|
From the physiological perspective, the distinction between "deaf" and "hard of hearing" is based on
A) decibel levels detected.
B) frequency of sounds detected.
C) location of hearing loss.
D) language ability.
|
decibel levels detected
|
|
From an educational point of view, how is "deafness" best defined?
A) a condition present since birth
B) an inability to understand speech even with a hearing aid
C) a hearing loss of more than 90 dB in at least one ear
D) a condition of old age
|
an inability to understand speech even with a hearing aid
|
|
The term "hard of hearing" is used to describe people with hearing impairment who
A) were not born deaf but became deaf later in life.
B) find it "hard" (in their own subjective judgment) to hear as well as the rest of
the population.
C) have a conductive hearing loss.
D) have enough residual hearing to process sound with a hearing aid.
|
have enough residual hearing to process sound with a hearing aid.
|
|
Simon has a hearing loss that occurred when he was seven years old. His loss is best described as
A) conductive.
B) sensorineural.
C) congenital.
D) postlingual.
|
postlingual
|
|
According to the U.S. Department of Education, what percentage of students are identified as deaf or hard of hearing?
A) 10%
B) 0.10%
C) 1.0%
D) 0.010%
|
0.10%
|
|
People who say that deafness should not be considered a disability argue that
A) there is a difference between prelingual and postlingual deafness.
B) they should be considered a cultural minority with a language of their own.
C) there are advantages to being deaf, so it is not a disability.
D) although deafness is a handicap, it is not a disability.
|
they should be considered a cultural minority with a language of their own.
|
|
The ossicles function to create
A) increased sense of balance.
B) electrical impulse being sent to the brain.
C) transfer of energy from the middle to the inner ear.
D) a vacuum that stimulates hair cells.
|
transfer of energy from the middle to the inner ear.
|
|
The most important organ for hearing is the
A) cerumen.
B) tympanic membrane.
C) vestibular mechanism.
D) cochlea.
|
cochlea
|
|
Ideally, screening tests for babies should follow a
A) 2-4-6 year rule
B) 1-3-6 month rule
C) 2-4-6 week rule
D) 2-4-6 month rule
|
1-3-6 month rule
|
|
Pure-tone audiometry establishes
A) detection and understanding of speech.
B) threshold for hearing at various frequencies.
C) kinds of hearing tests to be used.
D) presence of the Moro reflex.
|
threshold for hearing at various frequencies.
|
|
Most speech sounds have frequencies (pitch) that
A) have a very narrow range: 50-500 Hz.
B) have a range that is affected by altitude and humidity: 100-900 Hz.
C) have a range higher than long-haired dogs: 250-1,000 Hz.
D) have a wide range: 500-2,000 Hz.
|
have a wide range: 500-2,000 Hz.
|
|
The "speech reception threshold" is best defined as the
A) dB level at which one can understand speech.
B) intensity and frequency of spoken English.
C) Hz level at which the average person can detect sound.
D) level at which the human ear can discriminate between similar sounds.
|
dB level at which one can understand speech.
|
|
When testing the hearing of a two-year-old child, an audiologist should avoid use of which type of audiometry?
A) brain-stem-evoked response
B) speech
C) tympanometry
D) conditioned play
|
speech
|
|
All of the following identify the location of hearing loss EXCEPT
A) conductive.
B) mixed.
C) sensorineural.
D) adventitious.
|
adventitious
|
|
A condition in which the external auditory canal does not form is
A) atresia
B) otitis
C) anoxia
D) atrium
|
atresia
|
|
Swimmers’ ear
A) is a myth, the external canal is impervious to infections.
B) is medically known as external otitis, an infection of the skin of the external
auditory canal.
C) is caused by allergies to algae in the water.
D) is caused by a perforation of the eardrum.
|
is medically known as external otitis, an infection of the skin of the external auditory canal.
|
|
The most severe hearing impairments are associated with which part of the ear?
A) middle ear
B) eardrum
C) inner ear
D) outer ear
|
inner ear
|
|
All of the following are problems associated with inner ear hearing loss EXCEPT
A) sound distortion.
B) balance problems.
C) ringing noises.
D) draining fluid.
|
draining fluid
|
|
The most frequent viral cause of deafness in newborns is
A) otitis media.
B) maternal rubella.
C) congenital herpes.
D) congenital cytomegalovirus.
|
CMV (congenital cytomegalovirus)
|
|
Joanne is a nine-year-old girl with a hearing loss. She can hear loud voices if they are within a foot of her ear and can hear environmental sounds, though she usually
can’t identify them. What degree of hearing loss does Joanne appear to have?
A) mild
B) marked
C) severe
D) anywhere between mild and severe
|
severe
|
|
Signs in American Sign Language consist of each of the following EXCEPT
A) handshape.
B) location.
C) intensity.
D) movement.
|
intensity
|
|
Each of the following is true about sign language EXCEPT
A) It is a primitive, visual representation of oral language similar to mime.
B) It has grammatical structure at the sentence level and the word level.
C) There is no universal sign language.
D) Twins who are born deaf develop a signing system, but it is rudimentary and
less sophisticated than ASL.
|
It is a primitive, visual representation of oral language similar to mime
|
|
Each of the following is true about children who are deaf EXCEPT
A) They reach the same language development milestones in sign as children
without hearing loss do in spoken language, but at a slower rate.
B) They reach the same language development milestones in sign at the same time
as children without hearing loss do in spoken language.
C) They are at a distinct disadvantage regarding acquisition of spoken language.
D) They are at a distinct disadvantage regarding acquisition of English language
comprehension.
|
They reach the same language development milestones in sign as children without hearing loss do in spoken language, but at a slower rate.
|
|
When performance tests, rather than verbal tests, are used,
A) the IQ scores of both those who are hearing and those who are deaf are lower.
B) the IQ scores of those who are deaf are lower than those who are hearing.
C) the IQ scores of those who are deaf are higher than those who are hearing.
D) there is no difference in IQ scores between those who are deaf and those who
are hearing.
|
there is no difference in IQ scores between those who are deaf and those who are hearing.
|
|
With respect to phonology skills in students who are deaf
A) because they are virtually non-existent, they are largely irrelevant to their
learning to read.
B) they should be ignored in reading instruction because they interfere with the
visual skills needed to learn sign.
C) they are similar to phonology skills of students with reading disabilities.
D) they are most easily acquired if they are integrated into a differentiated
curriculum model of instruction.
|
they are similar to phonology skills of students with reading disabilities.
|
|
Among students who are deaf, those who achieve the highest levels of literacy tend to have
A) hearing parents who teach them how to speak.
B) parents who are deaf who teach them ASL.
C) brothers and sisters who are hearing.
D) parents who communicate with them using both ASL and speech.
|
parents who are deaf who teach them ASL.
|
|
The two factors that seem to have a positive effect on social adjustment are
A) more inclusion with hearing peers and having parents who hear
B) more inclusion with hearing peers and having parents who are deaf
C) less inclusion with hearing peers and having parents who hear
D) less inclusion with hearing peers and having parents who are deaf
|
less inclusion with hearing peers and having parents who are deaf
|
|
All of the following factors identify the Deaf community as a true culture EXCEPT
A) voluntary organizational networks such as National Theater of the Deaf.
B) historical awareness documenting people and events significant to deafness.
C) predominant pattern of intermarriage with people outside of the Deaf
community.
D) well-established behavioral guidelines with regard to such things as eye
contact and physical touching.
|
predominant pattern of intermarriage with people outside of the Deaf community.
|
|
A deaf baseball player for whom a petition has been circulated for him to be inducted into the Major League Baseball Hall of Fame is:
A) Yogi Berra.
B) Johnny Lipon.
C) "Dummy" Hoy.
D) Al Kaline.
|
"Dummy" Hoy
|
|
A particularly controversial point of view held by many members of the Deaf culture is that
A) children should not receive cochlear implants to improve their hearing.
B) parents should not permit children who are deaf to learn English.
C) all students who are deaf should attend residential schools until the age of 16.
D) all citizens should be required to learn American Sign Language.
|
children should not receive cochlear implants to improve their hearing
|
|
The genetic engineering debate regarding Deaf activism refers to members of the Deaf community who want to
A) eliminate embryos that have the Connexin-26 gene because in can cause
deafness
B) physically alter a gene to cause a baby to be hearing
C) eradicate deafness in vitro
D) deliberately increase their chances of having a deaf child
|
deliberately increase their chances of having a deaf child
|
|
The auditory-verbal approach encourages children with hearing impairment to
A) depend on their peers for sound cues.
B) use their residual hearing.
C) learn sign language as quickly as possible.
D) focus on visual cues.
|
use their residual hearing.
|
|
Teaching people with hearing impairments to use visual information (such as facial expressions) to understand what is being said to them is
A) speechreading.
B) lipreading.
C) face reading.
D) gestural reading.
|
speechreading.
|
|
The total communication approach uses
A) Braille and manual communication.
B) sign language and a typewriter.
C) a telephone and a computer.
D) oral and manual communication.
|
oral and manual communication.
|
|
Each of the following statements about signing English systems is true EXCEPT
A) They are the type of manualism most often used in total communication.
B) They follow the same word order as spoken English.
C) They include fingerspelling.
D) They result in more fluency than ASL.
|
They result in more fluency than ASL.
|
|
A principle underlying the bicultural-bilingual approach is
A) teaching the history of the Deaf culture instead of that of the dominant culture.
B) providing a foundation in spoken English to serve as a basis for ASL.
C) stressing that ASL is the primary language, and English is secondary.
D) encouraging hearing people to learn ASL as a second language.
|
stressing that ASL is the primary language, and English is secondary.
|
|
FM systems are used in conjunction with hearing aids to
A) amplify sound.
B) increase reverberation.
C) provide individualized instruction.
D) broadcast the schedule of daily events.
|
amplify sound.
|
|
Virtually all new television programs are captioned for use by people with hearing impairment. Federal law requires that TVs over 13 inches must
A) contain a chip that produces captions.
B) come with a decoder.
C) come with a VCR.
D) come with a teletypewriter.
|
contain a chip that produces captions.
|
|
A, TT, is a device for
A) decoding closed captions on TV.
B) accessing teletext service.
C) printing sign language texts.
D) communicating via telephone.
|
communicating via telephone.
|
|
Currently, approximately what percentage of students with hearing impairments attends their local schools?
A) 86%
B) 8%
C) 10%
D) 18%
|
86%
|
|
In recent years, many parents and professionals have questioned the trend toward inclusion of children with hearing impairment because
A) it creates too much work for the general education teacher.
B) they do not get along with the other students.
C) it reduces their opportunity to participate in the signing community.
D) they do not have the cognitive or academic skills to succeed in the mainstream.
|
it reduces their opportunity to participate in the signing community.
|
|
Many in the Deaf community believe that residential schools for children who are deaf are necessary to
A) perpetuate the Deaf culture and use of ASL.
B) ensure that students learn age-appropriate social skills.
C) provide jobs for those who are deaf as workers in the schools.
D) overcome the negative effects of many home situations.
|
perpetuate the Deaf culture and use of ASL.
|
|
Which statement about the assessment of progress of students who have hearing impairments is true?
A) Curriculum-based measurement is not an appropriate method for measuring
reading fluency for these students.
B) Most standardized assessments are biased towards the majority culture.
C) Research does not support the development of phonics-based reading skills for
these students.
D) Several standardized measures of reading ability are available for these
students.
|
Most standardized assessments are biased towards the majority culture.
|
|
The focus of early intervention for children with hearing impairments is on
A) social skills.
B) language development.
C) play.
D) self-esteem.
|
language development
|
|
Children with deafness who have parents who are also deaf
A) develop language more slowly than do infants with deafness who have hearing
parents.
B) tend to be overly dependent on their parents when they reach school age.
C) develop ASL at a rate similar to the rate at which hearing infants develop
English.
D) have difficulty relating to hearing children when placed in mainstream
preschool settings.
|
develop ASL at a rate similar to the rate at which hearing infants develop English.
|
|
Frank, who is deaf, is the six-month-old son of hearing parents. To interact effectively with Frank, his parents should
A) emphasize lip movements.
B) encourage verbal babbling.
C) attend to eye gaze.
D) avoid use of speech.
|
attend to eye gaze.
|
|
Until the mid-1960s the only institution specifically for post-secondary education of students with hearing impairments was
A) Rochester.
B) Gallaudet.
C) Stanford.
D) Georgetown.
|
Gallaudet
|
|
Sign language interpreters
A) use ASL.
B) use transliteration.
C) use a hybrid of ASL and transliteration, Signed American Sign Language
(SASL).
D) can use either ASL or transliteration.
|
can use either ASL or transliteration.
|
|
What percentage of deaf children have hearing parents?
A) 10%
B) 5%
C) 50%
D) 90%
|
90%
|
|
Students who are deaf who do not go on to post-secondary training may face increased obstacles to employment in the future because
A) increasingly fewer employers are willing to employ workers who sign.
B) the manual trades that they typically prepare for are disappearing.
C) antidiscrimination laws do not cover students with inadequate training.
D) there will be increased competition for the same jobs by individuals with other
disabilities.
|
the manual trades that they typically prepare for are disappearing.
|
|
As a disability of children, blindness is
a. one of the most prevalent disabilities.
b. about average in prevalence compared to other sensory disabilities.
c. the least prevalent disability.
d. increasing rapidly in prevalence.
|
the least prevalent disability.
|
|
The legal definition of blindness involves assessment of
a. color perception and visual acuity.
b. field of vision and depth perception.
c. visual acuity and field of vision.
d. depth perception and color perception.
|
visual acuity and field of vision
|
|
Even though he has visual acuity of 20/20, Jeff is considered legally blind. This is possible if he has severely restricted
a. angular vision.
b. peripheral vision.
c. partial vision.
d. low vision.
|
peripheral vision
|
|
A common criticism of legal definitions of blindness is that visual acuity
a. is difficult to measure objectively.
b. doesn’t predict how well people use their remaining sight.
c. is defined in different ways by different professionals.
d. doesn’t provide information about the cause of blindness.
|
doesn’t predict how well people use their remaining sight
|
|
The educational definition of blindness and low vision stresses
a. the method of reading instruction.
b. using visual acuity as a predictor of how people will function.
c. the method of vision assessment.
d. using whatever remaining sight a person has.
|
the method of reading instruction
|
|
For educational purposes, individuals who are blind
a. are able to use a magnifying device.
b. can still read print if it is large enough.
c. have absolutely no sight.
d. must use braille or aural methods.
|
must use braille or aural methods
|
|
Many students who are legally blind would not be considered blind from an educational
perspective because they
a. have a coexisting condition.
b. are able to use vision for learning.
c. are able to read Braille.
d. are able to use hearing for learning.
|
are able to use vision for learning
|
|
Best practice for children with low vision is
a. not to let them use too much braille because they will become dependent on it.
b. not to let them use to much braille because it will take time away from learning to
use what eyesight they do have.
c. to teach them braille if their sight might become worse over time.
d. to teach them braille but only if they or their parents insist on it.
|
to teach them brailee if their sight might become worse over time
|
|
What percentage of school-aged children does the federal government classify as visually impaired?
a. 0.4%
b. 0.04%
c. 4.0%
d. 0.004%
|
0.04%
|
|
Blindness occurs most often in
a. adulthood.
b. adolescence.
c. early childhood.
d. preadolescence.
|
adulthood
|
|
The transparent gelatinous substance inside of the eye is known as the
a. aqueous humor.
b. cornea.
c. vitreous humor.
d. retina.
|
vitreous humor
|
|
The structure in the eye that refines and changes the focus of the light rays is the
a. lens.
b. pupil.
c. vitreous humor.
d. retina.
|
lens
|
|
The watery substance found between the cornea and lens of the eye is the
a. aqueous humor.
b. vitreous humor.
c. cornea.
d. iris.
|
aqueous humor
|
|
The colored portion of the eye that contracts or expands depending on the amount of light
striking it is the
a. pupil.
b. lens.
c. iris.
d. cornea.
|
iris
|
|
Each of the following is a limitation of the Snellen Chart EXCEPT
a. It measures visual acuity for distant but not near objects.
b. It does not accurately indicate visual efficiency.
c. It depends on a person’s ability to recognize letters.
d. It does not accurately indicate how a person uses vision in natural settings.
|
it depends on a person’s ability to recognize letters
|
|
.Janice is described as being able to detect some objects in the environment when they are
fully lit. This is an example of a skill a teacher might note when performing a
a. functional vision assessment.
b. visual acuity assessment.
c. learning styles assessment.
d. visual disinterest assessment.
|
functional vision assessment
|
|
In children, the leading cause of blindness is
a. cortical visual impairment.
b. retinitis pigmentosa.
c. injuries, athletic and otherwise.
d. brain tumors.
|
cortical visual impairment
|
|
.Clara has good vision for assignments written on the blackboard, but she has difficulty
with the print in her textbook. She may have a refraction problem known as
a. myopia. (nearsightedness)
b. hyperopia. (farsightedness)
c. astigmatism.
d. glaucoma.
|
hyperopia (farsightedness)
|
|
Cognitive mapping
a. was discovered by accident during the German military’s testing of night vision
goggles in World War II.
b. demonstrates that perception can be trained to override cognition.
c. was first studied in sighted humans and rats.
d. has been largely debunked by randomly controlled clinical trials.
|
was first studied in humans and rats
|
|
All the following are true about retinopathy of prematurity (ROP) EXCEPT
a. It involves abnormal growth of blood vessels in the eye.
b. It can lead to a detached retina.
c. It can be prevented if the newborn is provided high amounts of oxygen.
d. It can result from premature birth.
|
it can be prevented if the newborn is provided high amounts of oxygen
|
|
A condition that involves an underdevelopment of part of the eye and is often associated
with other neurological conditions, such as cerebral palsy, is
a. retinopathy of prematurity.
b. optic nerve hypoplasia.
c. fetal alcohol syndrome.
d. cortical visual impairment.
|
optic nerve hypoplasia
|
|
An important difference between individuals with and without sight is that
a. those without sight become highly adept at learning things incidentally.
b. those without sight need to take much more initiative to learn what they can from
their environment
c. those with sight are more internally motivated.
d. those with sight are more susceptible to optical illusions.
|
those without sight need to take much more initiative to learn what they can from their environment
|
|
A hereditary disease that usually causes the field of vision to narrow and also affects night vision is
a. diabetic retinopathy.
b. nystagmus.
c. cortical visual impairment.
d. retinitis pigmentosa.
|
retinitis pigmentosa
|
|
"Skipping slides" refers to
a. the process of putting together sensory memories to make a cognitive map.
b. the loss of memory of visual images that often occurs with cortical visual
impairment.
c. flashes of light that often occurs with cortical visual impairment.
d. momentary lapses in visual perception that often occurs with optic nerve
hypoplasia.
|
the process of putting together sensory memories to make a cognitive map.
|
|
Echolocation
a. can be accomplished by clicking one’s tongue.
b. is one of the few skills obtainable by people who are blind but not those who are
sighted.
c. demonstrates that blindness results in an inherent, automatic ability to use the
sense of hearing better than the sighted can.
d. demonstrates that humans are able to hear much higher frequencies with practice.
|
can be accomplished by clicking one’s tongue.
|
|
In comparison to sighted children, children who are blind
a. experience articulation problems, which they quickly outgrow.
b. differ with regard to all major aspects of language.
c. are not impaired in language functioning.
d. have restricted language development probably due to their lack of visual
experiences.
|
are not impaired in language functioning.
|
|
Most professionals now agree that the intelligence of people with blindness
a. is slighly higher than that of people with sight.
b. is markedly lower than that of people with sight.
c. is slightly lower than that of people with sight.
d. can’t be compared directly to that of people with sight.
|
can’t be compared directly to that of people with sight.
|
|
Which of the following statements about the conceptual abilities of children with visual
impairment is true?
a. The performance of infants with visual problems is the same as that of their peers
with sight on conceptual tasks.
b. Adults should directly encourage infants and toddlers with vision problems to
explore their environment as they are less likely than their sighted peers to do so
on their own.
c. Touch is just as efficient as sight for arriving at conceptualizations of objects.
d. Infants with vision problems pick up information incidentally in the same way as
their peers with sight.
|
Adults should directly encourage infants and toddlers with vision problems to explore their environment as they are less likely than their sighted peers to do so on their own.
|
|
A good way to teach a person who is blind to pour a liquid is to start
a. by having them estimate how much liquid has poured into a cup based on auditory
perception.
b. with a substance that is less likely to spill, like rice.
c. with a carbonated beverage so they can better hear the liquid being poured.
d. by making sure they don’t accidentally put their fingers over the container’s lip.
|
with a substance that is less likely to spill, like rice.
|
|
Orientation and mobility skills
a. develop naturally in people who are blind—surprisingly little instruction is needed
to learn them as long as one is highly motivated.
b. are largely dependent on motivation and proper O & M. instruction.
c. are highly correlated with level of visual acuity, the greater the loss of acuity, the
better one’s O & M skills.
d. are highly correlated with level of visual acuity, the greater the loss of acuity,
worse are one’s O & M skills.
|
are largely dependent on motivation and proper O & M (orientation and mobility) instruction.
|
|
People who are blind
a. develop better acuity in their other senses.
b. are superior to sighted people in musical ability.
c. have lowered thresholds for sensation in touch and hearing.
d. learn to make better use of the sensations they experience.
|
learn to make better use of the sensations they experience.
|
|
The lower achievement scores of students who are blind or who have low vision is most
likely due to
a. their visual problem itself.
b. their listening skills.
c. emphasis on using braille forms of achievement tests.
d. lack of exposure to braille or low expectations.
|
lack of exposure to braille or low expectations.
|
|
Social adjustment problems for children with visual impairment are most likely the result
of
a. inherent personality problems.
b. society’s reaction to people who are blind.
c. stereotypic behaviors.
d. blindisms which cannot be controlled.
|
society’s reaction to people who are blind.
|
|
People with sight can facilitate communication with people who are blind by
a. using "telephone skills" when conversing in person.
b. telling the person who is blind when they are smiling.
c. avoiding use of visual cues such as smiling.
d. eliminating reference to sight or color.
|
using "telephone skills" when conversing in person
|
|
Repetitive movements such as rocking, rubbing the eyes, and grimacing displayed by
some people who are blind are known as
a. blindisms.
b. redundant behavior.
c. stereotypic behavior.
d. perseverations.
|
stereotypic behavior.
|
|
The basic unit of braille is a
a. single dot.
b. word.
c. quadrangular cell of dots.
d. circular array of dots.
|
quadrangular cell of dots.
|
|
Approximately what percentage of the population of people with blindness currently uses
braille as a primary reading method?
a. 12%
b. 34%
c. 62%
d. 84%
|
12%
|
|
The National Federation of the Blind has had braille bills passed to
a. ensure that teachers of students with visual impairment are proficient in braille.
b. require braille instruction for all students with visual impairment.
c. increase the availability of devices like the Kurzweil Personal Reader.
d. provide funding for students to attend special schools to learn braille.
|
ensure that teachers of students with visual impairment are proficient in braille.
|
|
The major disadvantage of large-print books is that they
A) don’t have pictures in them.
B) take up a great deal of storage space.
C) encourage students to be dependent on them.
D) take much longer to read.
|
take up a great deal of storage space.
|
|
Use of compressed speech enables students with blindness to
a. listen to recorded texts at a faster rate.
b. tape record reports rather than type them.
c. develop better listening skills.
d. participate more fully in class discussions.
|
listen to recorded texts at a faster rate.
|
|
Which mobility aid is most often recommended by professionals?
a. the long cane
b. a guide dog
c. tactile maps
d. human guides
|
the long cane
|
|
A disadvantage of using guide dogs is that they
a. walk very slowly.
b. cause heartbreak when they die.
c. require extensive training for the dog and the owner.
d. might have fleas.
|
require extensive training for the dog and the owner.
|
|
Research on braille leads to all the following recommendations EXCEPT
a. daily braille instruction for a period of 1.5 to 2 hours during the early elementary
grades.
b. Pre-braille instruction (e.g., exposure to names in braille,
i. tactile labels, writing experiences) for preschool and kindergartenii.
age students.
c. Braille slate and stylus instruction several days a week for moderate to short time
periods beginning in third or fourth grade
d. discouraging keyboard instruction until the student has reached a 5th grade
proficiency level in reading braille.
|
discouraging keyboard instruction until the student has reached a 5th grade proficiency level in reading braille.
|
|
Guide dogs must learn each of the following except
a. keep on a direct route, ignoring distractions.
b. see when a traffic light has changed color.
c. stop at all curbs until told to go.
d. lie quietly when the handler is sitting down.
|
see when a traffic light has changed color.
|
|
When guiding a person who is blind, you should
A) take his or her arm and encourage him/her to walk slightly ahead of you.
B) let the person take your arm and walk slightly behind you.
C) walk at a much slower pace than normal.
D) allow the person to go through a door ahead of you.
|
let the person take your arm and walk slightly behind you.
|
|
These devices can serve the same function as the Perkins Brailler or slate and stylus, but
they offer additional speech-synthesizer and word-processing capabilities.
a. Descriptive Video Teleprompters
b. VersaBraille
c. Portable braille notetakers
d. Kurzweil Personal Readers
|
Portable braille notetakers
|
|
Historically, residential institutions were the preferred means of service delivery because
they
a. offered a number of specialized services in one place.
b. provided more opportunities for social development.
c. maximized the academic achievement of students with visual impairment.
d. reduced the burden on families of caring for a child with blindness.
|
offered a number of specialized services in one place.
|
|
Professionals who work in early intervention programs for infants who are blind often
recommend that initial efforts focus on
a. feeding skills.
b. mobility skills.
c. parents’ feelings.
d. social development.
|
mobility skills.
|
|
Impediments to independent living and feeling comfortable in society for people who are
blind or who have low vision include all of the following EXCEPT
a. paternalistic attitudes.
b. The sighted often take for granted daily living skills because they seem so easy to
do.
c. The sighted often view those who are blind as helpless.
d. cognitive deficits.
|
cognitive deficits.
|
|
Each of the following is an accommodation that can be made on the job for those who are
blind or who have low vision EXCEPT
a. better lighting.
b. prompt snow removal.
c. tinted office windows.
d. hallways with many obstacles.
|
hallways with many obstacles
|
|
Each of the following statements about severe and multiple disabilities is true
EXCEPT
a) A person with TBI can be expected, with time and care, to recover completely and
function without disabilities.
b) Many people with severe and multiple disabilities can now live independently or
semi-independently.
c) People who cannot speak can still carry on conversations.
d) Many people with severe and multiple disabilities can be employed outside of
sheltered workshops.
|
A person with TBI can be expected, with time and care, to recover completely and function without disabilities.
|
|
Each of the following statements about severe and multiple disabilities is true
EXCEPT
a) It includes individuals with disabilities who require extensive ongoing support in
more than one major life activity.
b) Nearly any severe disability will involve extensive ongoing support in more than
one major life activity.
c) People with a severe disability in any area typically have more than one disability.
d) Even combinations of mild disabilities do not constitute severe educational
problems.
|
Even combinations of mild disabilities do not constitute severe educational problems.
|
|
All low-incidence, severe, and multiple disabilities combined probably affect what
percentage of the population?
a) about 2%
b) less than 1%
c) about 3%
d) about 4%
|
less than 1%
|
|
Traumatic brain injury (TBI) is one of the most common injuries of
a) children over 5 because of falls.
b) males over 30 because of vehicular accidents.
c) the wars in Iraq and Afghanistan.
d) adults over 20 because of risk-taking.
|
the wars in Iraq and Afghanistan.
|
|
Each of the following is a feature of definitions of TBI EXCEPT
a) injury to the brain can be caused by a degenerative or congenital condition.
b) injury to the brain is caused by an external force.
c) there is a diminished or altered state of consciousness.
d) neurological or neurobehavioral dysfunction results from the injury.
|
injury to the brain can be caused by a degenerative or congenital condition.
|
|
Brain damage caused by internal compression, stretching, or other shearing motion of
neural tissues within the head is due to
a) open head injuries.
b) external force.
c) closed head injuries.
d) degenerative conditions.
|
closed head injuries.
|
|
Possible effects of TBI include each of the following EXCEPT
a) problems learning new information.
b) difficulty processing information.
c) sudden improvement in memory.
d) becoming easily tired.
|
sudden improvement in memory.
|
|
Which statement about TBI is TRUE?
a) The age range in which TBI is most likely to occur in males is late adulthood.
b) Males are more prone to TBI than females are.
c) The age range in which TBI is most likely to occur in females is early childhood.
d) Females and males have about the same prevalence rate for TBI, with it most
likely occurring in late adolescence.
|
Males are more prone to TBI than females are.
|
|
The prevalence of TBI has increased so much in recent years that
a) it is now sometimes referred to as a silent epidemic.
b) it is now considered a high incidence disability.
c) it has passed intellectual disabilities in prevalence.
d) the Center for Disease Control is lobbying Congress to make it mandatory that
those under the age of 21 wear helmets while driving automobiles.
|
it is now sometimes referred to as a silent epidemic
|
|
Carl was three years old when he acquired TBI. Which of the following was the most likely cause of his brain injury?
a) He was accidentally shot by a playmate when showing off his father’s gun.
b) He was violently shaken by a babysitter.
c) He was in a car that was hit by another car.
d) He had an accidental fall.
|
He had an accidental fall
|
|
After age 5, and increasingly through adolescence, the primary cause of TBI is
a) assaults.
b) accidental falls.
c) vehicular accidents.
d) gunshot wounds.
|
vehicular accidents.
|
|
Each of the following characteristics is an essential feature of appropriate education
for students with TBI EXCEPT
a) emphasis on catching up to academic content, rather than spending time trying to
develop basic cognitive skills.
b) assistance with transition from a hospital or rehabilitation center to the school.
c) educational procedures to help solve problems in focusing and sustaining attention
for long periods.
d) an IEP concerned with cognitive, social/behavioral, and sensory-motor domains.
|
emphasis on catching up to academic content, rather than spending time trying to develop basic cognitive skills.
|
|
Chronic traumatic encephalopathy (CTE)
a) is a degenerative brain disease caused by repetitive trauma to the brain.
b) was over-diagnosed before the advent of sophisticated neuroimaging techniques.
c) manifests itself in adulthood but is the result of an undiagnosed concussion in
early childhood.
d) is largely a media-created condition.
|
is a degenerative brain disease caused by repetitive trauma to the brain.
|
|
The greatest complicating factor in most students’ return to school following TBI is
a) social skills.
b) physical appearance.
c) physical strength.
d) language or speech disorders.
|
language or speech disorders
|
|
Concussions in organized sports
a) have decreased among females while increasing among males.
b) has increased in prevalence because of a greater awareness of their consequences
as well as an increase in actual injuries.
c) have decreased among females while increasing among males.
d) have decreased among males while increasing among females.
|
has increased in prevalence because of a greater awareness of their consequences as well as an increase in actual injuries.
|
|
Effective education and treatment for students with TBI often requires each of the
following EXCEPT
a) Avoid trying to develop a personal relationship.
B) Practice classroom behavior management techniques.
C) Engage in family therapy.
D) Arrange communication training.
|
Avoid trying to develop a personal relationship.
|
|
Each of the following statements about the outcomes for individuals with deaf-blindness
is true EXCEPT
a) All interactions with adults and the environment should be viewed as learning
opportunities.
b) The quality and intensity of instruction the person receives is critical
c) The more severe the impairments, the greater the impact on a person’s ability to
adapt.
d) Additional disabilities do not tend to increase the impact on a person’s ability to
adapt.
|
Additional disabilities do not tend to increase the impact on a person’s ability to adapt.
|
|
Each of the following is a feature of the federal government’s definition of deaf-blindness
EXCEPT
a) visual acuity of 20/200 or less in the better eye, with correction.
b) hearing impairment so severe that most speech cannot be heard, even with
amplification.
c) problems with vision and hearing that cause extreme difficulty in attaining
independence.
d) hearing impairment of 30 dB or greater in the better ear.
|
hearing impairment of 30 dB or greater in the better ear.
|
|
All of the following are true about the prevalence of deaf-blindness EXCEPT
a) Many students with deaf-blindness also have other disabling conditions.
b) Obtaining an accurate prevalence rate is very difficult
c) There are more children who are deaf-blind than there are children who are blind.
d) There are more children who are deaf-blind than there are children who are deaf.
|
There are more children who are deaf-blind than there are children who are blind.
|
|
All of the following syndromes are associated with deaf-blindness EXCEPT
a) Down syndrome.
b) CHARGE syndrome.
c) Usher syndrome.
d) Bright Eye syndrome.
|
Bright Eye syndrome
|
|
All of the following are prenatal conditions that can result in deaf-blindness EXCEPT
a) German measles
b) rubella
c) coloboma
d) congenital cytomegalovirus (CMV)
|
congenital cytomegalovirus (CMV)
|
|
The Acadian French of south Louisiana are known for
a) having a high incidence of Usher syndrome.
b) being the first cultural group to establish special schools for children with deafblindess.
c) ostracizing families with children who are deaf-blind.
d) believing that high levels of consumption of beignet doughnuts by pregnant
women can cause deaf-blindness in their babies.
|
ostracizing families with children who are deaf-blind.
|
|
Hurricane Katrina in 2005 and the British Petroleum oil spill in 2006 are associated
with which condition?
a) CHARGE syndrome
b) Usher syndrome
c) German measles
d) Down syndrome
|
CHARGE syndrome
|
|
An inherited syndrome of deaf-blindness characterized by hearing loss and retinitis pigmentosa is
a) Usher syndrome.
b) Asperger syndrome.
c) Down syndrome.
d) CHARGE syndrome.
|
Usher syndrome.
|
|
A syndrome that causes deaf-blindness and is characterized by a number of physical
defects, such as an abnormally shaped pupil, and results in difficulties in swallowing and breathing is
a) Usher syndrome.
b) Down syndrome.
c) Asperger syndrome.
d) CHARGE syndrome.
|
CHARGE syndrome.
|
|
The fact that Usher syndrome is an autosomal recessive disorder means that
a) both parents must carry the gene and there is a 50% chance of the child having the
syndrome.
b) one parent can carry the gene and there is a 25% chance of the child having the
syndrome.
c) both parents must carry the gene and there is a 25% chance of the child having the
syndrome
d) one parent can carry the gene and there is a 50% chance of the child having the
syndrome.
|
both parents must carry the gene and there is a 25% chance of the child having the syndrome
|
|
Which condition is associated with tunnel vision?
a) Down syndrome
b) Usher syndrome
c) CHARGE syndrome
d) Asperger syndrome
|
Usher syndrome
|
|
Each of the following has been shown to sometimes cause deaf-blindness EXCEPT
a) rubella.
b) congenital cytomegalovirus.
c) meningitis.
d) allergic reaction to kombucha.
|
allergic reaction to kombucha
|
|
Most authorities agree that the biggest obstacle faced by persons with deaf-blindness is
a) self-help skills.
b) accessing information.
c) navigating the environment.
d) communication.
|
communication
|
|
The first person who was deaf-blind who was known to be taught language was
a) Helen Keller.
b) Samuel Howe.
c) Laura Bridgman.
d) Annie Sullivan.
|
Laura Bridgman.
|
|
In addressing the needs of students with deaf-blindness, two principles that practitioners and parents should keep in mind are
a) incidental learning and structured routines.
b) direct instruction and structured routines.
c) direct instruction and variable routines.
d) indirect instruction and structured routines.
|
direct instruction and structured routines.
|
|
Each of the following is an objective to help meet the needs of infants who are deaf-blind EXCEPT
a) identify predictable sequences within specific activities.
b) identify and use specific auditory, visual, tactile, olfactory, and kinesthetic cues to
help the infant anticipate familiar activities.
c) avoid using subroutines within specific activities as this leads to confusion.
d) create a predictable routine by identifying at least five daily activities that can be
scheduled in the same sequence each day.
|
avoid using subroutines within specific activities as this leads to confusion.
|
|
Tactual signals that can convey a number of messages depending on the situation and context are
a) hand-under-hand guidance.
b) touch cues.
c) adapted signs.
d) tactual signs.
|
touch cues.
|
|
An adaptation that may be used by a person who is deaf-blind to communicate with the public is
a) assistance cards.
b) braille notepads.
c) the long cane.
d) audio-recorded messages.
|
assistance cards.
|
|
Most authorities agree that a student with Usher syndrome should
a) begin using braille and O & M training as soon as all sight is gone.
b) begin using braille while sighted, but wait for O & M training until all sight is
gone.
c) begin braille and O & M training while functioning as a seeing person.
d) begin O & M training while sighted, but wait until sight is gone to begin braille.
|
begin braille and O & M training while functioning as a seeing person.
|
|
Any manual or electronic means by which a person who is unable to communicate
through normal speech can express wants and needs, share information, engage in
social closeness, or manage social etiquette is
a) facilitated communication.
b) augmentative or alternative communication.
c) manual communication.
d) applied functional communication.
|
augmentative or alternative communication.
|
|
Major problems to be solved in helping individuals communicate in ways other than
signing include
a) determining whether the individuals are visual or auditory learners.
b) finding appropriate reinforcers.
c) selecting a vocabulary and giving them an effective, efficient means of indicating
elements in their vocabularies.
d) speech synthesizers.
|
selecting a vocabulary and giving them an effective, efficient means of indicating elements in their vocabularies.
|
|
Augmentative/alternative communication
a) relies on technological advances to maintain their effectiveness.
b) has been made obsolescent by nanotechnology.
c) is most effective when the person has speech articulation problems.
d) includes manual as well as electronic means of communication.
|
includes manual as well as electronic means of communication.
|
|
Each of the following is a challenge particular to users of augmentative or alternative
communication (AAC) not faced by natural communicators EXCEPT
a) There are no systems that allow for expression of complex, abstract thoughts.
b) AAC is much slower.
c) Users of AAC who are not literate must rely on a vocabulary and symbols selected
by others.
d) AAC must be constructed to be useful in a variety of social contexts, allow
efficient communication without undue fatigue, and support learning of language
and academic skills.
|
There are no systems that allow for expression of complex, abstract thoughts.
|
|
Any repetitive, stereotyped behavior that seems to have no immediately apparent
purpose is
a) self-mutilation.
b) self-stimulation.
c) tantrums.
d) self-injury.
|
self-stimulation.
|
|
Each of the following statements about self-stimulation is true EXCEPT
a) The type of self-stimulation among those with disabilities is what differentiates it
from the norm.
b) It may take a wide variety of forms.
c) Nearly everyone engages in some form of self-stimulation.
d) Only the high rate, lack of subtlety, and social inappropriateness of disabling selfstimulation
differentiates it from the norm.
|
The type of self-stimulation among those with disabilities is what differentiates it from the norm.
|
|
Tantrums
a) are a form of self-torture.
b) inhibit socialization.
c) are best dealt with by not giving in and holding firm to expectations.
d) are the result of having poor self-concepts.
|
inhibit socialization.
|
|
Shaunta’s mother told her to pick up her stuffed bear and put it away. Shaunta threw
herself to the ground and began kicking and screaming. Shaunta’s mom put the bear
away herself, telling Shaunta, "O.K, O.K., calm down." Shaunta quickly ended her
tantrum and returned to playing. Which statement is true?
a) The mother’s behavior makes future tantrums less likely.
b) The mother’s behavior reinforced the tantrum behavior.
c) The mother imposed an unreasonable demand on her child.
d) People with multiple severe disabilities should not be expected to do chore
|
The mother’s behavior reinforced the tantrum behavior.
|
|
The process of finding out why or under what circumstances problem behavior is
exhibited is called
a) positive behavioral support.
b) functional behavioral assessment.
c) functional support.
d) positive behavior management.
|
functional behavioral assessment.
|
|
The process of identifying alternative, acceptable ways to communicate through
teaching more appropriate behaviors and/or changing the environment to reduce the
likelihood of prompting the undesirable behavior is
a) positive behavioral support.
b) functional behavioral assessment.
c) functional behavior analysis.
d) negative reinforcement.
|
positive behavioral support.
|
|
Which of the following is a fundamental assumption of positive behavioral support?
a) Typically, one factor alone is responsible for the presence of specific behavior.
b) Each behavior carries a communicative intent.
c) All behavior is modifiable.
d) Positive behavioral support is not like to behavior modification.
|
c) All behavior is modifiable.
|
|
Each of the following is considered a criterion essential for early intervention programs in special education EXCEPT
a) research-or value-based practices.
b) family-centered practices.
c) disregard for the principle of normalization.
d) chronologically age-appropriate practices.
|
disregard for the principle of normalization.
|
|
Michelle is an early intervention specialist who works with families who have
children with severe disabilities. Although they are not proven to be effective by
research, she knows that she needs to provide individualized practices for each family,
communicate with family members in a non-paternalistic manner, and ensure that any
placement she recommends be safe and clean. These are examples of
a) multiculturally-based practices.
b) cross-disciplinary collaboration.
c) family-centered practices.
d) value-based practices.
|
value-based practices.
|
|
Each of the following statements about early intervention is true EXCEPT
a) It is best to assume that all parents need to be educated about how to be better
parents to avoid overlooking a likely problem.
b) Someone in the program, or immediately available, should speak the family’s
preferred language.
c) Professionals in related disciplines should work collaboratively, not
independently.
d) Developmentally appropriate practices should be balanced with practices that are
also chronologically age appropriate.
|
It is best to assume that all parents need to be educated about how to be better parents to avoid overlooking a likely problem.
|
|
Each of the following is an example of vocational training that would likely occur in
elementary school EXCEPT
a) learning to keep a schedule.
b) apprenticeships at different jobs.
c) performing work-like tasks.
d) building social skills.
|
apprenticeships at different jobs.
|
|
The primary distinguishing characteristic of children with physical disability is
A) intellectual and health problems.
B) intellectual and medical problems.
C) medical or health problems.
D) medical or cognitive problems.
|
medical or health problems.
|
|
Impairments that a child is born with are referred to as
A) primary characteristics.
B) congenital anomalies.
C) secondary problems.
D) acquired disabilities.
|
congenital anomalies
|
|
A condition that may be severe but resolves with treatment is
A) progressive.
B) episodic.
C) chronic.
D) acute.
|
acute.
|
|
A condition that is incurable is
A) progressive.
B) episodic.
C) chronic.
D) acute.
|
chronic.
|
|
A condition that recurs at successive times but does not necessarily become more
severe overtime is
A) progressive.
B) episodic.
C) chronic.
D) acute.
|
episodic.
|
|
A condition that becomes more and more severe over time is
A) progressive.
B) episodic.
C) chronic.
D) acute.
|
progressive
|
|
Which statement is true?
A) The number of people with physical disabilities is declining and the
availability of service programs is improving.
B) The number of people with physical disabilities is growing along with the
availability of service programs.
C) The number of people with physical disabilities is growing but the availability
of service programs is not.
D) The number of people with physical disabilities is declining so the availability
of service programs is decreasing.
|
The number of people with physical disabilities is growing but the availability of service programs is not.
|
|
What effect have advances in medicine had on the need for special education due to
physical disabilities?
A) almost eliminated the need for special education for the majority of students
with physical disabilities
B) increased the need for special education for students with severe disabilities
C) made it more difficult to identify students with physical disabilities
D) the number of students needing services has been unaffected by medical
advances
|
increased the need for special education for students with severe disabilities
|
|
Impairments that are the result of injury to the brain that also affect the ability to move
parts of one’s body are
A) neurological impairments.
B) traumatic brain injuries.
C) orthopedic impairments.
D) neuromotor impairments.
|
neuromotor impairments.
|
|
When a child’s nervous system is damaged, no matter what the cause, which of the
following is often one of the symptoms?
A) muscular weakness or paralysis
B) cognitive deficits
C) seizures
D) missing or malformed limbs
|
muscular weakness or paralysis
|
|
Cerebral palsy is
A) a neurological disease.
B) subject to frequent remission.
C) sometimes contagious.
D) a nonprogressive disorder.
|
a nonprogressive disorder.
|
|
Cerebral palsy is a condition that occurs
A) during the birth process.
B) before birth.
C) after birth.
D) before brain maturity.
|
before brain maturity.
|
|
Cerebral palsy is classified by
A) the limbs involved and type of motor disability.
B) time period during which brain damage occurred.
C) severity of the symptoms.
D) the effect on intellectual functioning.
|
the limbs involved and type of motor disability.
|
|
Andre’s legs are paralyzed, but he has full use of his arms. His condition is
A) diplegia.
B) hemiplegia.
C) paraplegia.
D) quadriplegia.
|
paraplegia.
|
|
Stiffness or tenseness of muscles and inaccurate voluntary movements is known as
A) choreoathetosis.
B) atonicity.
C) spasticity.
D) reflexivity.
|
spasticity.
|
|
Abrupt, involuntary movements and difficulty in maintaining balance is known as
A) spastic movements.
B) atonic movements.
C) choreoathetoid movements.
D) atonic spasticity.
|
choreoathetoid movements.
|
|
The intelligence of children with cerebral palsy is
A) almost always in the range of intellectual disabilities.
B) clearly higher than the average for the general population.
C) nearly the same as for the general population.
D) difficult to assess due to difficulties in perception, movement, or response
speed.
|
difficult to assess due to difficulties in perception, movement, or response speed.
|
|
When there is an abnormal discharge of electrical energy in certain brain cells, the
result is
A) diplegia.
B) choreoathetoid movements.
C) spasticity.
D) seizures.
|
seizures.
|
|
All of the following are common causes of seizures EXCEPT
A) lack of oxygen.
B) high blood sugar.
C) infections.
D) physical trauma.
|
high blood sugar.
|
|
Seizures may differ on all of the following dimensions EXCEPT
A) duration.
B) latency.
C) frequency.
D) causes.
|
latency.
|
|
All of the following procedures should be followed if a student has a seizure in
school EXCEPT
A) turning child’s face to the side.
B) inserting an object between the teeth.
C) loosening clothing.
D) putting something flat and soft under the head.
|
inserting an object between the teeth.
|
|
Harris has a congenital midline defect resulting from failure of the bony spinal
column to close completely during fetal development. His condition is known as
A) cleft lip.
B) spinal meningitis.
C) spina bifida.
D) cleft palate.
|
spina bifida.
|
|
Any malformation of the spine, spinal cord, or brain is a
A) choreoathetoid defect.
B) neural tube defect.
C) type of spina bifida.
D) brainstem defect.
|
neural tube defect.
|
|
The extent of the paralysis in spina bifida depends on
A) the stage of development during which it occurs.
B) the success or failure of the surgery to close the opening.
C) the success or failure of the surgery to repair the nerve damage.
D) the location of the spinal cord defect
|
the location of the spinal cord defect
|
|
Catheterization is necessary for individuals with
A) lack of bladder control.
B) poor blood circulation.
C) poor oxygen exchange.
D) lack of mucus and salivation control.
|
lack of bladder control.
|
|
Tim has a hereditary disease characterized by progressive weakness and
degeneration of muscle fibers. His condition is
A) muscular dystrophy.
B) spina bifida.
C) cerebral palsy.
D) multiple sclerosis.
|
muscular dystrophy.
|
|
Rheumatoid arthritis is a potentially debilitating disease that
A) causes rapid deterioration of muscle tissue.
B) is characterized by pain in and around the joints and muscles.
C) is associated with neurological degeneration.
D) occurs only in the elderly.
|
is characterized by pain in and around the joints and muscles.
|
|
The intelligence of students with conditions affecting the musculoskeletal system is
A) lower than average.
B) unaffected.
C) higher than average.
D) indeterminate.
|
unaffected
|
|
Chronic diseases and health conditions of children have
A) decreased dramatically in recent decades due to improved drug therapies.
B) passed childhood accidents as a cause of death.
C) remained constant in recent decades.
D) increased dramatically during recent decades.
|
increased dramatically during recent decades.
|
|
A lung disease characterized by episodic inflammation or obstruction of the air
passages such that the person has difficulty breathing is
A) allergies.
B) bronchitis.
C) asthma.
D) inhalation.
|
asthma
|
|
In addition to its effect on the immune system, AIDS poses all of the following
threats to children EXCEPT
A) intellectual disability.
B) emotional or behavioral disorders.
C) seizures.
D) muscular dystrophy.
|
muscular dystrophy
|
|
What causes more deaths in children than all childhood diseases combined?
A) AIDS
B) accidents
C) suicide
D) abuse
|
accidents
|
|
Each of the following statements about preventing physical disabilities is true
EXCEPT
A) Many or most physical disabilities are preventable.
B) Reducing the number of teen pregnancies would reduce the number of
physical disabilities.
C) Reducing the number of childhood vaccinations has reduced the number of
cases of autism.
D) Children with disabilities are at a greater risk for abuse than are those without
disabilities.
|
Reducing the number of childhood vaccinations has reduced the number of cases of autism.
|
|
Which statement about phenylketonuria (PKU) is true?
A) It only causes intellectual disabilities.
B) It is the only known genetically determined metabolic disorder.
C) It requires a life-long special diet for treatment.
D) It goes away in late childhood.
|
It requires a life-long special diet for treatment.
|
|
For children with most physical disabilities and other health impairments, a common
cause of academic difficulties is
A) discrimination and prejudice.
B) erratic school attendance.
C) poor study skills.
D) inadequate motivation.
|
erratic school attendance.
|
|
Children’s reactions to their own physical disabilities are largely
A) a reflection of how others respond to them.
B) dependent on the nature and degree of their disabilities.
C) dependent on whether they use a wheelchair for mobility.
D) a reflection of how well they achieve academically.
|
a reflection of how others respond to them
|
|
Jim has an artificial leg. This is an example of a/an
A) orthosis.
B) prosthesis.
C) adaptive device.
D) assistive device.
|
prosthesis
|
|
Gareth uses braces on his legs to help provide support when he walks. This is an
example of a/an
A) prosthesis.
B) assistive device.
C) orthosis.
D) adaptive device.
|
orthosis
|
|
Which principles are most important to keep in mind when considering prosthetics
and orthotics?
A) residual function, simplicity, reliability
B) age of person, length of limb, intelligence of person
C) residual function, length of limb, cost of device
D) residual function, simplicity, health of person
|
residual function, simplicity, reliability
|
|
The greatest problem with using technology for people with physical disabilities is
A) teaching them to use existing technologies.
B) accurately evaluating them to determine what would be most useful.
C) devising more sophisticated assistive technology.
D) the high cost of assistive technology.
|
accurately evaluating them to determine what would be most useful.
|
|
Each of the following statements about education for most children with a physical
disability is true EXCEPT
A) It should be similar to that for children without disabilities but at a somewhat
lower age level.
B) It is often extended beyond that typically provided to include self-help skills.
C) Objectives should include autonomy and self-advocacy.
D) Attention should be given to environmental changes that allow them to
respond more effectively.
|
It should be similar to that for children without disabilities but at a somewhat lower age level.
|
|
The primary goal of adapted physical education is
A) to eliminate physical education as a requirement for students with physical
disabilities.
B) to provide physical education in a separate setting for students with physical
disabilities.
C) to give students with physical disabilities more time in physical education to
catch up to their peers.
D) to allow access to activities that support physical, recreational, and leisure goals
|
to allow access to activities that support physical, recreational, and leisure goals
|
|
Each of the following is a reason why most students with physical disabilities are
integrated into public schools EXCEPT
A) advances in medical treatment allow greater mobility and functional
movement.
B) decreases in architectural and transportation barriers.
C) federal law defined the least restrictive environment (LRE) as the general
education classroom.
D) movement toward public education for all children
|
federal law defined the least restrictive environment (LRE) as the general education classroom.
|
|
A person who provides support for daily living skills and fine motor skills is a(n)
A) physical therapist.
B) occupational therapist.
C) adaptations specialist.
D) cognitive therapist.
|
occupational therapist.
|
|
Mr. Kent has a child in his class who has a terminal illness. He should
A) avoid discussing his personal feelings about death and dying.
B) keep other students from airing their feelings during school hours.
C) be direct and open in discussing death and dying with the class.
D) avoid communicating directly with the child’s parents unless a psychologist is
present.
|
be direct and open in discussing death and dying with the class.
|
|
Which of the following is likely to be the least concern of early intervention for
children with physical disabilities?
A) improving access to school and public buildings
B) preventing further disabilities from developing
C) maximizing the outcome of therapy
D) developing communication skills
|
improving access to school and public buildings
|
|
Providing support for the child’s body and arranging instructional or play materials
in certain ways is known as
A) positioning.
B) handling.
C) assisting.
D) adapting.
|
positioning.
|
|
The difference between physical therapy and occupational therapy
A) is that the latter focuses more often on adults in job-related situations.
B) is that the former focuses on sensory and gross motor functions, the latter on
support for daily living skills.
C) is a matter of degree, not kind.
D) is no longer relevant since the passage of the Americans with Disabilities Act
(ADA).
|
is that the former focuses on sensory and gross motor functions, the latter on support for daily living skills.
|
|
A situation in which a person with a disability becomes a regular employee, performs
a valued function in a regular work setting, and receives fair pay while receiving training,
social skills instruction, and other services is
A) job coaching.
B) job shadowing.
C) supported employment.
D) partial employment.
|
supported employment.
|
|
Sociosexual education for students with physical disabilities includes instruction in
all of the following EXCEPT
A) structure and functions of bodies.
B) suppression of sexual desire.
C) alternative modes of sexual gratification.
D) human relationships and responsibilities.
|
suppression of sexual desire.
|
|
Which one of the following statements reflects a common misconception about
giftedness?
A) Children who are gifted usually like school.
B) Motivation and creativity are as much of an indicator of giftedness as IQ.
C) Some people are gifted in one area only.
D) Individuals who are gifted intellectually tend to be socially inept.
|
Individuals who are gifted intellectually tend to be socially inept
|
|
Today, there is an emphasis on
A) developing talents of all students, with less attention to those who might be
gifted.
B) helping gifted students distinguish themselves further by fulfilling their
potential.
C) eliminating giftedness as a category for special education services.
D) downplaying giftedness so children will not be stigmatized or rejected
because of their differences.
|
developing talents of all students, with less attention to those who might be gifted.
|
|
Some believe that an ugly secret of contemporary American education policy is
A) unhelpful social pressure by school personnel.
B) the neglect of our most talented students.
C) the No Child Left Behind Act’s inclusion of gifted students.
D) the moral obligation to help disadvantaged students.
|
the neglect of our most talented students.
|
|
School systems have widely differing practices regarding the education of students
with special gifts and talents because
A) states get different amounts of money based on the number of students they
identify.
B) cultural belief about the existence of giftedness is regional.
C) the term "gifted" has no clear cut definition.
D) systems within a state have more or fewer students from economically
advantaged families.
|
the term "gifted" has no clear cut definition.
|
|
Typical points of disagreement regarding the definition of giftedness include all of the
following EXCEPT
A) the domains in which gifted children excel.
B) how giftedness is measured.
C) the degree to which a child excels that is necessary to be considered gifted.
D) the age at which giftedness can be identified.
|
the age at which giftedness can be identified.
|
|
Definitions of giftedness are shaped to a large extent by
A) psychological research.
B) socioemotional factors.
C) cultural beliefs.
D) federal laws.
|
cultural beliefs
|
|
Claudia has an exceptional ability to separate relevant from irrelevant information and
to relate new and old information in a novel and productive way. Claudia
demonstrates which characteristic?
A) giftedness
B) insight
C) genius
D) creativity
|
insight
|
|
Having a spectacular aptitude or capacity in any area or extremely rare intellectual
powers refers to
A) talent.
B) genius.
C) insight.
D) creativity.
|
genius
|
|
Special ability, aptitude, or accomplishment ordinarily refers to
A) talent.
B) creativity.
C) genius.
D) insight.
|
talent
|
|
The ability to express novel and useful ideas, to sense and elucidate relationships,
and ask previously unthought of but important questions is
A) talent.
B) genius.
C) creativity.
D) insight.
|
creativity
|
|
At the age of three, Justin wrote his first short story. What characteristic does his
remarkable accomplishment indicate?
A) genius
B) precocity
C) creativity
D) insight
|
precocity
|
|
Cognitive superiority, creativity, and motivation in combination and of notable
magnitude that makes it possible for a person to contribute something of value to
society is
A) genius
B) giftedness
C) creativity
D) insight
|
giftedness
|
|
What services are mandated by federal law for students who are gifted?
A) Students who are gifted are protected by IDEA and so have the same rights to
receive an appropriate education.
B) Similar services are mandated as are required by IDEA although the student
generally does not need to have an IEP.
C) Schools must provide programs but they do not need to be individualized.
D) None; services are not required by federal law.
|
none; services are not required by federal law
|
|
According to the most common elements of state definitions, giftedness is evidenced
by all of the following EXCEPT
A) superior intellectual ability.
B) extraordinary capacity for leadership.
C) exceptional creativity in music.
D) superior athletic ability.
|
superior athletic ability
|
|
The concept of multiple intelligences
A) is scientifically untenable.
B) is not longer popular.
C) has been validated by research.
D) has proven application to teaching.
|
is scientifically untenable
|
|
Sternberg’s theory of intelligence suggests three kinds of giftedness:
A) verbal, quantitative, and spatial.
B) academic, artistic, and interpersonal.
C) analytic, synthetic, and practical.
D) abstract, concrete, and intuitive.
|
analytic, synthetic, and practical
|
|
Jasmine is a successful business woman. In 2001, she started a small bookstore that,
within ten years, grew to a national chain of bookstores. Jasmine demonstrates high
performance in which aspect of intelligence in Sternberg’s model?
A) analytic
B) practical
C) synthetic
D) self-management
|
practical
|
|
According to Sternberg, which type of giftedness involves insight, intuition,
creativity, or adeptness at coping with novel situations?
A) practical
B) analytic
C) synthetic
D) pragmatic
|
synthetic
|
|
Which of the following statements about giftedness is true?
A) It is not an inherent, immutable trait that a person necessarily carries for life.
B) Having a special gift at one thing means a person is good at most things.
C) Giftedness refers to superior abilities in one area that are exhibited under all
circumstances.
D) Giftedness is believed to be a remarkable ability to do something, whether it is
valued by society or not.
|
It is not an inherent, immutable trait that a person necessarily carries for life.
|
|
Being intellectually gifted is often associated with
A) being highly opinionated about politics.
B) having few strong opinions about politics.
C) being relatively unconcerned about the feelings of others.
D) being highly concerned about interpersonal relationships, intrapersonal states,
and moral issues.
|
being highly concerned about interpersonal relationships, intrapersonal states, and moral issues.
|
|
Federal reports and legislation have assumed that the prevalence of giftedness in the
school population is about
A) 1 to 2%.
B) 3 to 5%.
C) 10 to 12%.
D) 15 to 20%.
|
3 to 5%.
|
|
According to research, what is the relationship between giftedness and genetics?
A) Only IQ scores are affected by genetics; practical intelligences are not subject
to genetic influence.
B) Nongenetic, biological influences have a more powerful effect on giftedness
than genetics.
C) All forms of giftedness are due to a combination of genetic and social factors.
D) Giftedness is determined by a combination of environmental factors.
|
All forms of giftedness are due to a combination of genetic and social factors
|
|
All of the following have been found to occur in families of highly successful
persons EXCEPT
A) Parents provided a space in the home designated for play only.
B) Parents took it for granted that their children would learn in the area of talent,
just as they would learn language.
C) Parents sought special instruction and special teachers for the child.
D) Parents were role models (at least at the start of their child’s development of
talent), especially in terms of lifestyle.
|
Parents provided a space in the home designated for play only.
|
|
In addition to IQ and achievement tests, what other method is commonly used to
identify giftedness?
A) nominations
B) personality tests
C) interviews
D) interest inventories
|
nominations
|
|
All of the following are principles of identifying giftedness and talent that help
ensure fairness EXCEPT
A) assessments that go beyond a narrow conception of talent.
B) reliable and valid instruments.
C) multiple measures/criteria approach.
D) appreciation of large group studies and focus on a combination of scores.
|
appreciation of large group studies and focus on a combination of scores.
|
|
Students with intellectual gifts
A) tend to be more frequently bullied than other students.
B) sometimes bully others and are sometimes bullied by others.
C) are often bullied by others, but do not bully.
D) have been shown to bully more often than others.
|
sometimes bully others and are sometimes bullied by others.
|
|
One of the most common misconceptions of the field of gifted education is
A) the idea that gifted students are more likely to be bullies.
B) the idea that gifted students are superior in every way, including strength and
beauty.
C) the idea that giftedness and mental illness are linked.
D) the idea that gifted students are physically stronger and more socially adept.
|
the idea that giftedness and mental illness are linked.
|
|
Which statement is true?
A) Intellectually gifted children are often insensitive to the feelings of others.
B) Intellectually gifted children are often highly concerned about interpersonal
relationships, intrapersonal states, and moral issues.
C) Advanced cognitive abilities often result in poor emotional adjustment.
D) Students who are gifted do not need education in morality.
|
Intellectually gifted children are often highly concerned about interpersonal relationships, intrapersonal states, and moral issues.
|
|
Which one of the following statements is true?
A) Gifted students tend to be far ahead of their agemates in all areas of academic
performance.
B) Gifted students tend to be bored with and antagonistic toward school.
C) The majority enter occupations that demand greater than average intellectual
ability, creativity, and motivation.
D) They tend to perceive themselves in negative terms.
|
The majority enter occupations that demand greater than average intellectual ability, creativity, and motivation.
|
|
Children whose development and accomplishments meet or exceed those of adults
with extraordinary talent are known as
A) precocious.
B) prodigies.
C) geniuses.
D) super-gifted.
|
prodigies
|
|
All of the following arguments have been used against special education for children
who are gifted EXCEPT
A) It is inhumane and un-American to segregate students for instruction.
B) It is not fair to allocate special resources for those who are already
advantaged.
C) Students labeled as gifted develop more emotional problems than students
with similar abilities who are not labeled.
D) There is a danger of leaving some children out when only the ablest are
selected for special programs.
|
Students labeled as gifted develop more emotional problems than students with similar abilities who are not labeled.
|
|
Factors that promote underachievement in school include all of the following
EXCEPT
A) cultural barriers to success in certain fields.
B) chaotic, neglectful, or abusive home environment.
C) nurturing social climate in the classroom.
D) bias against identifying or programming for students from some minority
groups.
|
nurturing social climate in the classroom.
|
|
Each of the following is a reason for low numbers of students identified as gifted
from low socioeconomic status and those living in remote areas EXCEPT lack of
A) access to materials.
B) caring parents.
C) basic necessities.
D) diverse early experiences.
|
caring parents.
|
|
Proportionality of ethnic groups represented by gifted identification could be
achieved if all of the following efforts are made EXCEPT
A) use of quota systems.
B) use of culturally sensitive identification criteria.
C) counseling to raise aspirations of students in underrepresented groups.
D) availability of high-achieving models from all ethnic groups.
|
use of quota systems.
|
|
Research on students with disabilities who are also gifted indicates all of the
following EXCEPT
A) their IEPs tend to identify objectives that target deficit
areas not areas of strength.
B) there is often a lack of consideration of Advanced Placement (AP) enrollment
as part of transition planning.
C) students often do not receive their required IEP accommodations or are
discouraged from requesting them.
D) advocacy by students’ parents often backfires and harms rather than helps the
students receive the support they need.
|
advocacy by students’ parents often backfires and harms rather than helps the students receive the support they need.
|
|
Gifts and talents of students with disabilities are often overlooked for each of the
following reasons EXCEPT
A) stereotypic expectations prevent teachers from identifying them.
B) focus on assessment of disability without attention to talents.
C) legally, students cannot have more than one label.
D) narrow views of giftedness as global, high intelligence only.
|
legally, students cannot have more than one label.
|
|
All of the following are true EXCEPT
A) Cultural factors work against the development and recognition of females
with special gifts or talents.
B) Giftedness is found as often among students with disabilities as among those
who do not have disabilities.
C) Females with special gifts or talents lag behind males in many measures of
achievement and aptitude.
D) Gifted females tend not to pursue courses of study or careers
involving science, engineering, and math.
|
Giftedness is found as often among students with disabilities as among those who do not have disabilities.
|
|
The largest group of neglected students with gifts is
A) females.
B) students with disabilities.
C) students from lower socioeconomic levels.
D) students from culturally diverse backgrounds.
|
females
|
|
All of the following factors help to explain the under-representation of females in
programs for giftedness EXCEPT
A) the glamorization of sex differences.
B) that teachers pay less attention to high achieving girls.
C) that parents have overly high expectations for girls.
D) the societal stereotypes of males and females.
|
that parents have overly high expectations for girls
|
|
Leaders in the field agree that special education for students with gifts or talents
should have each of the following characteristics EXCEPT
A) a curriculum designed to accommodate advanced cognitive skills.
B) instructional strategies consistent with the learning of students in particular
content areas.
C) administrative arrangements facilitating appropriate grouping of students for
instruction.
D) a program that emphasizes keeping gifted students with their age peers at all
times.
|
a program that emphasizes keeping gifted students with their age peers at all times.
|
|
Additional experiences provided to students without placing them in a higher grade
are known as
A) acceleration.
B) resource programs.
C) enrichment.
D) mentor programs.
|
enrichment
|
|
Larry, a student who is gifted, skipped third grade. This is an example of which
programming strategy?
A) acceleration
B) independent study
C) enrichment
D) special class
|
acceleration
|
|
All of the following are developments with implications for improved education of
students with special gifts and talents EXCEPT
A) advances in telecommunication.
B) presence of computers in home and classroom.
C) call for excellence in American education.
D) having more teachers who are gifted themselves certified to teach gifted
students.
|
having more teachers who are gifted themselves certified to teach gifted students
|
|
Which of the following is not a characteristic of differentiated instruction? It
A) includes a minimum amount of assessment so as not to make students too test-dependent.
B) is based on student readiness.
C) varies activities and assignments.
D) supports active exploration of topics at varying levels.
|
includes a minimum amount of assessment so as not to make students too test-dependent.
|
|
Each of the following is a myth about acceleration EXCEPT:
A) The majority of students are not socially mature enough to advance grades.
B) Holding students to their grade level is a safer educational route.
C) It results in gaps in students’ knowledge.
D) Students who are accelerated into grades beyond their age get bullied
more.
|
Students who are accelerated into grades beyond their age get bullied more.
|
|
Which of the following findings about acceleration is TRUE?
A) It is less effective in raising student achievement than most school reforms.
B) Accelerated students are no more likely to aspire to advanced degrees than are
non-accelerated students.
C) When the curriculum moves at a slow pace, boredom frequently ensues.
D) There are no proven instruments for making acceleration decisions.
|
When the curriculum moves at a slow pace, boredom frequently ensues.
|
|
All of the following are barriers inhibiting the development of programs for
preschool children who are gifted EXCEPT
A) laws preventing early admission to school.
B) unavailability of intelligence tests.
C) lack of appropriate teacher training.
D) lack of parental advocacy.
|
unavailability of intelligence tests.
|
|
Preschool children with special gifts and talents need the freedom to
A) study with older children in specific areas.
B) develop social competence by remaining with age mates.
C) develop adaptive behavior.
D) develop pragmatic language skills.
|
study with older children in specific areas.
|
|
Probably the central issue in the education of adolescents with special gifts and
talents is that of
A) vocational focus versus academic focus.
B) acceleration versus enrichment.
C) inclusion versus separate schools.
D) grade-skipping versus acceleration.
|
acceleration versus enrichment.
|
|
Early enrollment in college courses has worked particularly well for adolescents who
are gifted in
A) writing.
B) the arts.
C) math.
D) science.
|
math
|
