Special Education Contemporary Perspectives for School Professionals 5Th edition by Marilyn Friend - Test Bank

Special Education: Contemporary Perspectives, 5e (Friend) Chapter 3 Multicultural and Bilingual Perspectives 3.1 Multiple Choice Questions 1) A complex system of underlying beliefs and attitudes that shapes the thoughts and behaviors of a group of people is: A) Cultural dissonance. B) Culture. C) Macroculture. D) Microculture. Answer: B 2) Cultural elements held in great esteem or considered to be important by a society are: A) Values. B) Morals. C) Ethics. D) Belief systems. Answer: A 3) The term that refers to groups that have distinguishing characteristics with respect to cultural aspects such as language, values, and behaviors is/are: A) Macroculture. B) Microculture. C) Socioeconomic status. D) Behavior patterns. Answer: B 4) The way in which a particular framework is used to develop, approve, and disseminate new information is called: A) Cognitive knowledge. B) Metacognition. C) Cognitive style. D) Knowledge construction. Answer: D 5) Kazuko is a 14-year-old highly organized student who tends to be very analytical in processing information. She is demonstrating what kind of cognitive style? A) Field-dependent B) Field-independent C) Field-insensitive D) Field-sensitive Answer: B 6) Cognitive styles that reflect a holistic approach to processing information are referred to as: A) Field-dependent. B) Field-independent. C) Field-sensitive. D) Field-insensitive. Answer: C 7) Mr. Hernandez, who speaks English as a second language, is starting his new teaching position at Welbourn High School. The student population of Welbourn is middle-upper class Caucasian students. What may occur between Mr. Hernandez and his students? A) Multicultural education B) Field sensitivity C) Disproportionate representation D) Cultural dissonance Answer: D 8) Behavioral differences most frequently stem from each of the following EXCEPT: A) Cultural differences. B) Frustration. C) Feeling alienated. D) Race. Answer: D 9) The issue of disproportionate representation is particularly significant in respect to which population? A) Caucasian B) Asian C) African American D) Hispanic Answer: C 10) Poverty and systemic bias are factors that contribute to: A) Multicultural education. B) Equity pedagogy. C) Disproportionate representation. D) Dominant culture. Answer: C 11) Poverty has been associated with each of the following EXCEPT: A) Systemic bias. B) Childhood exposure to lead. C) Prenatal exposure to toxins. D) Poor nutrition. Answer: A 12) Systemic bias within an educational system can occur through each of the following EXCEPT: A) Curriculum and instruction. B) The special education referral process. C) Teacher attitude. D) Disproportionate representation. Answer: D 13) Showing favoritism toward a group that occurs at multiple levels within a society or institution is called: A) Cognitive style. B) Teacher attitude. C) Systemic bias. D) Knowledge construction. Answer: C 14) The special education referral process has been criticized for potential bias in which of the following areas? A) Possible contributions from classroom environment B) Elements of the child's home environment C) Support from principals and teachers D) The skill level of the school psychologist Answer: A 15) In the case of culturally diverse learners, several authors have suggested that during the traditional prereferral process or response to intervention (RTI) procedures, the team should carefully examine factors in the student's environment that: A) Contribute to delinquency. B) May influence learning. C) Are different from the dominant culture. D) Suggest poverty. Answer: B 16) An alternative to the current system for assessment of young children is: A) Portfolio and performance assessments. B) Standardized tests and medication. C) Universal screening. D) Parent education as participation. Answer: C 17) Which of the following is integral to teaching diverse students and includes strategies such as learning contracts and tiered lessons? A) Universal design for learning B) Differentiated instruction C) Multicultural education D) Knowledge construction Answer: B 18) Mr. Izquierdo is a seventh-grade social studies teacher. He asked his neighbors, Mr. and Mrs. Matsuda, to visit his class to discuss Japanese culture. He was utilizing: A) Prejudice reduction. B) Knowledge construction. C) Content integration. D) Equity pedagogy. Answer: C 19) The use of instructional strategies that embrace the learning characteristics of cognitive styles of diverse populations is: A) Multicultural education. B) Equity pedagogy. C) Bilingual education. D) Prejudice reduction. Answer: B 20) An empowering school culture focuses on eradicating systemic factors such as: A) Use of other languages. B) Negative effects of tracking practices. C) Prejudice reduction. D) Content integration. Answer: B 21) An approach that uses the student's dominant language along with English for instructional purposes is: A) Bilingual education. B) Sheltered English. C) Equity pedagogy. D) English as a Second Language. Answer: A 22) Cho, who speaks Mandarin, is immediately enrolled in a class where she will be taught English as a foreign language. This is called a/an: A) Bilingual education program. B) English as a second language program. C) Sheltered English program. D) Multicultural education program. Answer: B 23) An instructional approach for students who are NOT native English speakers that uses controlled vocabulary and sentence structure, along with prompting, to facilitate comprehension in English language learners is: A) Concrete English. B) Sheltered English. C) Bilingual education. D) Conceptual education. Answer: B 24) Which of the following is an example of factors beyond the direct influence of educators that can adversely affect interactions with culturally diverse families? A) Families from culturally diverse backgrounds are likely to have positive preconceived notions about school personnel. B) Parenting for families of children with special needs is easier than for other families. C) There is disproportionate representation of students of color in special education. D) Attitudes toward the school may be positively influenced by their own school experiences. Answer: A 25) Which phase of a process that involves asking parents to identify goals they have for collaborative relationships and activities that may be used productively to accomplish these goals helps to answer questions such as these: Are we following through with our plan? Is our plan doing a good job of addressing our needs? A) Intake and assessment B) Selection of goals C) Planning and implementing activities D) Evaluation of activities Answer: D 26) School professionals can positively influence interactions with family members who may find schools intimidating places by: A) Introducing them to the faculty. B) Developing a friendship. C) Meeting families in non-school settings. D) Offering to tutor them. Answer: C 27) Important equity issues for urban education include qualifications of school personnel, the physical condition of the school, and: A) Overcrowding. B) Transportation. C) Extracurricular activities. D) Number of teaching assistants. Answer: A 28) Each of the following is a condition of urban education EXCEPT: A) Equity issues. B) School choice programs. C) Disability access to service. D) Teachers and their preparation. Answer: C 29) Each of the following is a condition of rural education EXCEPT: A) Disability identification. B) School choice programs. C) Lower teacher pay. D) Isolation. Answer: B 30) Students who are lesbian, gay, bisexual, or transgender (LGBT) comprise approximately what percent of a school's population? A) 1% B) 5% C) .5% D) 10% Answer: D 3.2 Praxis Style Questions 1) Ms. Smith is an ESL teacher at Friendly Elementary School. When she taught her students the vocabulary for fruits and vegetables, she brought in examples for them to handle. Ms. Smith used which instructional approach? A) Concrete English B) Sheltered English C) Bilingual education D) Conceptual education Answer: B 2) This school year you have very culturally diverse students. To enhance your self-awareness of culture, you should specifically do all the following EXCEPT: A) Examine your cultural values. B) Talk to each student's parents. C) Become aware of your biases. D) Consider your expectations for your students. Answer: B 3) You notice in your culturally diverse classroom that there are some underlying prejudices among certain students. How can you reduce these prejudices to create a culturally accepting environment? A) When you notice prejudice, punish the student. B) Talk to the parents of the student who is exhibiting prejudice. C) Teach about the concept of race as a social construct. D) When you notice prejudice, send that student to the principal's office. Answer: C 3.3 Fill in the Blank Questions 1) ________ is a term often used to refer to an individual's educational and income levels, and it may define some microcultures (e.g., working class or middle class). Answer: Socioeconomic Status (SES) 2) ________ refers to a significant discrepancy between two or more cultural frames of reference. Answer: Cultural dissonance 3) When teachers attempt to "teach down" to students who have disability labels, it can lead to a ________, or the idea that students will do or become what is expected of them. Answer: self-fulfilling prophecy 4) At least part of the problem of disproportionate representation can be attributed to ________, or favoritism toward a particular group that occurs at multiple levels within a society or institution, making such favoritism an implicit part of it. Answer: systemic bias 5) ________ implies that the curriculum that students learn should include content about diverse populations and present information from diverse points of view. Instruction should include examples of key concepts and principles from a variety of cultures. Answer: Content integration 3.4 Short Answer Questions 1) Values and language are two elements of culture. Explain these concepts as they relate to culture, and provide an example of each. Answer: Values are those cultural elements held in great esteem or considered to be important by a society. For example, the dominant culture values individualism and independence. The importance of a concept to a culture often is reflected in how that concept is developed in language. For example, in the language of the Lakota, a Native American people who highly value peace and respect, no word exists to express the concept of war. 2) How does the representation of African American students in special education and gifted education compare? Answer: Fewer African American students than would be expected based on population distribution are identified as gifted versus many more than would be expected based on population distribution that are identified as having a disability. 3) What are the five major dimensions of multicultural education? Answer: The five major dimensions of multicultural education are content integration, knowledge construction, prejudice reduction, equity pedagogy, and an empowering school culture. 4) How can school professionals positively influence interactions with family members who may find school an intimidating place? Answer: Answers should include examples of approaches in which educators can personalize interactions with family members and cite the five phases of the collaborative relationships approach suggested by Shea and Bauer (1993) (intake and assessment, selection of goals, planning and implementing activities, evaluation of activities, and review of the collaborative relationship). 5) Describe the equity issues discussed regarding urban education. Answer: Student access to fully credentialed, experienced teachers is a chronic problem, and the physical condition of urban schools often compares unfavorably to that of suburban counterparts. 3.5 Essay Questions 1) What is culture? Compare and contrast the concepts of macro- and microculture. List at least 5 microcultures of which you consider yourself to belong. Answer: Culture is a complex system of underlying beliefs, attitudes, and actions that shapes the thoughts and behaviors of a group of people, distinguishing them from other groups. Culture is influenced by the environment and is learned, shared, and constantly changing. The overarching cultural aspects within a society are referred to as macroculture. Macroculture tends to unify the diverse members of a society and define them to others. Microcultures are groups that have distinguishing characteristics with respect to culture, such as language or dialect, values, behaviors, and worldviews. Examples of microcultures will vary. 2) What is disproportionate representation? Explain why this issue has been and continues to be such a hot topic within the field of special education. Answer: Discussion may include the prevalence rate of African American students in particular in the categories of intellectual disabilities and emotional and behavioral disabilities; placement of students of color in separate settings; and the stigma associated with labeling. African American students are nearly 3 times more likely than other students to be identified as having intellectual disabilities and twice as likely to be identified as having emotional or behavioral disabilities. 3) How does culture affect the learning process? In what ways has culture influenced your dealings with individuals of different cultures? Answer: Almost every aspect of the teaching and learning process is culturally influenced—from decisions about what is important to learn to decisions about how learning is best accomplished and assessed. Culture affects the content of instruction (what is taught, and who is portrayed); the cognitive styles used to teach (how students are taught); and the degree of cultural dissonance in the classroom (whether there is discrepancy between cultural frames of reference between teachers and students). Examples of how culture influences students' relationships with others will vary. 4) What can be done to improve fairness in the identification process of diverse learners? Answer: Before a referral for special education is officially made, the educators involved come together as a team to develop a deep understanding of the student's learning or behavior difficulties and to suggest strategies to address these difficulties. In the case of culturally diverse learners, the team should carefully examine factors in the student's environment that may influence learning during the traditional prereferral process or response to intervention (RTI) procedures, Garcia and Ortiz (1988) recommended systematic examination of classroom and teacher variables. Beyond enhanced intervention prior to referral, alternatives to traditional assessment procedures can be used. The eligibility determination process can be less dependent on standardized, norm-referenced assessment instruments because they tend to emphasize verbal skills, analytical thinking, and field-independent cognitive styles—elements that may lead to lower scores for many culturally diverse students. 5) Why is developing collaborative relationships with diverse families challenging? What factors contribute to this situation? Answer: Discussion should include an explanation of cultural dissonance (as cultural dissonance increases, so does the likelihood that roles designated by school personnel for family members will be deemed untenable or unproductive by them). Examples of factors may include preconceived notions about how a family values education (educators sometimes may believe, sometimes without being aware of their perceptions, that families from middle- or high-socioeconomic backgrounds are more concerned about their children's learning and more interested in being involved in their education than are families from low-socioeconomic backgrounds); a "one size fits all" approach to family involvement (educators unilaterally expect families to interact with them in a prescribed way); and unfamiliarity with how culturally influenced factors can affect home-school interactions (conceptions of disability vary according to group norms and expectations). 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