OAE 013 Early Childhood Special Education

OAE 013 Early Childhood Special Education 1. An early childhood special education teacher is reviewing research on child abuse and neglect. The most effective protective factor against child maltreatment has been proven to be: A. a supportive family environment and social networks. B. two married parents or caregivers living together in the home. C. large amounts of one-on-one time spent between the child and his or her family. D. a higher education level of the child's caregivers. - A. a supportive family environment and social networks. -Protective factors are conditions or attributes in individuals, families, communities, or the larger society that, when present, migrate or eliminate risk in families. Research has shown that protective factors are linked to a lower incidence of child abuse and neglect. Many protective factors have been studied, but the one that has been proven most reliable and effective is a supportive family environment and social networks. 2. According to research, a baby's brain continues to develop after birth, primarily because of: A. sensory experiences. B. environmental factors. C. family history. D. physical well-being. - A. sensory experiences. - An infants brain development is heavily dependent on sensory experiences beginning immediately after birth. Touching, holding, comforting, rocking, singing, and talking to a baby all provide stimulation for brain development. 3. A kindergarten teacher observes that during many of the free-play activities, two children with disabilities are often excluded and left to play by themselves. The kindergarten teacher conferences with the special education teacher to discuss ways to help all students interact more inclusively. Which of the following strategies would be most effective for achieving this goal? A. assigning different partners each day with the direction that they participate together in all activities B. videotaping a typical day and then showing it to the class to illustrate their exclusionary practices C. organizing a whole-group activity or game during the beginning of each free-play time D. providing opportunities for small-group activities with a set goal such as finishing a puzzle - C. organizing a whole-group activity or game during the beginning of each free-play time - Organizing a whole-group activity or game during the beginning of each free-play time will allow all of the children to participate, get to know one another better, and be more comfortable with one another. By modeling and encouraging positive social skills, behaviors, and language, the teacher should be gradually be able to release control of fee-play activities to children, once expectations have been established. 4. A preschooler with dyspraxia would likely have the most difficulty with which of the following activities? A. sitting in a circle listening to a book being read B. putting a puzzle together or working with small objects C. retelling a story in front of the class D. drinking from a cup without spilling - B. putting a puzzle together or working with small objects - Dyspraxia is a developmental disorder affecting fine and/or gross-motor coordination. Children diagnosed with dyspraxia have additional problems related to planning, organizing, and carrying out movements in the right order in everyday situations. A preschooler with dyspraxia would likely find putting a puzzle together quite difficult given the fine motor skills and motor planning needed to complete the task. 5. According to current research, which of the following factors has the most positive impact in the social/emotional development of children with disabilities? A. stronger connections between child and school B. increased numbers of inclusive classrooms C. development of self-advocacy skills D. increased resources to enhance teacher support - C. development of self-advocacy skills - Research strongly indicates that when a child with a disability is explicitly taught and encouraged to understand his or her strengths, needs, and legal rights, as well as develop personal goals, the child will gain confidence in his or her abilities. One benefit is that the child is more likely to experience greater success in school and life challenges. Based on the evidence of this research, policies and procedures have been created to assist children and their parents/guardians in identifying post-secondary goals during middle school, rather than high school. This is the purpose of addressing