Test Bank For Learning Disabilities and Related Disabilities: Strategies for Success 13th Edition Test Bank

Preview (31 of 260 Pages)

100%

Purchase to unlock

Loading page image...

Multiple Choice1. A definition of learning disabilities that is used in the schools is incorporated into national legislation known asa. The Americans with Disabilities Act.b. The No Child Left Behind Act.c. Head Start.d. The Individuals with Disabilities Education Improvement Act.e. The Bilingual Act.ANSWER:dLEARNING OBJECTIVES:LD&RD.Lerner.13.01.01 - Describe the key changes in special educationNATIONAL STANDARDS:United States - CEC.6.2 - Beginning special education professionals understand howfoundational knowledge and current issues influence professional practice.KEYWORDS:Bloom’s: Remembering2. The term learning disabilities has been used since the first national organization meeting of parents and professionalgroups ina. 1947.b. 1963.c. 1969.d. 1974.e. 1982.ANSWER:bLEARNING OBJECTIVES:LD&RD.Lerner.13.01.01 - Describe the key changes in special educationNATIONAL STANDARDS:United States - CEC.6.2 - Beginning special education professionals understand howfoundational knowledge and current issues influence professional practice.KEYWORDS:Bloom’s: RememberingPage1Chapter 01: Learning Disabilities and Related DisabilitiesCharacteristics and Current Directions

Loading page image...

3. The latest estimate of children with autism isa. 1 in 500.b. 1 in 50.c. 1 in 120.d. 1 in 88.e. 1 in 1,000.ANSWER:bLEARNING OBJECTIVES:LD&RD.Lerner.13.01.01 - Describe the key changes in special educationLD&RD.Lerner.13.01.04 - Identify new issues and directions in special educationNATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.KEYWORDS:Bloom’s: Remembering4. Which of the following statements is true of the Individuals with Disabilities Education Improvement Act?a. It mandates that every child with disabilities be taught in a special school.b. It does not include children with very severe disabilities.c. It requires that every child with disabilities be in a special class educational setting.d. It includes children who are gifted and talented.e. It gives every child with disabilities the right to a free and appropriate education.ANSWER:eLEARNING OBJECTIVES:LD&RD.Lerner.13.01.01 - Describe the key changes in special educationNATIONAL STANDARDS:United States - CEC.6.0 - Beginning special education professionals use foundationalknowledge of the field and their professional Ethical Principles and Practice Standardsto inform special education practice, to engage in lifelong learning, and to advance theirprofession.United States - CEC.6.2 - Beginning special education professionals understand howfoundational knowledge and current issues influence professional practice.United States - CEC.6.3 - Beginning special education professionals understand thatdiversity is a part of families, cultures, and schools, and that complex human issues caninteract with the delivery of special education services.KEYWORDS:Bloom’s: AnalyzingPage2Chapter 01: Learning Disabilities and Related DisabilitiesCharacteristics and Current Directions

Loading page image...

5. Learning disabilities are found amonga. youngsters from poor families.b. youngsters with superior intelligence.c. adolescents in prisons.d. youngsters from the middle socioeconomic class.e. All of these.ANSWER:eLEARNING OBJECTIVES:LD&RD.Lerner.13.01.02 - Describe the categories of learning disabilities and relateddisabilitiesNATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.United States - CEC.1.1 - Beginning special education professionals understand howlanguage, culture, and family background influence the learning of individuals withexceptionalities.United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.United States - CEC.6.3 - Beginning special education professionals understand thatdiversity is a part of families, cultures, and schools, and that complex human issues caninteract with the delivery of special education services.KEYWORDS:Bloom’s: Understanding6. Which of the following statements is true of the Individual With Disabilities Education Improvement Act (IDEA-2004)?a. gives every child with disabilities the right to a free appropriate public educationb. mandates that every child with a disability be taught in a general education classroomc. does not include children with severe disabilitiesd. includes children who are gifted and talentede. requires that specific methods be used with children with disabilitiesANSWER:aLEARNING OBJECTIVES:LD&RD.Lerner.13.01.01 - Describe the key changes in special educationNATIONAL STANDARDS:United States - CEC.6.0 - Beginning special education professionals use foundationalknowledge of the field and their professional Ethical Principles and Practice Standardsto inform special education practice, to engage in lifelong learning, and to advance theirprofession.KEYWORDS:Bloom’s: UnderstandingPage3Chapter 01: Learning Disabilities and Related DisabilitiesCharacteristics and Current Directions

Loading page image...

7. The term learning disabilities has been used since the first national or organization meeting of parent groups andprofessionals in the yeara. 1947.b. 1963.c. 1969.d. 1974.e. 1982.ANSWER:bLEARNING OBJECTIVES:LD&RD.Lerner.13.01.01 - Describe the key changes in special educationNATIONAL STANDARDS:United States - CEC.1.1 - Beginning special education professionals understand howlanguage, culture, and family background influence the learning of individuals withexceptionalities.United States - CEC.6.0 - Beginning special education professionals use foundationalknowledge of the field and their professional Ethical Principles and Practice Standardsto inform special education practice, to engage in lifelong learning, and to advance theirprofession.United States - CEC.6.2 - Beginning special education professionals understand howfoundational knowledge and current issues influence professional practice.KEYWORDS:Bloom’s: Remembering8. The largest number of students with learning disabilities served by the schools are agesa.7–9.b.10–14.c.15–17.d.18–22.e.22–25.ANSWER:bLEARNING OBJECTIVES:LD&RD.Lerner.13.01.01 - Describe the key changes in special educationNATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.KEYWORDS:Bloom’s: UnderstandingPage4Chapter 01: Learning Disabilities and Related DisabilitiesCharacteristics and Current Directions

Loading page image...

9. The transition goal of most adolescents with learning disabilities after leaving high school isa. competitive employment.b. vocational training.c. college attendance.d. not working.e. None of theseANSWER:aLEARNING OBJECTIVES:LD&RD.Lerner.13.01.04 - Identify new issues and directions in special educationNATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.KEYWORDS:Bloom’s: Applying10. Which of the following is true about adolescents and adults with learning disabilities in regard to using computers?a. They cannot use computers.b. They often excel in using computers.c. They find computers too difficult to use.d. They cannot learn keyboard skills.e. They should not be allowed to use the Internet.ANSWER:bLEARNING OBJECTIVES:LD&RD.Lerner.13.01.04 - Identify new issues and directions in special educationNATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.KEYWORDS:Bloom’s: ApplyingPage5Chapter 01: Learning Disabilities and Related DisabilitiesCharacteristics and Current Directions

Loading page image...

11. Public Law 94-142, which first required special education for handicapped students was passed by Congress ina. 1963.b. 1968.c. 1975.d. 1986.e. 1991.ANSWER:cLEARNING OBJECTIVES:LD&RD.Lerner.13.01.01 - Describe the key changes in special educationNATIONAL STANDARDS:United States - CEC.6.2 - Beginning special education professionals understand howfoundational knowledge and current issues influence professional practice.KEYWORDS:Bloom’s: Remembering12. The termbrain injured childwas first used bya. Clements.b. Kirk.c. Broca.d. Straus.e. Cruickshank.ANSWER:dLEARNING OBJECTIVES:LD&RD.Lerner.13.01.03 - Describe the neurosciences and the brainNATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.United States - CEC.1.1 - Beginning special education professionals understand howlanguage, culture, and family background influence the learning of individuals withexceptionalities.United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.KEYWORDS:Bloom’s: RememberingPage6Chapter 01: Learning Disabilities and Related DisabilitiesCharacteristics and Current Directions

Loading page image...

13. Learning disabilities are identified among students who speaka. English.b. Spanish.c. Chinese.d. Hebrew.e. All of theseANSWER:eLEARNING OBJECTIVES:LD&RD.Lerner.13.01.01 - Describe the key changes in special educationNATIONAL STANDARDS:United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.KEYWORDS:Bloom’s: Analyzing14. One of the common learning and behavioral characteristics of students with related disabilities isa. hearing loss.b. vision loss.c. cerebral palsy.d. disorders of attention.e. breathing problems.ANSWER:dLEARNING OBJECTIVES:LD&RD.Lerner.13.01.02 - Describe the categories of learning disabilities and relateddisabilitiesNATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.KEYWORDS:Bloom’s: UnderstandingPage7Chapter 01: Learning Disabilities and Related DisabilitiesCharacteristics and Current Directions

Loading page image...

15. The type of support for students with intellectual disabilities that consists of constant high-intensity help acrossenvironments and involves more staff members isa. pervasive support.b. limited support.c. extensive support.d. intermittent support.e. sporadic support.ANSWER:aLEARNING OBJECTIVES:LD&RD.Lerner.13.01.04 - Identify new issues and directions in special educationNATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.KEYWORDS:Bloom’s: Understanding16. A frequent element in the definition of a learning disability isa. intellectual disabilities.b. emotional disturbance.c. seizures.d. cognitive processing factors.e. vision acuity.ANSWER:dLEARNING OBJECTIVES:LD&RD.Lerner.13.01.02 - Describe the categories of learning disabilities and relateddisabilitiesNATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.KEYWORDS:Bloom’s: UnderstandingPage8Chapter 01: Learning Disabilities and Related DisabilitiesCharacteristics and Current Directions

Loading page image...

17. The left hemisphere of the brain does what?a. controls nonverbal stimulib. reacts to and controls language-related activitiesc. controls spatial skillsd. controls mechanical skillse. controls eatingANSWER:bLEARNING OBJECTIVES:LD&RD.Lerner.13.01.03 - Describe the neurosciences and the brainNATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.KEYWORDS:Bloom’s: Understanding18. Gender research shows which of the following?a. Boys and girls with learning disabilities have the same characteristics.b. Clinics and schools identify four times more boys than girls who have learning disabilities.c. Girls with learning disabilities are over-identified.d. Girls with learning disabilities tend to be more aggressive than boys.e. Boys are not identified as much as girls with learning disabilities.ANSWER:bLEARNING OBJECTIVES:LD&RD.Lerner.13.01.02 - Describe the categories of learning disabilities and relateddisabilitiesLD&RD.Lerner.13.01.03 - Describe the neurosciences and the brainNATIONAL STANDARDS:United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.United States - CEC.6.0 - Beginning special education professionals use foundationalknowledge of the field and their professional Ethical Principles and Practice Standardsto inform special education practice, to engage in lifelong learning, and to advance theirprofession.United States - CEC.6.2 - Beginning special education professionals understand howfoundational knowledge and current issues influence professional practice.United States - CEC.6.3 - Beginning special education professionals understand thatdiversity is a part of families, cultures, and schools, and that complex human issues caninteract with the delivery of special education services.KEYWORDS:Bloom’s: UnderstandingPage9Chapter 01: Learning Disabilities and Related DisabilitiesCharacteristics and Current Directions

Loading page image...

19. Recent brain research has shown which of the following?a. Brain imaging studies show that people with dyslexia exhibit significant differences in brain functioning.b. In postmortem studies it was found that there was no abnormality in the brain.c. The area of the right hemisphere in a person with dyslexia was smaller and had fewer brain cells than thebrain of an individual without dyslexia.d. The area of the left hemisphere in a person with dyslexia was larger and contained more cells than the brainof an individual without dyslexia.e. None of theseANSWER:aLEARNING OBJECTIVES:LD&RD.Lerner.13.01.03 - Describe the neurosciences and the brainNATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.United States - CEC.1.1 - Beginning special education professionals understand howlanguage, culture, and family background influence the learning of individuals withexceptionalities.United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.KEYWORDS:Bloom’s: Analyzing20. Which of the areas of the brain is responsible for phonemic production?a. parietal lobeb. frontal lobec. occipital lobed. the right parietal lobee. Wernincke's area of the brainANSWER:bLEARNING OBJECTIVES:LD&RD.Lerner.13.01.03 - Describe the neurosciences and the brainNATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.United States - CEC.1.1 - Beginning special education professionals understand howlanguage, culture, and family background influence the learning of individuals withexceptionalities.United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.KEYWORDS:Bloom’s: UnderstandingPage10Chapter 01: Learning Disabilities and Related DisabilitiesCharacteristics and Current Directions

Loading page image...

21. The organization which is responsible for the creation of professional teaching standards for special education is thea. ARC.b. Learning Disabilities Association of America.c. Council for Exceptional Children.d. National Association of State Directors of Special Education.e. Council of Chief State School OfficersANSWER:cLEARNING OBJECTIVES:LD&RD.Lerner.13.01.04 - Identify new issues and directions in special educationNATIONAL STANDARDS:United States - CEC.6.0 - Beginning special education professionals use foundationalknowledge of the field and their professional Ethical Principles and Practice Standardsto inform special education practice, to engage in lifelong learning, and to advance theirprofession.United States - CEC.6.2 - Beginning special education professionals understand howfoundational knowledge and current issues influence professional practice.KEYWORDS:Bloom’s: Remembering22. A new trend in special education isa. a decrease in the identification of children with autism.b. an increase in the number of children with intellectual disabilities.c. an increase in self-contained or instructional special education classes.d. an increase in the number of inclusive placements of students with disabilities.e. a decrease in diversity in the schools.ANSWER:dLEARNING OBJECTIVES:LD&RD.Lerner.13.01.04 - Identify new issues and directions in special educationNATIONAL STANDARDS:United States - CEC.6.2 - Beginning special education professionals understand howfoundational knowledge and current issues influence professional practice.KEYWORDS:Bloom’s: AnalyzingPage11Chapter 01: Learning Disabilities and Related DisabilitiesCharacteristics and Current Directions

Loading page image...

23. Which of the following is true of the common core state standards?a. They have been adopted by half of the states.b. There is an emphasis on students working individually.c. They are designed to result in uniform expectations and are sequential.d. Assessments will not be needed to measure progress in the standards.e. They are only for elementary schools.ANSWER:cLEARNING OBJECTIVES:LD&RD.Lerner.13.01.01 - Describe the key changes in special educationLD&RD.Lerner.13.01.04 - Identify new issues and directions in special educationNATIONAL STANDARDS:United States - CEC.6.0 - Beginning special education professionals use foundationalknowledge of the field and their professional Ethical Principles and Practice Standardsto inform special education practice, to engage in lifelong learning, and to advance theirprofession.United States - CEC.6.2 - Beginning special education professionals understand howfoundational knowledge and current issues influence professional practice.KEYWORDS:Bloom’s: AnalyzingEssay24. What do you think about more students with disabilities being in general education classrooms? What are theadvantages and disadvantages of students with disabilities being in general education classroom?ANSWER:Responses will vary.LEARNING OBJECTIVES:LD&RD.Lerner.13.01.01 - Describe the key changes in special educationLD&RD.Lerner.13.01.04 - Identify new issues and directions in special educationNATIONAL STANDARDS:United States - CEC.6.2 - Beginning special education professionals understand howfoundational knowledge and current issues influence professional practice.KEYWORDS:Bloom’s: Evaluating25. How do you predict the Common Core Standards will change education for students with disabilities?ANSWER:Responses will vary.LEARNING OBJECTIVES:LD&RD.Lerner.13.01.01 - Describe the key changes in special educationLD&RD.Lerner.13.01.04 - Identify new issues and directions in special educationNATIONAL STANDARDS:United States - CEC.6.2 - Beginning special education professionals understand howfoundational knowledge and current issues influence professional practice.KEYWORDS:Bloom’s: Analyzing | Bloom’s: EvaluatingPage12Chapter 01: Learning Disabilities and Related DisabilitiesCharacteristics and Current Directions

Loading page image...

26.Prepare a timeline with five critical events in the history of learning disabilities.ANSWER:Responses will vary.LEARNING OBJECTIVES:LD&RD.Lerner.13.01.01 - Describe the key changes in special educationNATIONAL STANDARDS:United States - CEC.6.0 - Beginning special education professionals use foundationalknowledge of the field and their professional Ethical Principles and Practice Standardsto inform special education practice, to engage in lifelong learning, and to advance theirprofession.United States - CEC.6.2 - Beginning special education professionals understand howfoundational knowledge and current issues influence professional practice.KEYWORDS:Bloom’s: CreatingPage13Chapter 01: Learning Disabilities and Related DisabilitiesCharacteristics and Current Directions

Loading page image...

Multiple Choice1. Response-to-Intervention is intended fora. special education.b. secondary education.c. general education.d. postsecondary education.e. None of theseANSWER:cLEARNING OBJECTIVES:LD&RD.Lerner.13.02.03 - Describe response-to-intervention (RTI)NATIONAL STANDARDS:United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.United States - CEC.4.0 - Beginning special education professionals use multiplemethods of assessment and data sources in making educational decisions.United States - CEC.4.1 - Beginning special education professionals select and usetechnically sound format and informal assessments that minimize bias.United States - CEC.4.3 - Beginning special education professionals in collaborationwith colleagues and families use multiple types of assessment information in makingdecisions about individuals with exceptionalities.KEYWORDS:Bloom’s: Understanding2. In order for a student to be eligible for special education, there must be which of the following?a. a disabilityb. a disability that has an adverse impact on educational performancec. delayed developmentd. cultural differencese. a family history of disabilityANSWER:bLEARNING OBJECTIVES:LD&RD.Lerner.13.02.02 - Explain eligibility to special education servicesNATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.United States - CEC.1.1 - Beginning special education professionals understand howlanguage, culture, and family background influence the learning of individuals withexceptionalities.United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.KEYWORDS:Bloom’s: UnderstandingPage1Chapter 02: Assessment and the IEP Process

Loading page image...

3. The IEP team must consider which of the following?a. the strengths of the studentb. cultural and linguistic factorsc. accommodations for the studentd. behavioral interventions when behavior impedes learninge. All of theseANSWER:eLEARNING OBJECTIVES:LD&RD.Lerner.13.02.05 - Describe the individualized education program (IEP)NATIONAL STANDARDS:United States - CEC.4.4 - Beginning special education professionals engage individualswith exceptionalities to work toward quality learning and performance and providefeedback to guide them.United States - CEC.5.1 - Beginning special education professionals consider anindividual’s abilities, interests, learning environments, and cultural and linguistic factorsin the selection, development, and adaptation of learning experiences for individualswith exceptionalities.KEYWORDS:Bloom’s: Understanding4. 4. Which of the following is considered a formal assessment measure?a. portfolio assessmentb. informal reading inventoryc. progress monitoringd. standardized achievement teste. teacher-made testANSWER:dLEARNING OBJECTIVES:LD&RD.Lerner.13.02.01 - Describe uses of assessment informationLD&RD.Lerner.13.02.08 - List examples of testsNATIONAL STANDARDS:United States - CEC.4.0 - Beginning special education professionals use multiplemethods of assessment and data sources in making educational decisions.United States - CEC.4.1 - Beginning special education professionals select and usetechnically sound format and informal assessments that minimize bias.United States - CEC.4.3 - Beginning special education professionals in collaborationwith colleagues and families use multiple types of assessment information in makingdecisions about individuals with exceptionalities.KEYWORDS:Bloom’s: AnalyzingPage2Chapter 02: Assessment and the IEP Process

Loading page image...

5. All of the following are benefits of Response-to-Intervention (RTI) EXCEPTa. it is aimed at students in general education.b. it uses evidenced-based materials for intervention.c. it determines the student's IQ score.d. it provides intervention for students without using categorical labels.e. it provides early intervention.ANSWER:cLEARNING OBJECTIVES:LD&RD.Lerner.13.02.03 - Describe response-to-intervention (RTI)NATIONAL STANDARDS:United States - CEC.4.0 - Beginning special education professionals use multiplemethods of assessment and data sources in making educational decisions.United States - CEC.4.1 - Beginning special education professionals select and usetechnically sound format and informal assessments that minimize bias.United States - CEC.4.3 - Beginning special education professionals in collaborationwith colleagues and families use multiple types of assessment information in makingdecisions about individuals with exceptionalities.KEYWORDS:Bloom’s: Evaluating6. The participants at an IEP meeting must include all of the following EXCEPTa. a representative of the local education agency.b. a pediatric neurologist.c. one or both of the student's parents.d. a general education teacher.e. a special education teacher.ANSWER:bLEARNING OBJECTIVES:LD&RD.Lerner.13.02.05 - Describe the individualized education program (IEP)NATIONAL STANDARDS:United States - CEC.4.3 - Beginning special education professionals in collaborationwith colleagues and families use multiple types of assessment information in makingdecisions about individuals with exceptionalities.United States - CEC.4.4 - Beginning special education professionals engage individualswith exceptionalities to work toward quality learning and performance and providefeedback to guide them.United States - CEC.5.1 - Beginning special education professionals consider anindividual’s abilities, interests, learning environments, and cultural and linguistic factorsin the selection, development, and adaptation of learning experiences for individualswith exceptionalities.KEYWORDS:Bloom’s: RememberingPage3Chapter 02: Assessment and the IEP Process

Loading page image...

7. Which test can be used to assess a student's potential for learning?a. Brigance Comprehensive Inventory of Basic Skill-Revisedb. Wechsler Scale of Intelligence for Children IVc. Peabody Individual Achievement Test-Revisedd. Stanford Achievement Teste. Woodcock Reading Mastery Test-RevisedANSWER:bLEARNING OBJECTIVES:LD&RD.Lerner.13.02.01 - Describe uses of assessment informationLD&RD.Lerner.13.02.04 - Explain the comprehensive evaluationLD&RD.Lerner.13.02.06 - Describe how to obtain assessment informationLD&RD.Lerner.13.02.07 - Explain testing and accountabilityLD&RD.Lerner.13.02.08 - List examples of testsNATIONAL STANDARDS:United States - CEC.4.0 - Beginning special education professionals use multiplemethods of assessment and data sources in making educational decisions.United States - CEC.4.1 - Beginning special education professionals select and usetechnically sound format and informal assessments that minimize bias.United States - CEC.4.2 - Beginning special education professionals use knowledge ofmeasurement principles and practices to interpret assessment results and guideeducational decisions for individuals with exceptionalities.United States - CEC.4.3 - Beginning special education professionals in collaborationwith colleagues and families use multiple types of assessment information in makingdecisions about individuals with exceptionalities.KEYWORDS:Bloom’s: Evaluating8. The purpose of a screening test is toa. detect pupils who need a more comprehensive evaluation.b. provide an in-depth diagnosis of students.c. help make placement decisions.d. obtain an IQ score to determine eligibility for services.e. measure the effectiveness of a program.ANSWER:aLEARNING OBJECTIVES:LD&RD.Lerner.13.02.02 - Explain eligibility to special education servicesLD&RD.Lerner.13.02.06 - Describe how to obtain assessment informationLD&RD.Lerner.13.02.08 - List examples of testsNATIONAL STANDARDS:United States - CEC.1.1 - Beginning special education professionals understand howlanguage, culture, and family background influence the learning of individuals withexceptionalities.United States - CEC.4.0 - Beginning special education professionals use multiplemethods of assessment and data sources in making educational decisions.United States - CEC.4.1 - Beginning special education professionals select and usetechnically sound format and informal assessments that minimize bias.KEYWORDS:Bloom’s: UnderstandingPage4Chapter 02: Assessment and the IEP Process

Loading page image...

9. The Response-to-Intervention (RTI) uses all of the following EXCEPTa. tiers of intervention.b. progress monitoring.c. a discrepancy procedure involving IQ and achievement.d. evidenced-based intervention.e. frequent assessment.ANSWER:cLEARNING OBJECTIVES:LD&RD.Lerner.13.02.03 - Describe response-to-intervention (RTI)NATIONAL STANDARDS:United States - CEC.4.0 - Beginning special education professionals use multiplemethods of assessment and data sources in making educational decisions.KEYWORDS:Bloom’s: Understanding10. All of the following are commonly used to obtain assessment information about students with learning disabilities ormild disabilities EXCEPTa. case history.b. formal survey tests.c. informal inventories.d. observation.e. EEG reports.ANSWER:eLEARNING OBJECTIVES:LD&RD.Lerner.13.02.04 - Explain the comprehensive evaluationLD&RD.Lerner.13.02.07 - Explain testing and accountabilityNATIONAL STANDARDS:United States - CEC.4.0 - Beginning special education professionals use multiplemethods of assessment and data sources in making educational decisions.United States - CEC.4.1 - Beginning special education professionals select and usetechnically sound format and informal assessments that minimize bias.KEYWORDS:Bloom’s: Understanding11. Which of the following assessment methods looks at multiple samples of a student's classroom work?a. standardized testb. informal word reading testc. norm-referenced testd. portfolio assessmente. informal mathematics computation testANSWER:dLEARNING OBJECTIVES:LD&RD.Lerner.13.02.01 - Describe uses of assessment informationLD&RD.Lerner.13.02.08 - List examples of testsNATIONAL STANDARDS:United States - CEC.4.0 - Beginning special education professionals use multiplemethods of assessment and data sources in making educational decisions.United States - CEC.4.1 - Beginning special education professionals select and usetechnically sound format and informal assessments that minimize bias.KEYWORDS:Bloom’s: UnderstandingPage5Chapter 02: Assessment and the IEP Process

Loading page image...

12. What is the initial level of the response-to-intervention process?a. tier oneb. tier twoc. tier threed. tier foure. None of theseANSWER:aLEARNING OBJECTIVES:LD&RD.Lerner.13.02.03 - Describe response-to-intervention (RTI)NATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.United States - CEC.1.1 - Beginning special education professionals understand howlanguage, culture, and family background influence the learning of individuals withexceptionalities.KEYWORDS:Bloom’s: Remembering13. The individualized education program (IEP) isa. a plan developed for an entire classroom.b. an oral agreement between the school and a child's parents.c. an administrative arrangement for placing students.d. a full inclusion policy.e. a written educational plan for an individual student.ANSWER:eLEARNING OBJECTIVES:LD&RD.Lerner.13.02.05 - Describe the individualized education program (IEP)NATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.United States - CEC.1.1 - Beginning special education professionals understand howlanguage, culture, and family background influence the learning of individuals withexceptionalities.United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.United States - CEC.4.4 - Beginning special education professionals engage individualswith exceptionalities to work toward quality learning and performance and providefeedback to guide them.KEYWORDS:Bloom’s: UnderstandingPage6Chapter 02: Assessment and the IEP Process

Loading page image...

14. The content of the IEP must include all of the following EXCEPTa. present levels of academic achievement and functional performance.b. related services.c. a lesson plan, including materials to be used.d. the education setting for instruction.e. annual goals.ANSWER:cLEARNING OBJECTIVES:LD&RD.Lerner.13.02.05 - Describe the individualized education program (IEP)NATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.United States - CEC.4.4 - Beginning special education professionals engage individualswith exceptionalities to work toward quality learning and performance and providefeedback to guide them.KEYWORDS:Bloom’s: Understanding15. Standardized testsa. can be changed in terms of time limits.b. can be modified so that students do as well as possible.c. can be quickly developed by teachers for students in their class.d. are informal measures.e. require that prescribed procedures be followed during the administration of the test.ANSWER:eLEARNING OBJECTIVES:LD&RD.Lerner.13.02.07 - Explain testing and accountabilityNATIONAL STANDARDS:United States - CEC.4.1 - Beginning special education professionals select and usetechnically sound format and informal assessments that minimize bias.United States - CEC.4.2 - Beginning special education professionals use knowledge ofmeasurement principles and practices to interpret assessment results and guideeducational decisions for individuals with exceptionalities.KEYWORDS:Bloom’s: UnderstandingPage7Chapter 02: Assessment and the IEP Process

Loading page image...

16. Portfolio assessment is all but which of the following?a. It is an informal measure.b. It requires students to gather samples of work over a period of time.c. It is a way to share progress with parents.d. It is a standardized achievement test.e. It shows progress over time.ANSWER:dLEARNING OBJECTIVES:LD&RD.Lerner.13.02.01 - Describe uses of assessment informationLD&RD.Lerner.13.02.06 - Describe how to obtain assessment informationNATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.United States - CEC.1.1 - Beginning special education professionals understand howlanguage, culture, and family background influence the learning of individuals withexceptionalities.United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.United States - CEC.4.0 - Beginning special education professionals use multiplemethods of assessment and data sources in making educational decisions.United States - CEC.4.1 - Beginning special education professionals select and usetechnically sound format and informal assessments that minimize bias.United States - CEC.4.2 - Beginning special education professionals use knowledge ofmeasurement principles and practices to interpret assessment results and guideeducational decisions for individuals with exceptionalities.United States - CEC.4.3 - Beginning special education professionals in collaborationwith colleagues and families use multiple types of assessment information in makingdecisions about individuals with exceptionalities.United States - CEC.4.4 - Beginning special education professionals engage individualswith exceptionalities to work toward quality learning and performance and providefeedback to guide them.United States - CEC.5.1 - Beginning special education professionals consider anindividual’s abilities, interests, learning environments, and cultural and linguistic factorsin the selection, development, and adaptation of learning experiences for individualswith exceptionalities.KEYWORDS:Bloom’s: ApplyingPage8Chapter 02: Assessment and the IEP Process

Loading page image...

17. Which of the following is an informal test?a. standardized achievement testb. standardized intelligence testc. test that compares a student's score to that of a normed populationd. norm-referenced teste. teacher-made testANSWER:eLEARNING OBJECTIVES:LD&RD.Lerner.13.02.04 - Explain the comprehensive evaluationLD&RD.Lerner.13.02.08 - List examples of testsNATIONAL STANDARDS:United States - CEC.4.0 - Beginning special education professionals use multiplemethods of assessment and data sources in making educational decisions.United States - CEC.4.1 - Beginning special education professionals select and usetechnically sound format and informal assessments that minimize bias.United States - CEC.4.2 - Beginning special education professionals use knowledge ofmeasurement principles and practices to interpret assessment results and guideeducational decisions for individuals with exceptionalities.United States - CEC.4.3 - Beginning special education professionals in collaborationwith colleagues and families use multiple types of assessment information in makingdecisions about individuals with exceptionalities.KEYWORDS:Bloom’s: UnderstandingPage9Chapter 02: Assessment and the IEP Process

Loading page image...

18. Which of the following is considered a use of assessment?a. screeningb. referralc. classificationd. instructional planninge. All of theseANSWER:eLEARNING OBJECTIVES:LD&RD.Lerner.13.02.01 - Describe uses of assessment informationLD&RD.Lerner.13.02.06 - Describe how to obtain assessment informationNATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.United States - CEC.1.1 - Beginning special education professionals understand howlanguage, culture, and family background influence the learning of individuals withexceptionalities.United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.United States - CEC.4.3 - Beginning special education professionals in collaborationwith colleagues and families use multiple types of assessment information in makingdecisions about individuals with exceptionalities.United States - CEC.4.4 - Beginning special education professionals engage individualswith exceptionalities to work toward quality learning and performance and providefeedback to guide them.KEYWORDS:Bloom’s: UnderstandingPage10Chapter 02: Assessment and the IEP Process

Loading page image...

19. Which of the following is considered assistive technology?a. A. a device that allows a student to dictate to a computerb. B. a device that allows a student to listen to printed textc. C. a computer that reads printed text aloudd. D. keyboarding for a student who has difficulty writinge. All of theseANSWER:eLEARNING OBJECTIVES:LD&RD.Lerner.13.02.05 - Describe the individualized education program (IEP)NATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.United States - CEC.4.4 - Beginning special education professionals engage individualswith exceptionalities to work toward quality learning and performance and providefeedback to guide them.KEYWORDS:Bloom’s: ApplyingPage11Chapter 02: Assessment and the IEP Process

Loading page image...

20. All of the following are true of a comprehensive evaluation EXCEPT which of the following?a. It has been used for over 35 years since the 1975 Special Education law.b. It is the traditional assessment process.c. It uses a Response-to-Intervention (RTI) approach.d. It is the approach used by other related professions.e. It gathers a wide variety of information about the student.ANSWER:cLEARNING OBJECTIVES:LD&RD.Lerner.13.02.04 - Explain the comprehensive evaluationNATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.United States - CEC.4.0 - Beginning special education professionals use multiplemethods of assessment and data sources in making educational decisions.United States - CEC.4.1 - Beginning special education professionals select and usetechnically sound format and informal assessments that minimize bias.United States - CEC.4.2 - Beginning special education professionals use knowledge ofmeasurement principles and practices to interpret assessment results and guideeducational decisions for individuals with exceptionalities.United States - CEC.4.3 - Beginning special education professionals in collaborationwith colleagues and families use multiple types of assessment information in makingdecisions about individuals with exceptionalities.KEYWORDS:Bloom’s: UnderstandingPage12Chapter 02: Assessment and the IEP Process

Loading page image...

21. Which of the following is true in reference to statewide assessment, according to the Individuals with DisabilitiesEducation Improvement Act (IDEA-2004)?a. Children with disabilities are excluded from testing.b. Children with disabilities are included in the testing.c. Accommodations in the testing are not permitted.d. Children with disabilities can go to study hall instead of taking the test.e. Children with disabilities are encouraged to stay home on testing day.ANSWER:bLEARNING OBJECTIVES:LD&RD.Lerner.13.02.07 - Explain testing and accountabilityNATIONAL STANDARDS:United States - CEC.4.3 - Beginning special education professionals in collaborationwith colleagues and families use multiple types of assessment information in makingdecisions about individuals with exceptionalities.United States - CEC.4.4 - Beginning special education professionals engage individualswith exceptionalities to work toward quality learning and performance and providefeedback to guide them.United States - CEC.5.1 - Beginning special education professionals consider anindividual’s abilities, interests, learning environments, and cultural and linguistic factorsin the selection, development, and adaptation of learning experiences for individualswith exceptionalities.KEYWORDS:Bloom’s: Understanding22.The first special education law, PL 94142 (All Handicapped Children’s Act), was passed ina. 1963.b. 1975.c. 1990.d. 1997.e. 2004.ANSWER:bLEARNING OBJECTIVES:LD&RD.Lerner.13.02.02 - Explain eligibility to special education servicesNATIONAL STANDARDS:United States - CEC.5.1 - Beginning special education professionals consider anindividual’s abilities, interests, learning environments, and cultural and linguistic factorsin the selection, development, and adaptation of learning experiences for individualswith exceptionalities.KEYWORDS:Bloom’s: RememberingPage13Chapter 02: Assessment and the IEP Process

Loading page image...

23. Which of these goals would be written in MOO terms?a. Billy will improve his social skills.b. Jenny will stay in her seat 50% of the time.c. Jamar will pay attention in class for 10 minutes.d. Given a group of 10 math problems at the second grade level, Laurie will be able to complete 5 of theproblems without prompts from the teacher.e. Given a 30-minute period of time, Alysha will pay attention the majority of the time.ANSWER:dLEARNING OBJECTIVES:LD&RD.Lerner.13.02.05 - Describe the individualized education program (IEP)NATIONAL STANDARDS:United States - CEC.4.4 - Beginning special education professionals engage individualswith exceptionalities to work toward quality learning and performance and providefeedback to guide them.KEYWORDS:Bloom’s: Evaluating24. An effective test-taking strategy for student participation in statewide assessment is which of the following?a. modifying the testb. reducing the number of answer possibilitiesc. changing the directionsd. reducing the number of questionse. instruct students to eliminate any answers they know are incorrectANSWER:eLEARNING OBJECTIVES:LD&RD.Lerner.13.02.09 - Describe test-taking strategies in the general educationclassroomNATIONAL STANDARDS:United States - CEC.4.4 - Beginning special education professionals engage individualswith exceptionalities to work toward quality learning and performance and providefeedback to guide them.United States - CEC.5.1 - Beginning special education professionals consider anindividual’s abilities, interests, learning environments, and cultural and linguistic factorsin the selection, development, and adaptation of learning experiences for individualswith exceptionalities.KEYWORDS:Bloom’s: UnderstandingEssay25. Create a one-page fact sheet for parents about the IEP process.ANSWER:Responses will vary.LEARNING OBJECTIVES:LD&RD.Lerner.13.02.05 - Describe the individualized education program (IEP)NATIONAL STANDARDS:United States - CEC.1.1 - Beginning special education professionals understand howlanguage, culture, and family background influence the learning of individuals withexceptionalities.KEYWORDS:Bloom’s: CreatingPage14Chapter 02: Assessment and the IEP Process

Loading page image...

26.Outline five pros and five cons about the RTI process.ANSWER:Responses will vary.LEARNING OBJECTIVES:LD&RD.Lerner.13.02.03 - Describe response-to-intervention (RTI)NATIONAL STANDARDS:United States - CEC.4.3 - Beginning special education professionals in collaborationwith colleagues and families use multiple types of assessment information in makingdecisions about individuals with exceptionalities.KEYWORDS:Bloom’s: Evaluating27.Write three goals in MOO terms for a student in special education.ANSWER:Responses will vary.LEARNING OBJECTIVES:LD&RD.Lerner.13.02.05 - Describe the individualized education program (IEP)NATIONAL STANDARDS:United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.United States - CEC.4.4 - Beginning special education professionals engage individualswith exceptionalities to work toward quality learning and performance and providefeedback to guide them.United States - CEC.5.1 - Beginning special education professionals consider anindividual’s abilities, interests, learning environments, and cultural and linguistic factorsin the selection, development, and adaptation of learning experiences for individualswith exceptionalities.KEYWORDS:Bloom’s: CreatingPage15Chapter 02: Assessment and the IEP Process

Loading page image...

Multiple Choice1. Teachers can make modifications to help the child learn. All of the following are examples of accommodations thatteachers can make EXCEPTa. reducing or enlarging the space in which the child works.b. providing extended timelines.c. changing the material content.d. providing a scribe.e. providing amplification.ANSWER:cLEARNING OBJECTIVES:LD&RD.Lerner.13.03.02 - Differentiate specialized instruction from accommodationsand modificationsLD&RD.Lerner.13.03.08 - List accommodations for students with learning disabilitiesand related disabilitiesNATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.United States - CEC.3.3 - Beginning special education professionals modify generaland specialized curricula to make them accessible to individuals with exceptionalities.United States - CEC.4.4 - Beginning special education professionals engage individualswith exceptionalities to work toward quality learning and performance and providefeedback to guide them.United States - CEC.5.0 - Beginning special education professionals select, adapt, anduse a repertoire of evidence-based instructional strategies to advance learning ofindividuals with exceptionalities.United States - CEC.5.1 - Beginning special education professionals consider anindividual’s abilities, interests, learning environments, and cultural and linguistic factorsin the selection, development, and adaptation of learning experiences for individualswith exceptionalities.United States - CEC.5.5 - Beginning special education professionals develop andimplement a variety of education and transition plans for individuals withexceptionalities across a wide range of settings and different learning experiences incollaboration with individuals, families, and teams.KEYWORDS:Bloom’s: ApplyingPage1Chapter 03: Specialized Instruction and Technology

Loading page image...

2. Ms. Carson gives Courtney an additional 30 minutes to complete the math assignment. What did Ms. Carsonchange?a. the amount of time the student is given to complete the taskb. the difficulty level of the materialc. the language used by the teacherd. the space in which the student workse. the reward system for completing the taskANSWER:aLEARNING OBJECTIVES:LD&RD.Lerner.13.03.02 - Differentiate specialized instruction from accommodationsand modificationsLD&RD.Lerner.13.03.07 - Give examples of how to work with students in generaleducationLD&RD.Lerner.13.03.08 - List accommodations for students with learning disabilitiesand related disabilitiesNATIONAL STANDARDS:United States - CEC.1.0 - Beginning special education professionals understand howexceptionalities may interact with development and learning and use this knowledge toprovide meaningful and challenging learning experiences for individuals withexceptionalities.United States - CEC.1.2 - Beginning special education professionals use understandingof development and individual differences to respond to the needs of individuals withexceptionalities.United States - CEC.3.3 - Beginning special education professionals modify generaland specialized curricula to make them accessible to individuals with exceptionalities.United States - CEC.4.4 - Beginning special education professionals engage individualswith exceptionalities to work toward quality learning and performance and providefeedback to guide them.United States - CEC.5.0 - Beginning special education professionals select, adapt, anduse a repertoire of evidence-based instructional strategies to advance learning ofindividuals with exceptionalities.United States - CEC.5.1 - Beginning special education professionals consider anindividual’s abilities, interests, learning environments, and cultural and linguistic factorsin the selection, development, and adaptation of learning experiences for individualswith exceptionalities.United States - CEC.5.4 - Beginning special education professionals use strategies toenhance language development and communication skills of individuals withexceptionalities.KEYWORDS:Bloom’s: ApplyingPage2Chapter 03: Specialized Instruction and Technology

Preview Mode

This document has 260 pages. Sign in to access the full document!

Report

Study Now!

Document Details

Related Documents

Needs Assessment Data Presentation

Healthcare Analytics

Outcome Assessment 5 Project Requirements

Professional Development Plan

Developmentally Appropriate Teaching Strategies

Debating the Impact of Item Analysis on Test Reliability and Validity

Assessment of The Nature of Cheating by Business Students at Rocky University

Analyzing Student Perceptions of History: The Impact of Education and Musician Status

Statistical Analysis of Educational Factors Affecting Student Performance: A Case Study Approach

The Impact of Study Environment and Gender on GPA Improvement: A 2 � 3 Between-Subjects Factorial ANOVA

Company

Explore

Study Tools