Education Of Students With Exceptionalities Spgn 251 Exam 1
Settings
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- 1.Special Education is:
- A.
Normal instruction at no cost to parents that meets the unique needs of a child with a disability.
- B.
Specially designed instruction at no cost to parents that meets the unique needs of a child with a disability.
- C.
Specially designed instruction that meets the unique needs of a child with a disability that the parent pays for.
- D.
Specially designed instruction at no cost to parents.
- 2.Poor Carrie MIGHT carry pretty intense raspberries singing reggae.
- 3.Poor Carrie might carry PRETTY intense raspberries singing reggae.
- 4.Poor CARRIE might carry pretty intense raspberries singing reggae.
- 5.Poor Carrie might carry pretty intense raspberries SINGING reggae.
- 6.POOR Carrie might carry pretty intense raspberries singing reggae.
- 7.Poor Carrie might carry pretty INTENSE raspberries singing reggae.
- 8.Poor Carrie might CARRY pretty intense raspberries singing reggae.
- 9.Poor Carrie might carry pretty intense raspberries singing REGGAE.
- 10.Poor Carrie might carry pretty intense RASPBERRIES singing reggae.
- 11.
- A.
More precise
- B.
More practice
- C.
More teachers
- D.
More systematic
- E.
More pacing
- F.
More structured
- G.
More intense
- H.
More restlessness
- 12.
- A.
School Tutors, RTI, Gen Ed classroom, resource room
- B.
Gen Ed classroom, resource room, self-contained classroom
- C.
Paraprofessional, teacher, resource room
- D.
Gen Ed classroom, resource room, tutors
- 13.
- 14.
- 15.
- A.
Intensive, small-group instruction
- B.
Same students for the entire day
- C.
Especially challenging subjects
- D.
Assist in other areas needed for general education classroom success
- E.
Meet with parents and other professionals
- F.
Assess students’ academic skills
- G.
Usually more severe needs
- H.
Work on IEPs
- I.
Plan instruction
- 16.
- A.
Instruction and support
- B.
Work on IEPs
- C.
Plan with the general educator
- D.
Meet with parents and other professionals
- E.
Work toward achieving IEP goals
- F.
Assess students’ academic skills
- 17.
- A.
Especially challenging subjects
- B.
Assist in other areas needed for general education classroom success
- C.
Meet with parents and other professionals
- D.
Assess students’ academic skills
- E.
Plan instruction
- F.
Usually more severe needs (Intellectual Behavioral Physical Sensory)
- G.
More direct contact with students
- H.
Same students for the entire day
- I.
More responsibility for instruction in all curricular areas
- 18.
- A.
Brutality, hardship, derision, neglect
- B.
Physical & mental exceptionalities were thought to be divine or satanic messages
- C.
Exception were the blind
- D.
All of the above
- 19.Define overrepresentation:
- A.
Set of expectations and communicate them.
- B.
Full range of appropriate direct and related educational services at no cost to students or their families
- C.
No child with a disability can be excluded from school
- D.
Misrepresenting students (mostly minorities) by placing those who don’t need to be in special education.
- 20.Frankie NEVER zips lip in police patrol.
- 21.FRANKIE never zips lip in police patrol.
- 22.Frankie never zips lip in police PATROL.
- 23.Frankie never zips lip IN police patrol.
- 24.Frankie never ZIPS lip in police patrol.
- 25.Frankie never zips lip in POLICE patrol.
- 26.Frankie never zips LIP in police patrol.
- 27.
- 28.
- A.
Communicate Care to All Students and Families
- B.
Eliminate a separate curriculum
- C.
Intensive, individual support
- D.
Child-find
- 29.
- A.
Eliminate a separate curriculum
- B.
Child-find
- C.
Communicate Care to All Students and Families
- D.
Intensive, individual support
- 30.
- A.
Intensive, individual support
- B.
Use Culturally Relevant Curriculum
- C.
Child-find
- D.
Eliminate a separate curriculum
- 31.
- 32.
- A.
Response to Identification
- B.
Response to Intervention
- C.
Reason to Intervene
- D.
Rush to Identify
- 33.
- A.
Initial Evaluation
- B.
Submission of a written referral (parents much be notified).
- C.
Developing the IEP
- D.
Determining eligibility (Does an exceptional learning need exist?)
- 34.
- A.
Initial Evaluation
- B.
Submission of a written referral (parents much be notified).
- C.
Developing the IEP
- D.
Determining eligibility (Does an exceptional learning need exist?)
- 35.
- A.
Initial Evaluation
- B.
Submission of a written referral (parents much be notified).
- C.
Developing the IEP
- D.
Determining eligibility (Does an exceptional learning need exist?)
- 36.
- A.
Initial Evaluation
- B.
Submission of a written referral (parents much be notified).
- C.
Developing the IEP
- D.
Determining eligibility (Does an exceptional learning need exist?)
- 37.Name the 3 factors of Behavior Intervention Plans and give an example of each.
- 38.
- 39.
- 40.Name the 9 factors of adapting cirriculum and instruction, and give an example.
- 41.
- 42.Systematic teaching is/has
- A.
Grouping (ability grouping, cooperative and peer tutoring).
- B.
Content presentation = advance organizer
- C.
Practice opportunities= guided and independent
- D.
Monitoring performance = curriculum-based measurement (CBM)
- E.
Technology
- F.
All of these
- 43.Behavior Management: 3 components?
- 44.
- 45.
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