work independently into competitive employment; includes use of an employment specialist, or job coach, who helps the person with a disability function on the job.

Back 62

supported employment

Front 63

Systemic disease with major symptoms involving the muscles and joints

Back 63

juvenille rheumatoid arthritis

Front 64

Characterized by muscle stiffness and problems in voluntary movement; associated with spastic cerebral palsy.

Back 64

spasticity

Front 65

Lack of muscle tone

Back 65

atonic

Front 66

Congenital midline defect resulting from failure of the bony spinal column to close completely during fetal development

Back 66

spina bifida

Front 67

abnormalities associated with the mother's drinking alcohol during pregnancy; defects range from mild to severe, including growth retardation, brain damage, mental retardation, hyperactivity, anomalies of the face, and heart failure.

Back 67

fetal alcohol syndrome

Front 68

T or F: over 290,000 studetns with physical disabilities recieve special education services in the US

Back 68

True

Front 69

T or F: Data indicates that the population of children and youth with physical disabilities is growing.

Back 69

True

Front 70

T or F:Brain injuries can be caused by hypoxia, infection of the brain or its linings, tumors, metabolic disorders, or toxic chemicals.

Back 70

True

Front 71

T or F: Students with neuromotor impairment do not need special equipment, special procedures, or other accomodations

Back 71

False

Front 72

T or F: some individuals have a mixture of various types of cerebral palsy.

Back 72

True

Front 73

T or F: Spina bifida is one of the most common birth defects resulting in physical disability; its causes are not known.

Back 73

true

Front 74

T or F: Juvenile rheumatoid arthritis involves the muscles and joints and it is sometimes accompianed by complications such as fever, respiratory problems, heart problems, and eye infections.

Back 74

True

Front 75

T or F: The intelligence of children with muscular dystrophy and arthritis is usually seriously and negatively affected.

Back 75

False

Front 76

_________ are the result of injury to the brain that also affects the ability to move parts of one's body. It may be associated with injury to the brain before, during, or after birth.

Back 76

Paralysis

Front 77

A teacher who fails to report child abuse or neglect may be held legally ____________.

Back 77

responsible

Front 78

The partial functioning of a body part is enchanced with a ___________.

Back 78

Orthesis

Front 79

Ability to express novel and useful ideas, to sense and elucidate new and important relationships, and to ask previously uinthought-of, but crucial questions.

Back 79

Creativity

Front 80

Approach in which students with special gifts or talents are placed in grade levels ahead of their age peers in one or more academic subjects.

Back 80

Acceleration

Front 81

Ability to separate and/or combine various pieces of information in new, creative, and useful ways.

Back 81

insight

Front 82

special ability, aptitude, or accomplishment

Back 82

talent

Front 83

approach in which additional learning experiences are provided for students with special gifts or talents while the students remain in the grade levels appropriate for thier chronological ages.

Back 83

Enrichment

Front 84

Word sometimes used to indicate a particular aptitude or capacity in any area; rare intellectual powers

Back 84

genius

Front 85

remarkable early development

Back 85

precocity

Front 86

refers to cognitive superiority, creativity, and motivation of sufficent magnitude to set the child apart from the vast majority of age peers and make it possible for the child to contribute something of particular value to society.

Back 86

giftedness

Front 87

T or F: Professionals have clear and agreed-on definition of giftedness

Back 87

False

Front 88

T or F: People with special gifts and talents are superior in every way, and they comprimise a distinct category of human beings.

Back 88

False

Front 89

T or F: Individually administered standardized intellegnece tests are the only ways to measure intelligence

Back 89

False

Front 90

T or F: Many children who are gifted learn to read easily, often before entering school.

Back 90

True

Front 91

T or F: Unhappiness, emotional instability, and social rejection characterize the lives of most indivduals who are gifted.

Back 91

False

Front 92

T or F: individuals with special gifts and talents come from higher socioeconomic groups and do not have disabilities.

Back 92

True

Front 93

T or F: ther is little evidence of widespread support for early intervention programs for young children who are gifted.

Back 93

True

Front 94

T or F: Transitions for youths who are gifted tend to mirror the problem in transitions faced by adolescents and young adults w/disabilities.

Back 94

True

Front 95

_________ giftedness involves insight, intuition, creativity, or adeptness at coping with novel situations.

Back 95

synthetic

Front 96

An extrodinary capacity to apply analytic and syntheic abilities to the solution of everyday problems is known as ____________.

Back 96

Practical giftedness

Front 97

Programs that provide students with additional learning experiences while they remain in the grade levels appropriate for their chronological age are known as ______________ programs.

Back 97

enrichment