TEST BANK
TEST BANK
,Table of Contents
PART I: Foundations for Understanding Special Education
1. The Purpose and Promise of Special Education
2. Planning and Providing Special Education Services
3. Collaborating with Families
PART II: Educational Needs of Exceptional Students
4. Intellectual Disabilities
5. Learning Disabilities
6. Emotional or Behavioral Disorders
7. Autism Spectrum Disorder
8. Communication Disorders
9. Deafness and Hearing Loss
10. Blindness and Low Vision
11. Attention-Deficit/Hyperactivity Disorder, Health Impairments, and Physical
Disabilities
12. Low-Incidence Disabilities: Multiple Disabilities, Deaf-Blindness, and Traumatic
Brain Injury
13. Gifted and Talented
PART III: Special Education Across the Life Span
14. Early Childhood Special Education
15. Transition to Adulthood
,Chapter 1
1.1 Multiple-Choice Questions
1. In comparison to typical students, students who are exceptional
a. have both similarities and differences
b. are similar in almost every way
c. are different in almost every way.
2. Advances in drug treatments appear to hold the potential for a cure for
a. cerebral palsy.
b. cystic fibrosis.
c. Down syndrome.
d. muscular dystrophy.
3. “Mental retardation” is now called
a. intellectual disorder
b. disordered reasoning
c. intellectual disability
d. functional disability
4. Most exceptional learners
a. have physical limitations.
b. are more different than they are like nondisabled peers.
c. are average in more ways than they are not.
d. have more problems in motivation than in learning.
5. Which one of the following descriptions distinguishes best between a disability and a
handicap?
a. Disabilities are an inabilities to do something (impairments), while handicaps
are disadvantages imposed on an individual.
b. Disabilities are more severe than handicaps.
c. Handicaps are caused by disabilities.
d. There is no real difference between the two; the terms are interchangeable.
6. Doug Landis, an artist who is paralyzed from the neck down, uses a pencil attached to
a mouth stick to draw. This illustrates how the focus on persons with disabilities
should be
a. on what they can do.
b. on how they are limited.
c. on their miraculous achievements.
d. on what others can do to help them.
7. Annette is a high school student who reads at the level of a typical third grader. She
wants to get her driver’s license, but is unable to read the driver’s manual or the questions
on the driving test. For purposes of driver training, Annette would be considered to have
1
, a. a disability.
b. a handicap.
c. a disability and a handicap.
d. neither a disability nor a handicap.
8. A six-month-old child who cannot walk or talk would best be described as having a(n)
a. disability.
b. age-appropriate disability.
c. age-appropriate inability.
d. instructional inability.
9. Although no two students are alike, to be legally considered “exceptional” for purposes
of their school program, students must
a. have a disability related to their academic progress.
b. be handicapped.
c. require special educational services to achieve.
d. have a history of school failure.
10. When special education works as it should, the outcome for students is
a. the ability to hide their disabilities.
b. the eradication of their disabilities.
c. instruction in a special class.
d. improved achievement and behavior.
11. Which one of the following students most resembles the “typical” student who receives
special education services?
a. Sam is a high school student with a physical disability.
b. Lisa is an elementary school student with intellectual disabilities.
c. Edna is a middle school student with a learning disability.
d. Joe is an elementary school student with a learning disability.
12. By federal law, an exceptional student is eligible for special education when
a. a teacher recommends it.
b. careful assessment indicates he or she is unable to make satisfactory progress in
the regular school program.
c. a parent requests it.
d. a teacher has recorded observations of behavior and assessment of academic
performance for at least two months.
13. Prevalence refers to
a. the number of individuals having a particular exceptionality.
b. the probability of having a child with a particular exceptionality.
c. the percentage of a population having a particular exceptionality.
d. the distribution of exceptionalities across different segments of the population.
14. Compared to the general population, exceptional children are
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TEST BANK
,Table of Contents
PART I: Foundations for Understanding Special Education
1. The Purpose and Promise of Special Education
2. Planning and Providing Special Education Services
3. Collaborating with Families
PART II: Educational Needs of Exceptional Students
4. Intellectual Disabilities
5. Learning Disabilities
6. Emotional or Behavioral Disorders
7. Autism Spectrum Disorder
8. Communication Disorders
9. Deafness and Hearing Loss
10. Blindness and Low Vision
11. Attention-Deficit/Hyperactivity Disorder, Health Impairments, and Physical
Disabilities
12. Low-Incidence Disabilities: Multiple Disabilities, Deaf-Blindness, and Traumatic
Brain Injury
13. Gifted and Talented
PART III: Special Education Across the Life Span
14. Early Childhood Special Education
15. Transition to Adulthood
,Chapter 1
1.1 Multiple-Choice Questions
1. In comparison to typical students, students who are exceptional
a. have both similarities and differences
b. are similar in almost every way
c. are different in almost every way.
2. Advances in drug treatments appear to hold the potential for a cure for
a. cerebral palsy.
b. cystic fibrosis.
c. Down syndrome.
d. muscular dystrophy.
3. “Mental retardation” is now called
a. intellectual disorder
b. disordered reasoning
c. intellectual disability
d. functional disability
4. Most exceptional learners
a. have physical limitations.
b. are more different than they are like nondisabled peers.
c. are average in more ways than they are not.
d. have more problems in motivation than in learning.
5. Which one of the following descriptions distinguishes best between a disability and a
handicap?
a. Disabilities are an inabilities to do something (impairments), while handicaps
are disadvantages imposed on an individual.
b. Disabilities are more severe than handicaps.
c. Handicaps are caused by disabilities.
d. There is no real difference between the two; the terms are interchangeable.
6. Doug Landis, an artist who is paralyzed from the neck down, uses a pencil attached to
a mouth stick to draw. This illustrates how the focus on persons with disabilities
should be
a. on what they can do.
b. on how they are limited.
c. on their miraculous achievements.
d. on what others can do to help them.
7. Annette is a high school student who reads at the level of a typical third grader. She
wants to get her driver’s license, but is unable to read the driver’s manual or the questions
on the driving test. For purposes of driver training, Annette would be considered to have
1
, a. a disability.
b. a handicap.
c. a disability and a handicap.
d. neither a disability nor a handicap.
8. A six-month-old child who cannot walk or talk would best be described as having a(n)
a. disability.
b. age-appropriate disability.
c. age-appropriate inability.
d. instructional inability.
9. Although no two students are alike, to be legally considered “exceptional” for purposes
of their school program, students must
a. have a disability related to their academic progress.
b. be handicapped.
c. require special educational services to achieve.
d. have a history of school failure.
10. When special education works as it should, the outcome for students is
a. the ability to hide their disabilities.
b. the eradication of their disabilities.
c. instruction in a special class.
d. improved achievement and behavior.
11. Which one of the following students most resembles the “typical” student who receives
special education services?
a. Sam is a high school student with a physical disability.
b. Lisa is an elementary school student with intellectual disabilities.
c. Edna is a middle school student with a learning disability.
d. Joe is an elementary school student with a learning disability.
12. By federal law, an exceptional student is eligible for special education when
a. a teacher recommends it.
b. careful assessment indicates he or she is unable to make satisfactory progress in
the regular school program.
c. a parent requests it.
d. a teacher has recorded observations of behavior and assessment of academic
performance for at least two months.
13. Prevalence refers to
a. the number of individuals having a particular exceptionality.
b. the probability of having a child with a particular exceptionality.
c. the percentage of a population having a particular exceptionality.
d. the distribution of exceptionalities across different segments of the population.
14. Compared to the general population, exceptional children are
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