Sped 304 Midterm Quiz

IEP stands for Individualized Education Program/Plan. This is a legally mandated document that outlines the specific educational goals and services for students with disabilities. It is designed to ensure that these students receive an individualized and tailored education that meets their unique needs. The IEP includes information about the student's current academic performance, goals, accommodations, modifications, and related services such as speech therapy or occupational therapy. The purpose of an IEP is to provide a roadmap for educators, parents, and other professionals involved in the student's education to collaborate and support their academic success.

Girls are less likely to be identified with ADHD than boys. This could be due to several factors, including differences in symptom presentation and societal biases. ADHD is often characterized by hyperactivity, impulsivity, and inattention, which may be more noticeable and disruptive in boys. Girls with ADHD may exhibit different symptoms, such as daydreaming or internalizing their struggles, leading to underdiagnosis or misdiagnosis. Additionally, there may be a societal perception that ADHD is more prevalent in boys, leading to a bias in identification and referral for evaluation.

The components mentioned in the question, such as nondiscriminatory identification, assessment, and evaluation; least restrictive environment; individual education plans; and procedural safeguards, are all key provisions of the Individuals with Disabilities Education Act (IDEA). This federal law ensures that students with disabilities receive a free appropriate public education in the least restrictive environment possible. It mandates the development of individualized education plans (IEPs) for students with disabilities and provides procedural safeguards to protect their rights and ensure fair and equitable treatment in the education system.

The premise of the statement "Services are to be delivered in settings that best meet the needs of the student and are closest to the typical general education setting" aligns with the concept of the least restrictive environment. This principle ensures that students with disabilities are educated alongside their non-disabled peers to the greatest extent possible, while still receiving the necessary supports and services. It emphasizes the importance of inclusion and providing opportunities for students with disabilities to participate in the general education curriculum and social interactions.

The correct answer is "Prenatal" because disabilities that occur before birth are referred to as prenatal. This term specifically relates to any conditions or impairments that develop during pregnancy or are present at birth. It encompasses a wide range of disabilities or health issues that can affect a fetus, such as genetic disorders, congenital anomalies, or complications due to maternal health conditions or exposure to harmful substances.

All children, regardless of the severity of their disability, have the right to receive a free appropriate public education (FAPE) according to the IDEA. This means that schools are required to provide educational services and supports that are tailored to meet the unique needs of each child with a disability. FAPE ensures that children with disabilities have access to the same educational opportunities as their peers without disabilities, allowing them to learn and make progress in their education. This principle is a fundamental aspect of inclusive education and promotes equal opportunities for all students.

Teachers often lack familiarity and/or comfort with the norms of other cultures. This can be due to limited exposure or understanding of different cultural practices, beliefs, and values. As a result, teachers may struggle to effectively communicate and engage with students from diverse cultural backgrounds. It is important for teachers to actively seek out opportunities to learn about and appreciate different cultures in order to create inclusive and supportive learning environments for all students.

Students with ADHD are primarily served in general education classrooms. This setting allows them to receive the necessary support and accommodations while also being included in the regular education environment. Inclusion in general education classrooms promotes social interaction, peer relationships, and academic growth. It also provides opportunities for students with ADHD to learn from their typically developing peers and develop important life skills. This approach aligns with the principles of inclusive education, where students with disabilities are educated alongside their non-disabled peers to the greatest extent possible.

The correct answer is that most states are educating students with learning disabilities in the general education classroom. This means that these students are being included and taught alongside their peers without disabilities, rather than being separated into special classrooms or resource rooms. This approach promotes inclusivity and provides opportunities for students with learning disabilities to learn and interact with their peers in a mainstream educational setting.

Students with disabilities are more likely to be poor than students in the general population. This is because students with disabilities often face additional challenges in accessing education, employment, and support services, which can result in lower income levels. Additionally, the cost of accommodations and specialized services for students with disabilities can create financial strain for families, further contributing to a higher likelihood of poverty.

African American students with disabilities are least likely to be educated in the general education classroom compared to students from other races. This could be due to various factors such as systemic inequalities, lack of resources and support, implicit bias, and disproportionate placement in special education programs. It is important to address these disparities and ensure equal opportunities and inclusion for all students, regardless of their race or disability.

The answer is African American students. This is because research has shown that African American students are more likely to be identified as having an intellectual disability compared to other racial and ethnic groups. This overrepresentation may be due to various factors, including cultural biases in assessment and identification processes, disparities in access to quality education and resources, and systemic inequalities in the education system. It is important to address these disparities and ensure equitable opportunities for all students, regardless of their race or ethnicity.

A learning disability is commonly referred to as a high-incidence disability because it is a condition that affects a significant number of individuals. High-incidence disabilities are more prevalent in the population compared to low-incidence disabilities. Autism spectrum disorder and other health impairments are specific conditions that fall under the broader category of high-incidence disabilities.

Vocational support and support in higher education are components of the transition to adult life. This means that when individuals are transitioning from adolescence to adulthood, they may require assistance and guidance in terms of vocational training and pursuing higher education. These components are important in helping individuals successfully navigate the challenges and opportunities that come with adulthood, such as finding suitable employment and furthering their education.

The correct answer is "Have students copy the expectations in notebooks." This is because copying expectations in notebooks does not actively engage students in understanding and internalizing the expectations. While providing models and demonstrations, providing opportunities for practice, and reminding students of expectations are all effective strategies for teaching expectations, simply copying them does not promote deep understanding or application of the expectations.

Self injurious behaviors refer to the act of intentionally causing harm or injury to oneself. This can include severe head banging, punching, scratching, and/or biting. These behaviors are considered self directed aggression because the individual is directing their aggression towards themselves. This can be a manifestation of various underlying issues such as frustration, anxiety, or communication difficulties.

Evidence-based approaches are methods that are supported by scientific research and have been shown to demonstrate a relatively high degree of success in terms of learner outcomes. These approaches rely on empirical evidence and data to inform instructional practices and decision-making. They prioritize using strategies and interventions that have been proven effective through rigorous research and evaluation. By utilizing evidence-based approaches, educators can ensure that their teaching methods are grounded in research and have a strong likelihood of positively impacting student learning.

Overrepresentation refers to the situation where certain disability categories are disproportionately represented in special education. This means that a higher number of students from these categories are identified and placed in special education compared to their representation in the general student population. This is considered a key issue because it raises concerns about equity and fairness in the education system. It suggests that some students may be wrongly identified or labeled as having disabilities, leading to potential negative consequences such as limited access to general education curriculum and opportunities for social integration.

High-incidence disabilities are disabilities that occur more frequently in the population. Learning disabilities are considered high-incidence disabilities because they are the most common type of disability among students. This means that a larger number of individuals are affected by learning disabilities compared to other disabilities such as deaf-blindness, multiple disabilities, and sensory impairments.

Self-contained classrooms are specifically designed for students with more severe disabilities. These classrooms provide a structured and supportive environment where students can receive specialized instruction and support tailored to their individual needs. In self-contained classrooms, students often have access to additional resources such as assistive technology, adapted materials, and individualized support from special education teachers or paraprofessionals. This setting allows for a more focused and intensive approach to address the unique learning challenges of students with severe disabilities.

Respect is an essential quality for teachers as it creates a positive and supportive environment in the classroom. When teachers respect their students, it fosters trust and open communication, allowing students to feel valued and heard. Respect also sets an example for students to treat others with kindness and empathy. By showing respect, teachers can build strong relationships with their students, which leads to increased engagement and motivation to learn. Overall, respect plays a crucial role in creating a positive impact on students' academic and personal development.

Autism spectrum disorders are lifelong conditions that affect individuals' social interaction skills, communication skills, and behavior. People with autism often struggle with social interactions, have difficulties in communication, and exhibit rigid and intense interests and behaviors. These conditions are not limited to a specific age group and can persist throughout a person's life. Mental retardation, learning disabilities, and emotional/behavioral disorders may have some overlapping symptoms with autism, but they do not encompass all the characteristics mentioned in the question.

Factors such as alcohol and drug use during pregnancy, premature birth, low birth weight, infection, and injuries are considered biological factors associated with mild intellectual disabilities. These factors directly impact the physical development and functioning of the brain, leading to potential cognitive impairments.

Neglect is the correct answer because it refers to the act of omission or absence of action in terms of child abuse. Neglect occurs when a caregiver fails to provide the necessary care, supervision, or support for a child's physical, emotional, or developmental needs. This can include failing to provide food, shelter, clothing, medical care, or emotional support, which can have serious negative effects on a child's well-being and development.

The given characteristics such as being able to sit and listen for extended periods of time, completing tests independently, taking turns speaking, using a logical sequential communication style, and having parental assistance with homework are typically associated with students who are considered "normal" or neurotypical. This means that they do not have any specific learning disabilities or exceptionalities that would require special education services.

Internalizing behaviors refer to the tendency of individuals to internalize or internalize their emotional distress, leading to symptoms such as social withdrawal, anxiety, and depression. These behaviors are characterized by an inward focus and a tendency to keep emotions and distress hidden, rather than expressing them outwardly. Unlike externalizing behaviors, which involve acting out and displaying disruptive or aggressive behaviors, internalizing behaviors are more subtle and often go unnoticed by others.

Low-incidence disabilities refer to disabilities that occur less frequently in the population. Learning disabilities, emotional disturbances, and behavioral disorders are considered high-incidence disabilities as they are more common. On the other hand, traumatic brain injury is a low-incidence disability because it occurs less frequently, typically resulting from an external force or injury to the brain.

Brown v. Board of Education is the correct answer because this court case was a landmark decision by the United States Supreme Court in 1954. It declared that racial segregation in public schools was unconstitutional, violating the Equal Protection Clause of the Fourteenth Amendment. The ruling overturned the "separate but equal" doctrine established in Plessy v. Ferguson and paved the way for desegregation in schools and other public facilities. The case highlighted the inequality and injustice faced by African American students in segregated schools and emphasized the importance of providing an equal education for all.

Adults with mild intellectual disabilities are often employed in occupations with low status and pay. This is because their disabilities may limit their ability to perform certain tasks or require additional support and accommodations in the workplace. As a result, they may be limited to jobs that are considered lower in status and offer lower wages. This can lead to challenges in achieving financial stability and career advancement for individuals with intellectual disabilities.

Social reciprocity refers to the complex, multifaceted process of interacting with another person. It involves the exchange of social cues, such as facial expressions, gestures, and verbal communication, in order to establish and maintain social relationships. This process includes taking turns in conversation, responding appropriately to social cues, and understanding and respecting the emotions and perspectives of others. Social reciprocity is an essential component of effective social interaction and is crucial for building and maintaining healthy relationships.

The correct answer is "a free appropriate public education (FAPE)". This policy ensures that individual students receive all the necessary education services, both direct and related, without any cost to them or their families. It emphasizes the provision of an education that is suitable for the student's needs and is accessible to all, regardless of their abilities or disabilities.

If students know and remember what a teacher expects from them, it can lead us to the assumption that all students will achieve. This is because when students are aware of the expectations set by their teacher, they are more likely to align their actions and efforts towards meeting those expectations, which can ultimately lead to their success and achievement in their academic pursuits.

Explicit instruction is teacher-directed instruction because it involves the teacher providing clear and direct instruction to students. In explicit instruction, the teacher explicitly models and explains concepts and skills, provides guided practice, and gives immediate feedback to students. This type of instruction is structured and focused on the teacher leading and guiding the learning process. It is different from differentiated instruction, peer tutoring, and mastery learning, which involve different approaches to instruction where the teacher may have a more facilitative role or the learning is more student-centered.

Task analysis is an example of systematic instruction that involves breaking a task into manageable steps and teaching each step before moving on to the next. This approach allows learners to understand and master each step of a task before progressing further, ensuring a systematic and structured learning process. By breaking down complex tasks into smaller, more manageable parts, task analysis helps learners develop a deeper understanding and competence in completing the task successfully.

This explanation suggests that the division in America is primarily based on economic factors rather than race. It implies that the disparities in wealth, income, and opportunities play a more significant role in dividing the population than racial differences. This could be due to the unequal distribution of resources, social mobility, and access to education and employment opportunities.

Cultural values and beliefs play a significant role in shaping how people view disability. Different cultures have varying perspectives on disability, which can influence attitudes, treatment, and inclusion of individuals with disabilities. Cultural values and beliefs can either promote acceptance, understanding, and support for people with disabilities or perpetuate stigma, discrimination, and exclusion. These values and beliefs are often deeply ingrained in society and can impact how individuals, communities, and institutions interact with and respond to disability.

As students with learning disabilities progress through school, their reading problems tend to become more severe. This can be attributed to the increasing complexity of reading materials and the higher academic expectations placed on them. As the curriculum becomes more challenging, students with learning disabilities may struggle to comprehend and process information, leading to difficulties in reading and understanding texts. This can further hinder their academic progress and overall educational experience.

Teaching self-control is a technique that allows students with EBD (Emotional and Behavioral Disorders) to assume larger roles in their behavior-change efforts. By teaching self-control, students learn strategies to manage their own behavior, make better choices, and regulate their emotions. This approach empowers students to take ownership of their actions and develop the necessary skills to improve their behavior independently. It focuses on building their self-awareness, self-discipline, and self-regulation abilities, enabling them to actively participate in their own behavior-change process.

To establish that a student has a communication disorder rather than a communication difference, it is necessary to compare the student's verbal communication with that of others who share the same culture, language, and dialect. This means that the student's verbal communication skills should show a noticeable discrepancy or difference when compared to their peers who have similar linguistic and cultural backgrounds. The other options, such as reading level, IQ, and voice quality, are not directly related to determining whether a student has a communication disorder or difference.

A special education teacher is responsible for providing support and assistance to students with special needs in an educational setting. This includes helping students become a member of a school club, as it promotes social inclusion and participation. They also play a role in improving out-of-school services by collaborating with parents, therapists, and other professionals to ensure that students receive appropriate support outside of the classroom. Additionally, special education teachers are expected to stay updated on new assistive technology devices, as these tools can enhance the learning experience for students with special needs. However, it is not their duty to provide students with special needs after school jobs, as their primary focus is on educational support and development.

The correct answer is No Child Left Behind (NCLB). This federal law includes components such as strong accountability, increased flexibility and local control of schools, research-based teaching methods, options for parents, and highly qualified teachers. The Individuals with Disabilities Education Act (IDEA) focuses on providing special education services to students with disabilities. Section 504 of the Rehabilitation Act prohibits discrimination against individuals with disabilities in programs receiving federal funding. The Americans with Disabilities Act (ADA) prohibits discrimination against individuals with disabilities in various areas of public life.

Strategic integration refers to the process of combining previously learned information with new knowledge in a way that highlights the relationship between the old and new material. This approach helps learners make connections and see the bigger picture, allowing them to better understand and apply the new information. It involves consciously and purposefully linking new concepts to existing knowledge, thereby enhancing comprehension and retention. Strategic integration is an effective strategy for promoting deep understanding and facilitating meaningful learning experiences.

A nondiscriminatory evaluation refers to the process of testing and assessing students with disabilities in a fair and unbiased manner, without any discrimination based on race or culture. This evaluation also includes testing students in their native language to ensure that their abilities and needs are accurately assessed. By conducting a nondiscriminatory evaluation, educational professionals can gather comprehensive information about a student's strengths, weaknesses, and individual needs, which is essential for developing appropriate educational programs and plans, such as an individualized education program (IEP).

Transition services refer to the various supports and interventions provided to individuals to help them transition from one stage of life to another, such as from school to work or from receiving special education services to independent living. Vocational education and work experience, supported employment and service learning, and family and demographic factors are all examples of interventions that can be part of transition services. These interventions aim to prepare individuals for successful transitions and help them achieve their goals in adulthood.

Parents often observe the first signs of ADHD in their child. As primary caregivers, parents spend a significant amount of time with their children and are more likely to notice any behavioral or developmental differences. They may observe symptoms such as inattention, hyperactivity, impulsivity, or difficulties with organization and focus. Parents are often the first to seek professional help and guidance when they suspect their child may have ADHD.

Students with multiple disabilities are students who have an intellectual disability, usually in the severe to profound range, and who also have at least one additional disability such as blindness or a physical disability. This means that they have multiple impairments that affect their ability to learn and function in various aspects of life.

Cultural and linguistically diverse students with disabilities are at the highest risk of dropping out of school. This is because these students face additional challenges due to language barriers, cultural differences, and limited access to resources and support services. These factors can result in lower academic achievement, difficulty in navigating the education system, and a lack of understanding and accommodation for their specific needs. As a result, cultural and linguistically diverse students with disabilities may feel marginalized and unsupported, leading to a higher likelihood of dropping out of school.

Learning disabilities refer to a condition where students have normal intelligence but struggle with academic achievement in one or more areas. This means that despite having the potential to perform well academically, they face difficulties in learning and acquiring skills in specific subjects. These difficulties can include reading, writing, math, or other areas. Therefore, the answer "Learning disabilities" is the most appropriate choice for students who have normal intelligence but unexpectedly low achievement in one or more academic areas.

Students with severe disabilities often require a greater amount of time to learn and have much difficulty learning more complex skills. As a result, they may learn fewer skills compared to other students.

The guidelines of becoming a student of culture and difference, developing a vision of students who succeed, and learning not to judge align with the principles of culturally responsive teaching. Culturally responsive teaching focuses on understanding and valuing the diverse backgrounds and experiences of students, and adapting instructional strategies to meet their needs. By embracing cultural differences and avoiding judgment, teachers can create a positive classroom environment that promotes inclusivity and supports the success of all students.