Study Guide Chapter 9 Exceptionalities

Short term memory refers to the ability to recall information that has been stored for a few seconds to a few hours. It is a temporary storage system that allows us to hold and manipulate information in our minds for a short period of time. This type of memory is crucial for tasks such as remembering a phone number, following instructions, or solving problems temporarily. Unlike long term memory, which involves the storage of information for a longer duration, short term memory is more transient and limited in capacity.

Community based instruction involves teaching students transition related skills in the actual community settings in which they will be used. This approach allows students to practice and apply their skills in real-life situations, promoting generalization and independence. It provides opportunities for students to learn and navigate various community environments, such as grocery stores, banks, and public transportation, while also addressing their individual goals and needs. Community based instruction is an effective way to prepare students for successful transition into adulthood and community living.

Students with intellectual disabilities have an IQ of 70 or below. This means that their cognitive abilities are significantly below average, affecting their learning and adaptive skills. An IQ score below 70 indicates a limitation in intellectual functioning, which can result in difficulties in areas such as communication, problem-solving, and social interactions. These students often require specialized support and accommodations to access education and reach their full potential.

The self-determined learning model is the correct answer because it aligns with the principles of self-determination, which emphasize students taking ownership of their education and setting and working towards their own goals. This model promotes middle school students' progress in achieving the goals of the general curriculum by empowering them to make choices, set their own goals, and take responsibility for their learning. It encourages independence, self-advocacy, and self-efficacy, all of which are essential for students to succeed in achieving the goals of the general curriculum.

The functional curriculum includes elements such as applied money concepts, applied time concepts, community mobility and access, etc. These elements are designed to teach practical skills and promote independence in individuals with disabilities. The functional curriculum focuses on teaching skills that are relevant and useful in everyday life, such as managing money, understanding time, and navigating the community. Therefore, the correct answer is the functional curriculum.

Adaptive behavior refers to the collection of conceptual, social, and practical skills that have been learned by people in order to function in their everyday lives. It encompasses the ability to adapt and adjust to different situations, solve problems, communicate effectively, and engage in appropriate social interactions. Adaptive behavior is essential for individuals to navigate and thrive in their daily routines and environments.

Prelinguistic Milieu teaching is the correct answer because it focuses on teaching children with intellectual disabilities who do not speak to communicate through gestures or sounds while maintaining eye contact. This approach creates a communicative environment that encourages the child to make frequent and clear requests or comments, facilitating their overall communication skills development. The self-determined learning model and universal design for learning are not specifically designed to address the communication needs of children with intellectual disabilities who do not speak.

Generalization refers to the ability to transfer knowledge or behavior learned from one task to another task and to make that transfer across different settings or environments. It involves applying what has been learned in one context to new and similar situations. This ability allows individuals to use their knowledge and skills in a flexible and adaptable manner, making it easier to learn and perform tasks in various situations.

Poverty is considered an element in social, behavioral, and educational causes of intellectual disorders. This is because individuals living in poverty often face limited access to quality education, healthcare, and resources necessary for healthy development. Poverty can also contribute to stress, inadequate nutrition, and exposure to environmental toxins, all of which can negatively impact cognitive development. Therefore, poverty is recognized as a significant factor that can contribute to the occurrence of intellectual disorders.

The Transition Planning Inventory is a useful procedure for determining the strengths and needs of older students and planning services and supports for them. This inventory helps in assessing the student's abilities, interests, and goals, as well as identifying any barriers or challenges they may face during the transition to adulthood. It allows educators and professionals to gather comprehensive information about the student's skills, preferences, and aspirations, which can then be used to develop an individualized transition plan that addresses their specific needs and supports their successful transition into post-school life.

Down syndrome is the most common autosomal disorder. It is caused by the presence of an extra copy of chromosome 21. Individuals with Down syndrome typically have characteristic physical features, intellectual disabilities, and may also have certain health issues such as heart defects and hearing problems. Fragile X syndrome is a genetic condition that causes intellectual disabilities, Asperger's syndrome is a form of autism spectrum disorder characterized by difficulties in social interaction and nonverbal communication, and autism is a neurodevelopmental disorder characterized by impaired social interaction and communication. However, none of these disorders are as common as Down syndrome.

Self-determination training during the transition years is the correct answer because the given guidelines of student-directed goal setting, instructional planning based on student preferences and strengths, and job development starting with the student align with the concept of self-determination. During the transition years, students are encouraged to take control of their own learning and decision-making, which helps them develop skills for independence and self-advocacy. This training empowers students to set their own goals, make choices, and plan for their future, ultimately promoting their self-determination.

Paras, also known as paraprofessionals or teacher assistants, are included under the IDEA term "supplementary aids and services." They work closely with students with disabilities and provide additional support and assistance in the classroom. They may help with tasks such as instructional support, behavior management, and individualized student support. Their role is to help students access the curriculum and participate in the general education setting to the fullest extent possible.

The terms prenatal, perinatal, and postnatal refer to different time periods during the development of a child. Prenatal refers to the time before birth, perinatal refers to the time during birth, and postnatal refers to the time after birth. In the context of intellectual disabilities, these terms are used to categorize the causes of such disabilities based on when they occur. Therefore, "causes by timing" is the correct answer as it accurately describes the classification of intellectual disabilities based on the time period in which the causes occur.

Prelinguistic milieu teaching is an approach that focuses on creating a language-rich environment for children who are not yet using words. By following the student's lead, the teacher is able to engage the child in meaningful communication and encourage language development. Setting the stage for communication involves creating opportunities for the child to communicate, such as by providing interesting toys or activities. Being strategic when using games means using games as a tool to promote communication and language skills. Therefore, all of these elements are part of prelinguistic milieu teaching.

Biomedical causes refer to factors that develop within the individual and usually emerge early in a child's development. These causes are related to biological and physiological factors, such as genetic predispositions, neurological abnormalities, or hormonal imbalances. Unlike behavioral causes, which are influenced by external factors and learned behaviors, biomedical causes are inherent and intrinsic to the individual. Similarly, social causes and postnatal causes are influenced by external factors and experiences after birth, whereas biomedical causes are rooted in the individual's biology and development.

Students with intellectual disabilities typically have impaired intellectual functioning that impacts three areas: memory, generalization, and motivation. While memory and generalization are commonly affected due to cognitive limitations, motivation can also be impacted. Students with intellectual disabilities may struggle with staying engaged and motivated in their learning tasks, which can hinder their overall academic progress. Therefore, motivation is an important area to consider and address when working with students with intellectual disabilities.

Community-referenced planning and community-based instruction are effective when based on self-determination skills. Self-determination skills empower individuals to make choices, set goals, and advocate for themselves. By incorporating these skills into community-referenced planning and community-based instruction, individuals with disabilities can actively participate in their own education and community activities. This approach promotes independence, self-advocacy, and the ability to navigate and contribute to the community effectively.