Review Questions for Special Education Eligibility

Transcription

1 Review Questions for Special Education Eligibility 1. The federal law that supports special education and related service programming for students and youth with disabilities is called the: a. Vocational Rehabilitation Act b. Individuals with Disabilities Education Act (IDEA) c. Grayson Act d. Freedom of Information Act 2. The Individuals with Disabilities Education Act, as amended by the Individuals with Disabilities Education Improvement Act of 2004 (Act or IDEA), is intended to help students with disabilities achieve to high standards by: a. promoting accountability for results b. enhancing parent/guardian involvement c. using proven practices and material 3. The major purposes of IDEA are: a. to ensure that all students with disabilities have available to them a "free appropriate public education (FAPE)" that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living; b. to ensure that the rights of students and youth with disabilities and their parent/guardians are protected; c. to assist States, localities, educational service agencies, and Federal agencies to provide for the education of all students with disabilities 4. Special education is defined as: a. extra help after school b. instruction that is specially designed, at no cost to parent/guardians, to meet a student's unique needs c. the assistance of a tutor in the classroom 2 days a week 5. Special education can include: a. instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings b. instruction taught at home by the parent c. services given by outside professionals such as a therapist SPECIAL EDUCATION ELIGIBILITY AASEP Review Questions for Special Education Eligibility 103

2 6. All of the following are disability categories covered under IDEA except a. Other health impairments b. Speech and language impairments c. Gifted and talented d. Specific learning disability 7. Originally described in 1943 by, autism is a behavioral syndrome, which means that its definition is based on patterns of behaviors that a person exhibits. a. Richard LaVoie b. B.F. Skinner c. Leo Kanner d. Sigmund Freud 8. All children with ASD demonstrate deficits in: a. social interaction b. verbal and nonverbal communication c. repetitive behaviors or interests 9. Under IDEA, autism is defined as a developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age that adversely affects a child s educational performance. a. 1 b. 3 c. 5 d According to the U.S. Department of Education, Autism represents approximately % percent of all students having a classification in special education:. a. 5.0 b. 6.3 c. 7.0 d Which of the following are the most common signs and symptoms of a child with autism? a. The child exhibits impairments in communication b. The child exhibits impairments in social interaction c. The child exhibits patterns of behavior, interests, and/or activities that are restricted, repetitive, or stereotypic. 104 Review Questions for Special Education Eligibility SPECIAL EDUCATION ELIGIBILITY AASEP

3 12. Which of the following is NOT a common sign and symptom of a child with autism? a. Abnormal tone and rhythm in speech b. Babbling may develop and then stop c. Imitate sounds, gestures, or expressions very well d. Crying not related to needs 13. Which of the following is NOT a common sign and symptom of a child with autism? a. Echoes words and phrases and or uses idiosyncratic phrases more than b. Accurate use of pronouns or pronoun reversal c. First words may be unusual, may repeat passage from movies, commercials, d. Lack of joint attention 14. Which of the following is NOT a common sign and symptom of a child with autism? a. Does not differentiate strangers from family b. Does not extend toys to other people c. Does not initiate are common signs and symptoms of a child with autism 15. When doing an assessment of a child for a diagnosis of autism, a minimum of observations that should be done because individuals with autism may function differently under different conditions. a. 3 b. 5 c. 7 d Which of the following are important environments to observe for a child suspected of having autism? a. Unstructured periods (e.g., breaks, recess, lunch, free time, free play, at home) b. Large group instruction c. Structured sessions are important environments to observe for a child suspected of having autism 17. The majority of children who have both visual and hearing impairments at birth experience major difficulties in acquiring: a. communication and motor skills b. mobility c. appropriate social skills 18. Deaf-blindness is a combination of vision and hearing loss, not necessarily complete deafness and complete blindness. SPECIAL EDUCATION ELIGIBILITY AASEP Review Questions for Special Education Eligibility 105

4 19. Which of the following are often the most affected areas of life for a person with deafblindness, causing feelings of isolation and loneliness? a. Communication b. Mobility c. Both a and b d. Neither a or b 20. Indicators of deaf-blindness include: a. The child has difficulty with communication b. The child may have distorted perceptions. It is difficult to see the whole picture or relate one element to the whole. c. The child may have difficulty anticipating what is going to happen. Clues from the environment or from the faces/actions of others may be difficult to read. 21. Under IDEA, developmental delay refers to children ages a. birth to 4 b. birth to 9 c. 3 through 9 d. 3 through Under IDEA, a developmental delay can be evident in which of the following areas? a. physical development b. cognitive development c. communication development 23. Under IDEA, a developmental delay can be evident in which of the following areas? a. social or emotional development b. adaptive development c. Both a and b d. Neither a or b 24. A child with a cognitive delay or disability demonstrates deficits in intellectual abilities beyond normal variations for age and cultural background. This might include difficulties in which of the following? a. the ability to acquire information b. problem solving c. reasoning skills 106 Review Questions for Special Education Eligibility SPECIAL EDUCATION ELIGIBILITY AASEP

5 25. A child with a delay or disability in language and communication demonstrates deficits beyond normal variation for age and cultural background that adversely affect the ability to learn or acquire skills in the primary language in which of the following areas? a. receptive language b. expressive language c. articulation/phonology 26. Which of the following is NOT part of the definition of emotional disturbance under IDEA? a. An inability to learn that cannot be explained by intellectual, sensory, or health factors. b. An ability to build or maintain satisfactory interpersonal relationships with peers and teachers. c. Inappropriate types of behavior or feelings under normal circumstances. d. A general pervasive mood of unhappiness or depression. 27. Under IDEA, the term emotional disturbance includes schizophrenia. 28. An emotional disturbance refers to social, emotional or behavioral functioning that so departs from generally accepted, age appropriate ethnic or cultural norms that it adversely affects a child s academic progress, social relationships, personal adjustment, classroom adjustment, self-care or vocational skills. 29. According to the Tennessee Department of Education, emotional disturbances are mental health problems that severely disrupt a child s or adolescent s daily life and functioning at home, at school or in the community. Tragically, an estimated two-thirds of the young people who need mental health services are not getting them. Without help, these problems can lead to which of the following? a. School failure b. Alcohol and other drug abuse c. Violence or even suicide 30. Which of the following is the known cause of emotional and behavioral disorders? a. Emotional and behavioral disorders are 100% genetic b. Emotional and behavioral disorders are 100% environmental c. Emotional and behavioral disorders are solely due to chemical toxins ingested during pregnancy d. The causes of emotional and behavioral disorders have not been adequately determined SPECIAL EDUCATION ELIGIBILITY AASEP Review Questions for Special Education Eligibility 107

6 31. Which of the following statements is FALSE? a. Although various factors such as heredity, brain disorder, diet, stress, and family functioning have been suggested as possible causes, research has not shown any of these factors to be the direct cause of behavior or emotional problems b. Children with the most serious emotional disturbances may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings. c. Some are identified as children who have a severe psychosis or schizophrenia d. Possibly more than any other group of children with disabilities, children with learning disabilities present problems with social skills to themselves, their families, their peers, and their teachers 32. Approximately 10 percent of all students in special education have a classification of specific learning disability. 33. Which of the following are characteristics often associated with students having emotional and or behavioral disorders? a. Physical or verbal aggression when others approach him or her b. Lack of affect or disorganized/distorted emotions toward others c. Demands for constant attention from others 34. Which of the following are characteristics often associated with students having emotional and or behavioral disorders? a. depressed or irritable mood most of the time (e.g., feeling sad, appearing tearful) b. diminished interest or pleasure in daily activities c. significant and unexpected changes in weight or appetite 35. Physical symptoms that qualify under the ED characteristic should adhere to which of the following conditions? a. symptoms suggesting physical disorders are present with no demonstrable medical findings b. positive evidence or strong presumption exists that these symptoms are linked to psychological factors/conflict c. the person is not conscious of intentionally producing the symptoms and the symptoms are not a culturally sanctioned response pattern. 108 Review Questions for Special Education Eligibility SPECIAL EDUCATION ELIGIBILITY AASEP

7 36. Under the federal law, is defined by IDEA as "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance. a. a hearing impairment b. deafness c. limited hearing d. both deafness and a hearing impairment 37. Deafness and hearing loss may be defined according to the degree of hearing impairment, which is determined by assessing an individual s sensitivity to: a. loudness (sound intensity) b. pitch (sound frequency) c. Both an and b d. Neither a or b 38. Sound is measured by its loudness or intensity, measured in units called: a. decibels b. frequency c. pitch d. annotations 39. The range of human hearing is approximately 0 to db. a. 100 b. 130 c. 170 d Generally, only children whose hearing loss is greater than decibels (db) are considered deaf for the purposes of educational placement a. 50 b. 60 c. 80 d are due to the effects of diseases or obstructions in the outer or middle ear (the conduction pathways for sound to reach the inner ear). a. Conductive hearing losses b. Sensorineural hearing losses c. Mixed hearing losses d. Central hearing losses 43. Under IDEA 2004, local educational agency is not required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation or mathematical reasoning. SPECIAL EDUCATION ELIGIBILITY AASEP Review Questions for Special Education Eligibility 109

8 44. In general, learning disabilities refers to a disorder related to differences in how one s brain works and is structured. a. mental b. neurobiological c. environmental d. social 45. The skills most often affected by learning disabilities are a. reading b. writing c. listening 46. Which of the following statements is FALSE? a. Learning disabilities result in significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, and/or mathematical skills. b. Learning disabilities are never intrinsic to the individual. c. Learning disabilities may occur concomitantly with other disabilities that do not, by themselves, constitute a learning disability. 47. The age ranges for developmental delay are 2 to 12 years of age. 48. Which of the following statements is TRUE? a. There is no one sign that shows a person has a learning disability. b. Experts look for a noticeable difference between how well a child does in school and how well he or she could do, given his or her intelligence or ability. c. Both a and b are TRUE d. Neither a or b is TRUE 49. When a child has a learning disability, he or she: a. may have trouble learning the alphabet, rhyming words, or connecting letters to their sounds b. may make many mistakes when reading aloud, and repeat and pause often c. may not understand what he or she reads 110 Review Questions for Special Education Eligibility SPECIAL EDUCATION ELIGIBILITY AASEP

9 50. If a student is suspected of having a specific learning disability, which of the following evaluations should be considered? a. An observation by a team member other than the student s regular teacher of the student s academic performance in a regular classroom setting; or in the case of a child less than school age or out of school, an observation by a team member conducted in an age-appropriate environment b. A developmental history, if needed c. An assessment of intellectual ability 51. In order to appropriately assess a specific learning disability, there mist be documentation that the child's learning problems are not primarily due to which of the following? a. lack of appropriate instruction in reading and math b. limited English proficiency c. visual, hearing, or motor impairment 52. To be eligible for special education and related services as a child with a learning disability, a group of qualified professionals and a parent of the child must prepare a written report of the evaluation results that includes which of the following statements? a. Whether the child has a specific learning disability; b. The relationship of the behavior(s) to the child's academic functioning; c. The determination of the team regarding the effects of environmental, cultural, or economic factors on the child's academic performance. 53. According to IDEA, Intellectual Disability is defined as: a. a significantly average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance b. a significantly above average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance c. a significantly subaverage general intellectual functioning without deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance. d. significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance 54. Under IDEA, Intellectual Disability is defined as with two factors: subaverage general intellectual functioning, existing concurrently with deficits in: a. math and reading b. adaptive behavior c. social skills SPECIAL EDUCATION ELIGIBILITY AASEP Review Questions for Special Education Eligibility 111

10 55. Adaptive behavior is defined as: a. the collection of academic skills that people have learned so that they can function in their everyday lives. b. the collection of personal skills that people have learned so that they can function in their everyday lives. c. the collection of conceptual, social, and practical skills that people have learned so that they can function in their everyday lives. d. None of the above 56. All of the following are causes of intellectual disability except: a. Genetic conditions b. Infections c. Problems at birth d. serious reading disturbances 57. According to the 26th Annual Report (U.S. Department of Education), 570, 642 students between the ages of 6 to 21 years of age were identified as having intellectual disability. This represents approximately percent of all students having a classification in special education: a. 1 b. 10 c. 18 d When assessing a child for intellectual disability, examples of sources of information should include which of the following: a. Information from School Records Information from the Teacher b. Grades Instructional levels based on daily c. Attendance pattern Classroom behavior 59. In general, boys are thought to have intellectual disability: a. equal to girls b. at a slightly higher prevalence rate than girls c. at a slightly lower rate 60. Children with intellectual disability may exhibit all but one of the following: a. sit up, crawl, or walk later than other children; b. learn to talk later, or have trouble speaking, c. find it hard to remember things d. have trouble with high level math only 112 Review Questions for Special Education Eligibility SPECIAL EDUCATION ELIGIBILITY AASEP

11 61. Many children with intellectual disability need help with adaptive skills, which are: a. higher level academic skills b. assistive technology c. skills needed to live, work, and play in the community 62. Under IDEA, means concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness a. Specific Learning Disabilities b. Multiple Disabilities c. Autism d. Traumatic Brain Injury 63. A child classified as having multiple disabilities can have all but one of the following simultaneous disabilities a. learning disabilities and emotional disturbance b. intellectual disability and blindness c. learning disabilities and severe intellectual disability 64. According to the U.S. Department of Education, 131,225 children between the ages of 6 and 21 received special education services under the disability category of Multiple Disabilities. This makes up % of all school-age children receiving special education services: a. 1.2 b. 2.2 c. 3.2 d Individuals with severe or multiple disabilities may exhibit a wide range of characteristics, depending on the combination and severity of disabilities, and the person s age. There are, however, some traits they may share, including which one: a. Limited speech or communication; b. Difficulty in basic physical mobility; c. Tendency to forget skills through disuse 66. A variety of medical problems may accompany severe disabilities. Examples include all but one of the following: a. seizures b. sensory loss c. hydrocephalus d. social skills deficits SPECIAL EDUCATION ELIGIBILITY AASEP Review Questions for Special Education Eligibility 113

12 67. The term orthopedic impairment includes all but one of the following: a. clubfoot b. poliomyelitis c. cerebral palsy d. traumatic brain injury 68. Although IDEA uses the term orthopedic impairments, educators typically use the term when referring to these same conditions a. physical disabilities b. adaptive disorders c. assistive disorders 69. The areas of Orthopedic impairments are often divided all but one of the following: a. Neuromotor impairments b. Degenerative diseases c. Musculoskelatal disorders d. visuomotor processing disorders 70. If a child is suspected of having an orthopedic impairment, which of the following factors should be part of the evaluation: a. a medical statement or a health assessment statement indicating a diagnosis of an orthopedic or neuromotor impairment or a description of the motor impairment; b. standardized motor assessment, including the areas of fine motor, gross motor and self-help, when appropriate, by c. a specialist knowledgeable about orthopedic or neuromotor development; assessments to determine the impact of the suspected disability 71. Environmental modifications include: a. adaptations to provide increased access to a task or an activity b. changing the way instruction is delivered c. changing the manner in which the task is done 72. An individual will not be considered eligible for services under Orthopedic Impairment if all but one of the following exists: a. The adverse effect is from a lack of instruction in reading or math that is not related to the health impairment. b. The adverse effect is from environmental, cultural, or economic disadvantage as a result of such factors as: Second language, limited English proficiency, other cultural values and experiences and experiential differences. c. The adverse effect is determined to result from sibling rivalry d. The adverse effect is judged to result from absenteeism (unrelated to health) or change in residence or schools. 114 Review Questions for Special Education Eligibility SPECIAL EDUCATION ELIGIBILITY AASEP

13 73. Under IDEA Other Health Impairments include all but one of the following: a. asthma b. attention deficit disorder or attention deficit hyperactivity disorder c. traumatic brain injury d. diabetes, epilepsy 74. To be served under the OHI category, the student s health condition must limit to such a degree that the student s educational progress is adversely affected: a. strength, vitality, or alertness b. strength, social skills, memory c. vitality, cognition, mobility 75. In order to determine eligibility under OHI, which of the following is not necessary: a. A medical statement or a health assessment statement, indicating a diagnosis of a health impairment or a description of the impairment, and a statement that the child's condition is permanent or is expected to last for more than 60 calendar days b. Assessments to determine the impact of the suspected disability c. The child s ability to function in competitive employment d. The child's educational performance when the child is at the age of eligibility for kindergarten through age The team should design a program that meets the needs of the student with OHI in five basic goal areas: "(a) physical independence, including mastery of daily living skills; (b) selfawareness and social maturation: a. communication; academic growth; and life skills training b. a communication; academic growth; and high level academics c. communication; memorization; and life skills training 77. Which of the following is not a general characteristic of a student classified with OHI? a. Fatigue b. Mobility issue. c. Muscle strength d. Coordination difficulties 78. Under IDEA, a Speech or Language Impairment is defined as: a. a communication disorder, such as stuttering, impaired articulation, language impairment, or a voice impairment that does not adversely affects a child's educational performance. b. a communication disorder, such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects a child's educational performance. c. a communication disorder, such as stuttering, impaired articulation, language impairment, or a voice impairment that mildly affects a child's educational performance. SPECIAL EDUCATION ELIGIBILITY AASEP Review Questions for Special Education Eligibility 115

14 79. Which of the following statements is TRUE? a. Language difficulties include spoken language, reading and/or writing difficulties. Speech encompasses such areas as articulation and phonology (the ability to speak clearly and be intelligible), fluency (stuttering), and voice b. Hearing difficulties may also encompass speech problems (e.g., articulation or voice) and/or language problems. c. Both a and b d. Neither a or b 80. Which of the following is one of the most common conditions that affect students' communication? a. Language-based learning disabilities b. Attention deficit disorder c. Cleft lip or palate 81. Voice (or vocalization) is the sound produced by humans and other vertebrates using the lungs and the vocal folds in the larynx, or voice box. 82. Approximately million people in the United States have trouble using their voices. a. 3 b. 7.5 c. 20 d By the first grade, roughly percent of students have noticeable speech disorders; the majority of these speech disorders have no known cause. a. 5 b. 10 c. 15 d Children with intellectual disabilities represent approximately 25 percent of all students having a classification in special education. 85. A significant deficiency in ability to produce sounds in conversational speech which is not consistent with chronological age is known as a(n) impairment a. articulation b. voice c. fluency 116 Review Questions for Special Education Eligibility SPECIAL EDUCATION ELIGIBILITY AASEP

15 86. If a student is suspected of having a speech and language impairment under the definition set forth in IDEA, which of the following assessment measures should be considered? a. An observation by a team member other than the student s general education teacher of the student s academic performance in a general classroom setting; or in the case of a student less than school age or out of school, an observation by a team member conducted in an ageappropriate environment b. An assessment of intellectual ability c. A review of cumulative records, previous individualized education programs or individualized family service plans and teacher collected work samples 87. Under IDEA, Traumatic Brain Injury is: a. an acquired injury to the brain caused by an external physical force b. a an acquired injury to the brain caused by an infection c. a an acquired injury to the brain caused by premature birth d. a an acquired injury to the brain caused by brain tumor 88. The term traumatic brain injury does not apply to brain injuries that are: a. congenital b. degenerative c. brain injuries induced by birth trauma 89. Each year in the United States as many as children and youth will sustain traumatic brain injuries from motor vehicle accidents, falls, sports, and abuse. a. 10,000 b. 100,000 c. 1,000, The largest group of traumatic brain injured individuals fall within the: a year old age group b. people over 65 c. infants d. Children under 8 SPECIAL EDUCATION ELIGIBILITY AASEP Review Questions for Special Education Eligibility 117

16 91. In order to identify and be determined as eligible for special education services as a child with a Traumatic Brain Injury, the IEP team shall document that all but one of the following standards have been met: a. Interview information with siblings b. The IEP team must first assure that there is medical documentation of the traumatic brain injury completed by a physician, and kept in the student s school file. c. The team should have some form of documentation by a physician or a health assessment statement that the student s condition is permanent or expected to last for a certain length of time (e.g., more than 60 calendar days). d. The team must determine that there is a functional impairment attributable to the traumatic brain injury that adversely affects educational performance. 92. A common misconception of TBI suggests that: a. the degree of impairment generally correlates with the force of the impact b. ndividuals with TBI never recover c. the force of the trauma must be from a force greater than 100 lbs 93. The difficulty experienced by children with TBI returning to school, is that: a. they can never regain anything previously learned b. their educational and emotional needs vary greatly then before the injury c. all social relationships are lost 94. One of the 13 categories under IDEA is visual impairments 95. The following terms are used to describe students with visual impairment: a. partially sighted b. low vision c. legally blind 96. Low vision" generally refers to a severe visual impairment, not necessarily limited to: a. distance vision b. low vision c. night vision d. daytime vision 97. Legal blindness is defined as: a. visual acuity of 20/200 or less in the person s eye after correction, resulting in some confusion b. visual acuity of 20/70 with best correction c. visual acuity of 20/20 with best correction d. visual acuity of 20/50 with best correction 118 Review Questions for Special Education Eligibility SPECIAL EDUCATION ELIGIBILITY AASEP

17 98. In order to make a final determination whether a child meets the criteria as a student with a visual impairment, the following steps should be taken: a. The team should review all existing information, including information from the parent(s), the student s cumulative records, and any previous individualized education programs or individualized family service plans. Evaluation documentation includes relevant information from these sources used in the eligibility determination. b. The team should review all of the assessments done by the Multidisciplinary Team to determine the impact of the disability c. Both an and b d. Neither a or b 99. The effect of visual problems on a child's development depends on: a. the severity of the problem b. type of loss c. age at which the condition appears 100. Congenital visual impairment means: a. present at birth or at infancy b. occurs at conception c. occurs as a result of a traumatic injury SPECIAL EDUCATION ELIGIBILITY AASEP Review Questions for Special Education Eligibility 119