Intro Block Test

Front 1

In an inclusion program, how many times do students with special needs need to spend in general education classes?

Back 1

Any part of the school day

Front 2

Students with learning disabilities possess average

Back 2

memory ability

Front 3

An educational plan is prepared for

Back 3

each student receiving special education services

Front 4

Which is the most restrictive educational placement?

Back 4

Services in a hospital setting

Front 5

A general education class could contain

Back 5

Students with disabilities
Gifted and talented students
Culturally and linguistically diverse students
ALL of the above

Front 6

The general education teacher contributes to the success of students with special needs by participating in

Back 6

Assessment
Program planning and IEP development
Placement decisions
ALL of the above

Front 7

According to the "No Child Left Behind" Act, the education initiative includes all of the following except to

Back 7

Increase the number of public schools in a given community

Front 8

Provisions in the Individuals with Disabilities Education Improvement Act of 2004 address all of the following except

Back 8

Requires the use of benchmarks or short-term objectives in the IEP

Front 9

PL 94-142 requires all of the following except

Back 9

Free after school care for children between the ages of 5-12

Front 10

The education plan devised by the inclusion team is called

Back 10

The Individualized Education Program (IEP)

Front 11

Section 504 of the Rehabilitation Act of 1973 applies to

Back 11

All students, all ages

Front 12

The written educational plan for each student should be reviewed at least

Back 12

Annually

Front 13

Inclusion teams are responsible for assuring that each student receives services in the

Back 13

Least restrictive environment

Front 14

Non discriminatory assessment does not penalize students for their

Back 14

Native language or race
Culture or disability
Answers A & B

Front 15

The most restrictive of all educational placement options is the

Back 15

Residential program

Front 16

The IEP team

Back 16

Reviews assessment data
Identifies and selects appropriate annual goals and objectives
Designates the appropriate placement in the LRE
ALL of the above

Front 17

Teams serving students with special needs are composed of

Back 17

General education and special education teachers
Parents
School administrators
ALL of the above

Front 18

Providing additional instruction, reducing the number of items to complete, and grouping students with similar needs for instruction are all examples of

Back 18

Instructional adaptations

Front 19

A student should not be referred for special education when

Back 19

The student's problems are resolved by the classroom teacher

Front 20

Some teachers refer a high number of students while others refer none for special education. This may occur because

Back 20

Teachers may not understand how serious a student's problems should be before referral
Teachers may not be aware of special programs
Teacher may be unfamiliar with referral procedures
ALL of the above

Front 21

To help students who have difficulty focusing on relevant instructional cues, the teacher can

Back 21

Provide prompts

Front 22

Which of the following is NOT a suggested method for modifying basic skills instruction for students with learning disabilities?

Back 22

Allow students to practice independently before beginning to instruction on a new skill

Front 23

To assist students with learning disabilities to acquire content area information, which of the following adaptations may be useful?

Back 23

Taped texts
Allowing students to respond through a medium which demonstrates their abilities
Manipulative aids
ANY of the above

Front 24

In the assessment of learning disabilities, information is gathered about all of the following areas except

Back 24

Personality and social functioning

Front 25

Which of the following statements is NOT recommended for adapting instruction for students with ADHD?

Back 25

Increase the amount of short answer and essay tests

Front 26

The percentage of the school-aged population that is estimated to have ADD/ADHD is

Back 26

3 to 5

Front 27

Students with ADHD are identified by their

Back 27

Behaviors

Front 28

After a decision has been made that a student is eligible for special education services

Back 28

The team begins to gather information about educational needs

Front 29

The following are among typical behaviors of students with learning disabilities

Back 29

Hyperactivity
Impulsivity
Attention disorders
ALL of the above

Front 30

The two main indicators of mild intellectual disabilities are

Back 30

Slow rate of learning, and most areas of development are delayed

Front 31

The major approach to the education of mainstreamed with mild intellectual disabilities is

Back 31

Habilitation

Front 32

These individuals are not one of the three prime candidates for referral for special education assessment for suspected intellectual disabilities

Back 32

Students who have a physical disability

Front 33

When assessing an individual for intellectual disabilities, it is important to collect information about the following areas of current performance, except for

Back 33

Computer knowledge

Front 34

Academic instruction can be adapted by all of the following except

Back 34

Scheduling an IEP meeting

Front 35

General education teachers can help students develop and improve their general work habits by

Back 35

Accepting acquisition of work habits as a valuable educational goal
Having students receive instruction and practice in specific work behaviors
Reinforcing good work habits
ALL of the above

Front 36

For students with severe intellectual disabilities, poor intellectual performance may be accompanied by

Back 36

Physical impairments, sensory impairments, and emotional disturbance

Front 37

Most students with learning disabilities are identified during the early elementary grades.

Back 37

True

Front 38

There are more than twice as many boys with learning disabilities as girls.

Back 38

True

Front 39

Students with ADHD are seldom successful in the general classroom because there are so many distractions.

Back 39

False

Front 40

Math is the academic skill in which students with learning disabilities most frequently experience difficulty.

Back 40

False

Front 41

Research suggests that the behavior of students considered hyperactive, distractible, or impulsive can be improved by

Back 41

systematic instructional/management techniques

Front 42

Which of the following techniques could be used to improve student social relationships?

Back 42

Teaching students acceptable responses to verbal or physical attacks
Role playing
Including the withdrawn student in a classroom group assigned to complete a project
ALL of the above

Front 43

One common cause of inaccuracy is

Back 43

a rapid response rate

Front 44

All of the following are examples of psychostimulant medications often used with students with ADHD except

Back 44

Ventolin

Front 45

When hyperactivity, distractibility, and impulsivity occur together, which label is used?

Back 45

attention deficit hyperactivity disorder

Front 46

Helping students analyze the skills or steps required to arrive in class on time is a strategy to reduce

Back 46

tardiness

Front 47

These populations are over represented in behavioral disorders

Back 47

Male
Minorities
Lower socioeconomic
ALL of the above

Front 48

Communication disorders are of two types

Back 48

speech and language

Front 49

How can general education classroom teachers help students with language disorders who are included?

Back 49

Help to expand their listening and speaking vocabularies
Modify their classroom activities and assignments
Model appropriate grammar
ALL of the above

Front 50

Students with speech problems may

Back 50

Mispronounce words or sounds
Have an unusual voice quality
Speak with disfluency
ALL of the above

Front 51

A language disorder is characterized by an inability to use the symbols of language through

Back 51

Proper use of words and their meanings
Appropriate grammatical patterns
Proper use of speech sounds
ALL of the above

Front 52

The meaningful aspects of language are called

Back 52

semantics

Front 53

Most articulation problems are detected

Back 53

within the first few grades of school

Front 54

A major speech goal for the general classroom is

Back 54

oral communication practice

Front 55

Students who require pull-out services should leave the classroom during

Back 55

their least favorite activity

Front 56

General education teachers are generally the first professionals to bring students with behavioral disorders to the attention of the inclusion team.

Back 56

True

Front 57

At least 50% of public school programs for students with behavioral disorders are at the secondary level.

Back 57

True

Front 58

Reinforcing students who are good behavior models can help decrease the number of verbal outbursts within a classroom.

Back 58

True

Front 59

Boys are typically referred due to withdrawal behaviors whiles girls are referred for aggressive behaviors.

Back 59

False

Front 60

Students with behavioral disorders require adaptations to assessment more than any other area.

Back 60

False

Front 61

Because students with Autism are less likely to learn from imitating others, they may need to be directed in all but which of the following?

Back 61

Stereotypic behaviors

Front 62

This method has been used successfully to teach students with autism to share toys and to make comments during play and teach conversational skills?

Back 62

Buddy System

Front 63

Which is not a characteristic of a person with Asperger's syndrome?

Back 63

Moderate intellectual disability

Front 64

Students with Autism have difficulty generalizing social skills. TO facilitate generalization of teacher should

Back 64

give the student opportunities to practice skills with many individuals

Front 65

Due to an avoidance of peer interactions that student with Autism should be placed

Back 65

near the center of the class to be near more peers

Front 66

Some students may develop a dependency on teacher oral prompts. One way to avoid that from happening is to

Back 66

photographic activity schedules

Front 67

The characteristics of Autism do not include

Back 67

delays in motor skills

Front 68

A child with ASD usually has difficulty initiating social contact. To assist a child with ASD the teacher should

Back 68

Place him in social situations where he will need to interact with other peers

Front 69

An example of a stereotypic behavior is

Back 69

fluttering ones hands in front of her face

Front 70

Which should not be done with a student experiencing an epileptic seizure?

Back 70

Place a pencil or a tongue depressor in the child's mouth to prevent swallowing of the tongue

Front 71

Which disorder sometimes results in seizures?

Back 71

epilepsy

Front 72

Reentry plans for students with traumatic brain injuries may include all of the following except

Back 72

elimination of academic responsibility

Front 73

Head dropping, tic-like movements, and staring spells are all significant classroom signs of

Back 73

epilepsy

Front 74

Panic, guilt feelings, and reconciliation are all stages a child goes through before accepting

Back 74

death

Front 75

The following is/are example(s) of physical/health impairments

Back 75

Allergies
Epilepsy
Asthma
ALL of the above

Front 76

The following is not a sign of diabetes?

Back 76

tic-like movements

Front 77

Congenital means

Back 77

present at birth

Front 78

"Medically fragile" is

Back 78

a chronic medical condition that requires ongoing medical management

Front 79

One of the defining characteristics of ASD is that the student is not motivated by social contexts, but is interested in interacting with others, especially peers.

Back 79

False

Front 80

Photographic activity schedules are used to cue students on that they are supposed to be doing during the school day.

Back 80

True

Front 81

Which of the following is appropriate for students with visual impairments?

Back 81

Changing instructional procedures only when absolutely necessary
Encouraging the use of a typewriter or computer
Developing critical listening skills
ALL of the above

Front 82

One of the more common goals in the IEPs of students with hearing impairments might be in

Back 82

speech reading

Front 83

Teachers working with students with visual impairments may modify instructional procedures by

Back 83

Providing print material in large print
Speaking aloud material being written on the board
Allowing adequate time to complete assignments
ALL of the above`

Front 84

Students with sensory impairments may require adaptations in the classroom arrangement, such as

Back 84

Seating patterns
Sound transmission
Proximity to activities
ALL of the above

Front 85

When communicating with a student with a hearing impairment

Back 85

realize that the student may have limited vocab

Front 86

Strategies such as magnet schools, honors seminars, and special course offerings are characteristic of which educational option for pupils who are gifted?

Back 86

special classes

Front 87

To assist underachievers who are gifted

Back 87

ALL of the above

Front 88

What is the educational approach being used when an adolescent who is gifted is allowed to enter college at age 16?

Back 88

acceleration

Front 89

Students who are gifted and talented frequently have seemingly boundless energy, which sometimes leads to a misdiagnosis of hyperactivity. This is an example of a

Back 89

behavioral characteristic

Front 90

Students who are gifted and talented often show a ready grasp of underlying principles and can often make valid generalizations about events, people, and objects. This is an example of a

Back 90

learning characteristic

Front 91

The goal of this approach is to expand the amount of time students spend on more challenging material.

Back 91

curriculum compacting

Front 92

Fluency, flexibility, originality, and elaboration are the four factors of

Back 92

divergent thinking

Front 93

Approximately ___________% of students are eligible for services.

Back 93

3-5

Front 94

Students who are "legally blind" may not be considered educationally blind if they can use their vision for learning.

Back 94

True

Front 95

Students with visual and hearing losses develop extraordinary perceptions with unimpaired senses.

Back 95

False

Front 96

A student who is gifted rarely shows a discrepancy between ability and achievement.

Back 96

False

Front 97

Culturally diverse backgrounds seem to enhance the probability that a student will be identified as gifted.

Back 97

False

Front 98

A common argument against services for gifted/talented students is that they can make it on their own.

Back 98

True

Front 99

Both negative and positive behaviors are associated with students who are gifted/talented.

Back 99

True

Front 100

A single IEP format (goals/objectives) can be used for all students who are gifted.

Back 100

False