ANSWER KEY Chapter One Multiple Choice 1. D 6. B 11. D 16. D 21. A 2. C 7. D 12. C 17. D 22. C 3. D 8. B 13. B 18. D 23. A 4. D 9. D 14. C 19. A 24. B 5. D 10. C 15. A 20. B Matching 25 B 26. C 27 . A Short - Answer/Short Essay 28 . Answers will vary; for descriptions refer to page 12 . a. consumers c. communicators b. producers d. developers 29 . Descriptions of the following: a. observation c. record or portfolio review b. recollection d. testing 30 . Answers will vary; refer to pages 13 - 15 . Norm - referenced tests provide quantitative information comparing the performance of an individual student to others in his or her norm group. Test results are usually reported in the form of test quotients, percentiles, and age or grade equivalents. Criterion - referenced tests compare a student’s performance with a criterion of mastery for a specific task, disregarding his or her relative standing in a group. This type of informal assessment can be especially useful when documentation of progress is needed for accountability because the acquisition of skills can be clearly demonstrated. 31 . Answers will vary; refer to page 22. IEPs can serve many purposes. They can direst instruction. Well - written goals can pull together isolated or marginally related exercises. They can function as the basis for evaluation. Annual goals can serve as standards for student progress. Teacher efficiency and efficacy can be judged against them. IEPs can improve communication among members of a team. 32 . Answers will var y; refer to Table 1.2 on page 19 . Five from the following: Behavioural and Environmental Adaptations • Take frequent breaks • Break test into shorter tasks • Provide list of things to do Difficulty keeping place when reading: • Provide large - print version • Allow use of place keeper (e.g., bookmark, paper) • Create version of test with fewer questions per page Academic Adaptations Difficulty with reading comprehension: • Identify key vocabulary (e.g., highlight or underline) • Review key vocabulary • Read questions or passages to student Difficulty with writing: • Allow oral response • Have proctor or teacher write student response • Allow the use of computer or word processor Difficulty with mathematics: • Have calculation read to student • Allow the use of a calculator • Break task into smaller parts • Reduce the number of questions to be answered (e.g., answer only even - numbered questions) Distracted/off task: • Provide both written and verbal instructions • Provide additional space between work areas • Place student near teacher and/or in the front of the class • Develop a secret signal for on - task behaviour • Keep work area free from unnecessary materials (e.g., books, pencils) • Provide positive feedback • Enforce behaviour management system • Seat apart from others Completion of Task - Related Adaptations Getting started and completing tasks: • Reduce length of test (e.g., select questions to be answered) • Allow additional time • Break test into shorter tasks (e.g., break every 10 minutes) • Establish a reward system • Set timer for designated amount of work time and allow student to take a one - minute break after the timer is complete • Provide checklist of appropriate behaviours Processing difficulties: • Allow use of manipulatives (e.g., counting blocks) • Provide both written and verbal instructions 33 . Answer s will vary; refer to page 20. Five roles the classroom teacher can take in the assessment process: 1. Teachers can ask questions about the assessment process . 2. Teachers seek help as needed in conveying information to parents. 3. Provide input . 4. Observe assessment procedures . 5. Consider issues of possible bias. 3 4 . Answers will vary; refer to the Inclusion Strategies feature on page 5. Examples: a. The autistic kid: the kid who is autistic b. The disabled person : the person with a disability c. Diabetic child: child with diabetes d. Crippled st udents: students who are crippled Essay Questions 3 5 . Refer to pages 2 - 4. 1960s – segregation 1970s – normalization movement 1973 – federal jurisdiction over education: US American Rehabilitation Act 1975 – US PL 94 - 142 Education for All Handicapped Children 1990 – Individuals with Disabilities Education Act (IDEA) 1982 – Canada - provincial jurisdiction over education: Constitution Act containing the Charter of Rights and Freedoms Canada became the first country in the world to enshrine the rights of people with exceptionalities in a constitution. The Charter of Rights and Freedoms, which came into effect in 1985, states in section 15.(1) that “ Every individual is equal before and under the law and has the right to equal protection of the law without discrimination based on race, national or ethnic origin, colour, religion, sex, age, or mental or physical disability.” Prior to the 1970s and the normalization movement: Students with physical disabilities or intellectual disabilities were provided with services, albeit nearly always in self - contained, isolated classrooms. Few students were served. Residential programs : Typically, children with intellectual disabilities and with sensory deficits were placed in these settings. In 1970, a report by Roberts and Lazure, entitled One Million Children: A National Study of Canadian Children with Emotional and Learning Disorders , called for integration and instruction based on learning characteristics, not categories. This landmark report, combined with Wolfensberger’s work at the National Institute of Mental Retardation in Toronto (Wolfensberger, 1972), which emphasized the importance of a normal environment for all individuals, contributed to the changes in education in Canada in the 1970s. Since the mid - 1970s, services to these students have changed dramatically. Not only are more appropriate services provided by schools, but they also are frequently provided in both resource rooms and in general/regular education classrooms by collaborating special three distinct phases: (1) relative isolation , (2) integration (or mainstreaming ), and (3) inclusion . today’s teachers must be prepared to teach students with a variety of needs. 3 6 . Answers will vary. Some pros and cons of inclusion: Pros 1. opportunities for social interaction 2. ease in accessing the general curriculum 3. academic improvement 4. positive outcomes for students with and without exceptionalities Cons 1. General educators have not been involved sufficiently and are therefore unlikely to support the model. In addition, general educators may not have the knowledge or skills enabling them to make needed adaptations, accommodations, or modifications to a student’s program. 2. General educators as well as special educators do not have the collaboration skills necessary to make inclusion successful. 3. Limited empirical data exist to support the model. Therefore, full implementation should be put on hold until sound research supports the effort. 4. Full inclusion of students with exceptionalities in general education classrooms may take away from students without exceptionalities and lessen their quality of education. 5. Current funding, teacher training, and teacher certification are based on separate education systems. 6. Students with exceptionalities do better when served in special education classes by special education teachers. 37. Refer to pages 3 - 4. Isabel’s education: a. Relative isolation phase: segregated school or classroom with limited programming, if she was lucky enough to get in. Otherwise, no formal schooling. b. Integration of mainstreaming phase: if she was deemed eligible she might have gone to a regular classroom for limited activities, such as art, gym, music, assemblies. Otherwise, she would have been in a self - contained classroom. c. Inclusion phase: in the regular education classroom, with or without adequate support Chapter Two Multiple Choice 1. A 7. B 13. B 2. D 8. A 14. C 3. B 9. D 15. C 4. C 10. C 16. B 5. A 11. D 17. B 6. A 12. D 18. C Matching 19. A 22. D 2 5. B 20. D 23. E 2 6. A 21. C 24. A 27. E Short - Answer/Short Essay 28. Instructional supports include accommodations and modifications to enhance learning and acceptance in the general education classroom. Illustrative examples will vary. 29 . Accommodation refers to the “specialized support and services that are provided to enable students with diverse needs to achieve learning expectations. This may include technological equipment, support staff, and informal supports” (Saskatchewan Learning, 2000, p. 145). A daptation refers to the “adjustments to curriculum content, instructional practices, materials or technology, assessment strategies, and the learning environment made in accordance with the strengths, needs, and interests of the learner” (Saskatchewan Learning, 2000, p. 145). Modification refers to changes in policy that will support students with exceptionalities in their learning (e.g., altering school curriculum or attendance policy). 30 . Types of personnel support that may be needed for students with special needs include special education teachers, paraeducators, and related service personnel. Also, administrative support is critical for successful inclusion to occur. 31 . Classroom teachers play a vital role in the education of students with exceptionalities. They must be able to perform many different functions, such as: - acting as a team member on assessment and IEP committees - advocating for children with exceptionalities - counseling and interacting with parents of students with exceptionalities - individualizing instruction for students with exceptionalities - being innovative in providing equal educational opportunities for all students, including those with exceptionalities 32 . Answers will vary; refer to pages 28 - 34 . Resource room: The resource room is a special education classroom. However, unlike the self - contained special class, students go to the resource room only for special instruction. Students who are served by the resource room model spend part of each school day with their typically achieving, chronological - age peers and attend resource rooms for special assistance in addressing their areas of difficulty. Self - contained class: In the special education classroom approach, students receive the majority of their educational program from a special education teacher specifically trained to serve the population of students with intellectual disabilities, learning disabilities, or some other specific exceptionality. Students placed in self - contained special education classrooms rarely interacted with their typically achieving peers, often even eating lunch alone. Likewise, the special education teacher interacted very little with typically achieving students or classroom teachers. Separate schools: Students go to a school designated for students with special needs which may or may not be the neighbourhood school. Essay Questions 33 . Parental and teacher support for inclusion is very important. While they believe that inclusion has some obvious benefits for their children, they also worry about their children being in integrated placements. M ost teachers support inclusion, are willing to teach students in their classrooms (although those who respond in this way are fewer than those who support the concept), and believe that inclusion results in positive benefits for students with exceptionalities and does not harm other students or the instructional process. Classroom teachers play a vital role in the education of students with exceptionalities. Sharing responsibility among classroom teachers, special education teachers, and other specialists, such as reading teachers, is the key to providing effective educational programs for all students. The attitude of the teacher toward students and the general climate the teacher establishes in the classroom impact the success of all students, particularly those with exceptionalities. 34 . Five methods that enhance the inclusion of students with exceptionalities : (1) a sense of community and social acceptance: In desirable inclusive settings, every student is valued and nurtured. Settings such as this promote an environment in which all members are seen as equal, all have the opportunity to contribute, and all contributions are respected. (2) appreciation of student diversity: School personnel involved in the education of students with exceptionalities must have a positive attitude about serving this group of students. If teachers feel that they are being asked to do things that are unnecessary, the entire classroom climate may be affected. Teachers set the example for students in their classrooms by either accepting and supporting students with exceptionalities or rejecting them. Therefore, educators’ philosophy regarding special education is critical to the success of these students. (3) attention to curricular needs: Teachers must look seriously at the curriculum and ask what students are learning and how students with exceptionalities can access the curriculum (Pugach & Warger, 2001). If the individual curricular needs of a student are not being met, the curriculum must be adapted or the educational placement must be re - examined. A student’s learning and life needs should always be the driving force in programmatic efforts and decisions (4) effective management and instruction: Another essential component of successful inclusive settings is the effective management of the classroom and effective instruction provided by the teacher to meet the wide range of students’ needs (Cangelosi, 2004; Voltz et al., 2001). These practices include four elements: (1) successful classroom management, (2) effective instructional techniques, (3) appropriate adaptive and/or accommodative practices, and (4) instructional flexibility. Successful inclusion is improbable without effective practices in these areas. (5) personnel: Special education teachers, paraeducators (paraprofessionals or teacher aides), and other related service professionals, such as speech - language pathologists, occupational and physical therapists, psychologists, counsellors, and audiologists, are typically involved in providing supports to students with exceptionalities. They also assist general education teachers in inclusive settings through a variety of collaborative models, including collaboration – consultation, peer support systems, teacher assistance teams, and co - teaching. Table 2.2 summarizes these approaches. Equally important is administrative support and collaboration support for inclusion, as reflected by attitudes, policies, and practices at the district and individual school level (Mastropieri & Scruggs, 2001; Podemski et al., 1995). 35 . Critical features of inservice program: • History of special education leading to inclusion • Constitution Act: rights of persons with disabilities entrenched • Role and responsibilities of classroom teacher, resource teacher, support personnel, administration, parents, and students • IEPs and programs, accommodations, adaptations, modifications • Service delivery models and placement issues Chapter Three Multiple Choice 1. B 6. B 11. A 16. C 21. D 26. B 2. C 7. B 12. C 17. B 22. D 27. C 3. D 8. B 13. B 18. C 23. C 4. A 9. D 14. D 19. C 24. C 5. A 10. B 15. B 20. C 25. A Matching 2 8 . B 31 . C 3 4 . E 2 9 . C 3 2 . D 3 5 . A 30 . A 3 3 . B Short - Answer/Short Essay 3 6 . Alternative communication 3 7 . resonance 3 8 . student’s age, developmental history, oral - motor skills, culture 3 9 . Any two of the following: a. Vocal abuse/misuse b. Trauma to the larynx c. Congenital malformations of the larynx d. Nodules or tumours e. Juvenile arthritis f. Reye’s syndrome g. Psychiatric problems h. Tourette syndrome 40 . Any three of the following: a. observation of how intelligible the child’s speech is b. observation of how many different errors the student makes c. observation of the impact - on the student’s socialization and adjustment d. consider whether the problems are due to physical problems 41 . Fluency 4 2 . Any of the following: a. Is there a pattern to situations in which the student stutters? b. Is the student experiencing social problems? c. Is the student confident? 4 3 . Expressive 4 4 . Receptive 4 5 . Answers will vary; refer to Table 3.3. 4 6 . Communication board 4 7 . Answers will v ary; refer to page 52 . Articulation disorder: when a person cannot produce 1 or more sounds Phonological disorder: errors of many sounds to form patterns Motor speech disorder: articulation disorders caused as a result of neurological damage such as stroke or head injury 4 8 . Teachers should monitor the quality of their own voice throughout the school year, since teachers are more likely to develop voice problems than individuals in any other profession. 4 9 . Answers will vary; refer to pages 59 . Talk with student private about speech difficulties. Encourage student’s family to support student’s educational and communication goals. Encourage the student. Be a good listener. Be positive. Maintain eye contact when student speaks. 50 . Answers will vary; re fer to page 64 . Possible causes of a language disorder: • Developmental disorders • Emotional disturbance • TBI • Illness • Genetics Essay Questions 51 . Elementary teacher facilitates good speech in classroom: • Build positive classroom climate • Help students learn to monitor their own speech • Work with peers or parents • Modify instruction and materials • Teach students their own strategies 5 2 . Elementary teacher facilitates good language development in classroom: • Improve students’ comprehension in the classroom • Give students opportunities for facilitative play • Use naturalistic techniques and simulated real life activities to increase language use • Develop students’ conversational skills through story reading • Use music and play games to improve language • Arrange your classroom for effective interactions • Use challenging games with older students • Modify strategies to develop students’ learning tools • Work collaboratively with the speech language pathologist • Use storytelling and process writing 5 3 . - territorial obstacles - time concerns - terror Chapter Four Multiple Choice 1. D 6. B 12. D 17. C 2. B 7. D 13. D 18. C 3. A 8. D 14. D 19. B 4. E 9. A 15. C 20. A 5. A 10. C 16. D 11. A Matching 21. B 22. J 23 . 2 4. D 25 . F 26. E 27. H 28. A 29. I 30. C Short - Answer/Short Essay 31 . Any three of the following terms: a. minimal brain dysfunction c. central process dysfunction b. brain damaged d. language delayed 32 . Answers will vary. Examples: Reading: basic reading, and comprehension, poor phrasing, ignore punctuation, grope for words Mathematics: computation or reasoning, zero, regrouping, place value, word problems 33 . Controversial issues related to the identification of preschoolers include a. Identification of preschoolers with LD is difficult due to the marked differences in growth and maturation at this age. b. The assessment of preschoolers is very difficult due to the inadequacy of assessment tools and procedures for this age group. c. Early labelling of a student may burden the child unnecessarily given the wide developmental differences at this age. 34 . Answers will vary. Examples: Complicates the identification process; overrepresentation; cultural and language biases in testing for diagnosis 35 . Answers will vary. Examples: Assistive and adaptive technology (e.g., screen readers), word processing, games, simulations, drill and practice 36 . Answers wi ll vary. See Table 4.5, page 100 . 37 . Descriptions of any three of the following controversial approaches: a. tinted glasses d. vision therapy b. orthomolecular therapy e. vestibular dysfunction c. Feingold Diet f. widespread use of stimulants without a comprehensive evaluation 38 . Dyslexia: reading comprehension problems Dysgraphia: disability in handwriting Dyscalculia: disability in math 39 . Answers will vary; refer to page 97 . Discussion should cover the developmental model, the cognitive model, and the behavioural model. 40 . Answers will var y; refer to pages 102 - 105 . Essay Questions 41. See pages 92 - 96. Points to discuss: • Based on intelligence but must consider language and culture • Over - representation in special education programs • Family participation and on - going communication • Community members and professionals in the school assist classroom teacher 42 . Points to discuss: Preschool: early intervention, developmental model, cognitive model, behavioural model Elementary: intervention in academic and language difficulties, socio - emotional problems, cognitive and meta - cognitive problems, whole language method, (pages 97 - 110 ), learning strategies, phonemic awareness, phonics, assistive and adaptive and other technology; change the child or change the environment; teach socially appropriate behaviour; chunking information Secondary: remediation, adaptations, differentiat ed instruction, strategies for students with language disorder s, self - determination, transition skills, study skills Adult: resiliency, understanding strengths and needs, identifying appropriate goals, and being proactive, making a plan, support groups, writing skills, information processing, reading comprehension, organizational skills, math, and time management. 43. Any 5 of the 15 listed on pages 118 - 119.. Chapter Five Multiple Choice 1. D 5. D 9. C 13. B 17. C 2. C 6. C 1O. B 14. B 18. D 3. C 7. A 11. A 15. D 4. B 8. D 12. B 16. B Matching 19. E 21. D 23 . B 20. C 22 . A True - False 24. False 26 . False 25. True 27. True Short - Answer/Short Essay 28 . Classroom management 29 . a. group management b. physical management c. behaviour management 30 . Answers will vary; refer to page 137 - 138 . 1. State rules positively and clearly. 2. Use simple terms. 3. Only 5 - 6 rules. 4. Display rules prominently. 5. Practise and discuss rules at beginning of year and throughout. 6. Role play how to carry out the rules. 7. Adopt rules and consequences you are willing to enforce. 8. Positively reinforce compliance. 9. Communicate rules and consequences to parents. 31 . Answ ers will vary; refer to page 142 . 1. Determine critical areas of concern 2. When does behavior occur? What are the triggers? 3. Specify desired behavior in measurable terms. 4. Specify reinforcers or negative consequences. 5. Both teacher and student (and parents) should sign contract. 6. Keep a record of behaviour. 7. Provide consequences or reinforcements in a timely fashion. 8. Celebrate achievement of goal. 32 . Answ ers will vary; refer to page 143 - 144. • Vary activities • Allow movement • Frequent breaks • Legal movement 33 . Self - regulated strategies 34 . Answ ers will vary; refer to page 145 - 146 . • Venn diagrams • note - taking strategies • checklists 35 . Answ ers will vary; refer to page 125 - 126 . 1. neuroanatomical - related to brain structure 2. neurochemical - chemical imbalance in the brain 3. neurophysiological – brain function 4. neuropsychological - dysfunction of frontal lobes 36 . Answers will vary; refer t o page 136 - 138 . a. Early childhood: excessive activity; incessant talking; difficulty paying attention; difficulty playing quietly; impulsiveness/distraction; academic underachievement b. Middle childhood: excessive fidgeting; difficulty remaining seated; messy/careless work; failure to follow instructions; failure to follow through on tasks; academic underachievement c. Adolescence: feelings of restlessness; difficulty engaging in quiet sedentary activities; forgetful and inattentive; impatience; engagement in potentially dangerous activities; academic underachievement d. Adulthood: feelings of restlessness; difficulty engaging in quiet sedentary activities; frequent shifts from one uncompleted activity to another; frequent interruption or intrusion on others; avoidance of tasks that allow for little spontaneous movement; relationship difficulties; anger management difficulties; frequent changes in employment 37 . Answers will vary; ref er to pages 133 - 136. a. Preliminary assessment: Initial school meeting b. Formal assessment: Follow - up meeting of school team c. Collaborative meeting for strategy development d. Follow - up and progress review 38 . Answers will var y; refer to page 133 - 136. • Loss of appetite • Stomachaches • Headaches • Tics • Extreme mood changes • Cognitively sluggish/disoriented • Excessive irritability • Excessive nervousness • Decreased social interactions • Unusual or bizarre behavior • Excessive activity level • Light picking of fingertips • Lip licking 39 . Answers will vary; refer to page 14 6 . Benefits: • Organization • Study tactics • Responsibility for actions • Aware of own thinking process • Monitor personal behavior • Inhibit inappropriate behaviours • Express appropriate behaviours • Self - reflection • On task behaviours • Strategic learning • Social skills Essay Questions 40 Answers w ill vary; refer to pages 143 - 147 • Incentives for task completion • Physical management of classroom to reduce distractions • Premack Principle • Chunking • Contracts • Legal movement • Novelty • Adaptive and assistive technology • Variety of assessment techniques • Avoid long periods of sitting and listening • Teach self - regulated strategies • Self - management • Learning strategies • Study skills • Build community of learners 41 . Answe rs will vary; refer to pages 133 - 136 . PRO • 70 - 80% effectiveness • Increased concentration