Ftce Exceptional Student

Expressive language refers to the words that individuals use to communicate, not to the tone of voice, listening ability, or speaking speed.

Receptive language refers to the ability to understand language input, such as listening to spoken words or reading written words. It is different from expressive language, which involves verbally expressing thoughts and ideas. The correct answer describes how receptive language is the language that a child comprehends and processes from external sources.

The maturational theory, proposed by Arnold Gesell, emphasizes the universal sequential stages of development that all children go through, regardless of individual differences in the rate of development. This is distinct from other developmental theories by Piaget, Erikson, and Vygotsky that focus on different aspects of child development.

Maria Montessori is best known for her work in education and child development, not for her achievements in other fields like cooking, opera, or fashion design.

The correct answer refers to the educational theory by Vygotsky, not psychological disorders, geographic regions, or programming languages.

David McClelland's needs theory focuses on achievement, affiliation, and power as the driving forces behind motivation, contrary to the incorrect answers provided.

Jerome Bruner's theory of cognitive development includes the enactive, iconic, and symbolic stages which focus on different ways children learn and understand the world around them.

Atypical development often involves the loss of previously acquired skills, which can be a sign of developmental delays or disorders. Consistent growth, high proficiency in one area, or accelerated development are not typically indicative of atypical development.

A speech-language pathologist is a professional who specifically works with students with speech or language impairments, not in dental, architectural, or culinary fields.

Specific learning disabilities are distinct from developmental delays, physical impairments, or motivational issues often seen in students. The IDEA specifically outlines the criteria for identifying specific learning disabilities.

Inferential comprehension involves making interpretations and drawing conclusions beyond explicit information in a text.

Dysgraphia specifically pertains to difficulties in writing or expressing thoughts through written language, not verbal communication, sensory perception, or reading abilities.

Proprioceptive sense refers to the sensations from muscles in the body, not taste, visual, or auditory perceptions.

Intellectual disabilities are defined by impairments in cognitive functioning that affect everyday activities and social interactions, not physical, emotional, or sensory impairments.

Push-in services involve providing support within the general education classroom, while pull-out services involve taking students out of the general education classroom for specialized instruction. It is important for educators to understand the differences to effectively provide appropriate services to students in need of special education.

Scaffolds in education refer to support mechanisms that help students access and master content, not physical structures or objects.

Formal assessments are structured evaluations that provide specific, measurable data about student performance in relation to predefined criteria or objectives. These assessments often involve written tests or exams that allow for objective measurement of student knowledge and understanding.

A manifestation meeting is a specific meeting required by IDEA to address the relationship between a student's behavior and their disability following a removal from the learning environment.

Mislearning happens when learners draw incorrect conclusions during the process of learning.

Inquiry-based learning involves active participation and curiosity-driven exploration, where students investigate topics of interest to deepen their understanding.

Emergent curriculum emphasizes student interests and daily activities, unlike traditional curriculum models.

Abstract conceptualization is a term used in the context of experimental learning theory, specifically referring to the phase where learners start connecting their experiences to broader conceptual frameworks.

Universal design for learning (UDL) focuses on creating lesson plans that are accessible and beneficial to all students in a classroom, regardless of their learning styles or abilities.

The correct answer highlights how the Individuals with Disabilities Education Act (IDEA) specifically incorporates the universal design for learning (UDL) principle and outlines the requirements for assessments and resources to support students with disabilities.

A criterion-referenced test is specifically designed to measure how well an individual performs against set criteria or standards, rather than comparing to others or predicting future performance.

Formative assessment is different from summative assessment as it provides continuous feedback to both teachers and students to help improve the learning process. It focuses on monitoring progress and identifying areas for growth.

A high-stakes assessment is an important evaluation in a student's academic journey, typically carrying significant weight in determining their grades or progression to the next level.