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| 1 | |
Which of the following groups or organizations best describes the ensuring of rights of individuals with disabilities as well as access and equal opportunities? |
| | A) | legislators |
| | B) | litigators |
| | C) | advocates |
| | D) | activists |
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| 2 | |
A student who would learn best by using actual items versus pictures or other likenesses of items would be described as having difficulties with |
| | A) | abstract thinking. |
| | B) | representational thinking. |
| | C) | conceptual thinking. |
| | D) | tactile thinking. |
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| 3 | |
Individuals with severe disabilities often have trouble with communication. This issue may likely manifest itself in |
| | A) | problem behaviors. |
| | B) | having no friends. |
| | C) | a decrease in special education services. |
| | D) | requiring facilitated communication. |
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| 4 | |
A student who demonstrates nonpurposeful, repetitive movements such as rocking is displaying which type of behavior? |
| | A) | bizarre behavior |
| | B) | self-injurious behavior |
| | C) | inappropriate behavior |
| | D) | stereotypical behavior |
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| 5 | |
The process where a variety of professionals work together, sharing expertise and assisting each other in learning how to reinforce each other's efforts for the benefit of a student with severe disabilities, is known as |
| | A) | an inclusive approach. |
| | B) | a multicultural approach. |
| | C) | a transdisciplinary approach. |
| | D) | an occupational therapy approach. |
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| 6 | |
Providing access to the general curriculum for students with severe disabilities is especially important at which level? |
| | A) | preschool |
| | B) | primary |
| | C) | secondary |
| | D) | All the answers are correct. |
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| 7 | |
A way to connect a student's IEP to the general curriculum is to consult the content area standards. The wording of the standards when included in the IEP may be modified. What is the name of this process? |
| | A) | curriculum based IEPs |
| | B) | standards referenced IEPs |
| | C) | standards based IEPs |
| | D) | standards driven IEPs |
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| 8 | |
Which of the following scenarios would be age appropriate for a 15-year-old student with a severe disability? |
| | A) | including the student with the class on a field trip, the culminating experience of a three-week unit on the Civil War |
| | B) | having the student in the same room as peers but working with materials suited for a preschool child |
| | C) | including the student in a second-grade classroom due to the student's abilities |
| | D) | All the answers are correct. |
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| 9 | |
Which of the following is a goal of alternate assessments? |
| | A) | to justify the need to place students with severe disabilities in restrictive environments |
| | B) | to produce extensive paperwork for the teacher to complete in order to demonstrate annual yearly progress |
| | C) | to decrease the number of students taking standardized tests |
| | D) | to enhance the expectations for students with disabilities |
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| 10 | |
The inclusion of individuals with disabilities in schools and society has produced many benefits including employment and independent living. Which phrase best describes supported employment? |
| | A) | Individuals work alongside those without disabilities doing the same level and amount of work with natural supports. |
| | B) | Individuals are not expected to be productive, but learn skills by observing those without disabilities work. |
| | C) | Individuals work with job coaches who provide on-the-job training and continually check on the individual's work. |
| | D) | Individuals are expected to be proficient at their job as an apprentice. |
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| 11 | |
Which strategy is when a skill is taught and the student practices the skill repeatedly in the same session? |
| | A) | differentiated trail training teaching |
| | B) | chained behavior teaching |
| | C) | massed trial teaching |
| | D) | distributed trial teaching |
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| 12 | |
Of the following learning scenarios, which is NOT an example of embedded skill instruction? |
| | A) | During a social studies lesson on the Bill or Rights, the student with severe disabilities learns self-advocacy skills. |
| | B) | During a lesson on geometry, the student with severe disabilities listens to a chapter on tape. |
| | C) | During a health lesson on the food pyramid, the student with severe disabilities is taught to portion breads and fruits during his or her breakfast and lunch. |
| | D) | During a science lesson on combining chemicals to create a different substance, a student with severe disabilities combines primary colors to make new colors. |
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| 13 | |
The role of the classroom paraprofessional has been changing over the years to include more and more delivery of instructional services which is a concern as to who is ultimately responsible for the student's education. Which of the following is NOT a strategy to alleviate this concern? |
| | A) | Allow the paraprofessional to determine what is included on the student's IEP. |
| | B) | Provide the paraprofessional professional development aligned with his or her expanding role. |
| | C) | Clarify the role of the paraprofessional. |
| | D) | Supervise the paraprofessional and identify the supports the individual needs to do the job. |
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| 14 | |
The role of families in instruction for children with severe disabilities is extremely important. Special educators may encounter difficulties working with some families, including some families who are culturally and linguistically diverse. Which statement is false regarding culturally and linguistically diverse families? |
| | A) | The issues of disability and cultural, linguistic, and racial diversity need attention and have implications for public policy. |
| | B) | No one method to encourage parental participation is suitable for all parents who are linguistically and culturally diverse. |
| | C) | Parents who are culturally and linguistically diverse typically have lower expectations of teachers for their children with severe disabilities. |
| | D) | Educators need to respect, listen, and learn about the parents' culture, language and beliefs. |
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| 15 | |
In determining the least restrictive environment for students with severe disabilities, which factor(s) need to be considered? |
| | A) | which environment has the specialized equipment the student will need to benefit from public education |
| | B) | where the student will best learn |
| | C) | in what environment the special educator typically works |
| | D) | where other students with severe disabilities are taught |
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| 16 | |
Which of the following is NOT a benefit of including students with severe disabilities? |
| | A) | Teacher expectations for these students are lowered, given a lack of training in special education. |
| | B) | Age-appropriate skills can be taught. |
| | C) | Students without disabilities can be prepared to interact with others in the world who are different than they are. |
| | D) | Students see appropriate behavioral models from their peers. |
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| 17 | |
Various guidelines have been developed to include students with disabilities in the general education setting. Which of the following is NOT a recommended guideline for including students with disabilities? |
| | A) | Students with disabilities should represent a natural proportion of the students in their neighborhood school. |
| | B) | Students with disabilities who are taught in self-contained classrooms should be included in extracurricular activities. |
| | C) | Social interactions among students with and without disabilities should be encouraged. |
| | D) | School administrators should expect faculty to be proficient in areas related to special education. |
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| 18 | |
The education of secondary students with severe disabilities often occurs outside of the school. This type of instruction is best referred to as |
| | A) | transitional planning instruction. |
| | B) | community-based instruction. |
| | C) | functional life skills instruction. |
| | D) | supported employment instruction. |
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| 19 | |
Which of the following is a true statement regarding assistive technology? |
| | A) | Assistive technology may be quite simple in design. |
| | B) | Assistive technology includes adaptive equipment such as wedges to assist in sitting and large-handled utensils for easier gripping. |
| | C) | The cost of equipment alone cannot be a factor when determining the needs of students with disabilities. |
| | D) | All the answers are correct. |
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| 20 | |
Which of the following are NOT recommended practices for general education teachers to follow when including students with severe disabilities? |
| | A) | Make necessary adjustments to the classroom to allow for the inclusion of the student. |
| | B) | Focus on the student's strengths and abilities. |
| | C) | Allow the student's special education teacher or paraprofessional to provide instruction to the student away from the other students in the classroom. |
| | D) | Collaborate with other professionals as questions or concerns arise. |
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