Unit 11 Module 23 tests Flashcards
Students who qualify for special education under the eligibility category of orthopedic impairments have__________.
A. other health impairments
B. traumatic brain injury
C. physical disabilities
D. intellectual disability
C. physical disabilities
Students who have physical disabilities could not qualify under the category of multiple disabilities.
True
False
False
Mrs. Smith is a special education teacher at Lakeview Elementary School. She works with a large and diverse group of students. She has students with high-incidence as well as low-incidence disabilities. Her students qualify for special education services under many different eligibility categories including learning disabilities, orthopedic impairments, other health impairments, traumatic brain injury, multiple disabilities, and speech and language impairments.
While Mrs. Smith enjoys working with all of her students, she is particularly passionate about working with her students with low-incidence disabilities, as she provides much more frequent and intensive intervention for these students. Fred is a second grader with epilepsy, cerebral palsy, and intellectual disability. Tommy is a fourth grader with cystic fibrosis. Lucas is a third grader with a spinal cord injury. Katie is a second grader who has a traumatic brain injury (TBI).
Based on the information provided regarding Mrs. Smith’s special education class, and the eligibility categories under which her students qualify for special education services, which of the following categories could apply to her students with physical disabilities? (Select the two categories that apply).
A. speech and language impairment
B. orthopedic impairment
C. other health impairment
D. learning disability
E. multiple disabilities
F. traumatic brain injury
B. orthopedic impairment
E. multiple disabilities
Based on the new information provided for some of Mrs. Smith’s students, identify which category each student likely qualifies under by selecting the most appropriate eligibility category.
Tommy
A. Orthopedic impairment
B. Multiple disabilities
C. Traumatic brain injury
D. Other health impairment
D. Other health impairment
Based on the new information provided for some of Mrs. Smith’s students, identify which category each student likely qualifies under by selecting the most appropriate eligibility category.
Lucas
A. Orthopedic impairment
B. Multiple disabilities
C. Traumatic brain injury
D. Other health impairment
A. Orthopedic impairment
Based on the new information provided for some of Mrs. Smith’s students, identify which category each student likely qualifies under by selecting the most appropriate eligibility category.
Katie
A. Orthopedic impairment
B. Multiple disabilities
C. Traumatic brain injury
D. Other health impairment
C. Traumatic brain injury
Students who have disabilities due to acquired causes must have received their disability after birth, often as a result of an accident or trauma.
True
False
True
Children who have disabilities due to exposure to infections, drugs, chemicals, or environmental agents while in utero are said to have disabilities due to __________.
A. chromosomal or genetic causes
B. prematurity or pregnancy complications
C. acquired causes
D. teratogenic causes
D. teratogenic causes
Mrs. Smith knows that in order for her to be the most effective teacher she can be, it is imperative for her to know each of her students very well. This includes knowing and understanding each of their strengths, needs, and interests as well as knowing about their family, home life, and background. Fred’s mother knew almost immediately that Fred was going to be a child with disabilities. Fred was born at around 30 weeks and was far below the average weight of a newborn. He was diagnosed with his multiple disabilities as an infant and began receiving early intervention services at a very young age. Fred’s mom has told Mrs. Smith that she had a difficult time accepting her son’s diagnoses at first and blamed herself. Over time she began to accept Fred for who he is, knowing that there was nothing she did wrong during her pregnancy. Tommy, on the other hand, appeared to be a typically developing child until he began to have chronic illnesses. It wasn’t until later in his childhood that he was finally diagnosed with cystic fibrosis. Tommy’s mother has shared with Mrs. Smith feelings of guilt for not having seen the signs earlier, as cystic fibrosis runs in her family. Lucas and Katie have similar stories. Both were born without disabilities. Lucas was in a very bad boating accident which resulted in his spinal cord injury. The accident occurred about two years ago. Sadly, Katie was born into a troubled family and was thrown down the stairs at the age of two and a half. Thankfully, she has been adopted by a loving family.
Based on the newest information which provides background information on some of Mrs. Smith’s students, decide which is the most likely cause of each of the students’ disabilities. Fred’s multiple disabilities are most likely the result of 1. _______________, while Tommy’s disability is most likely due to 2. __________.
Lucas and Katie both have disabilities due to 3. _______.
It is highly unlikely that any of these student have disabilities related to 4. ________.
1. A. chromosomal or genetic causes B. prematurity and pregnancy complications C. acquired causes D. teratogenic causes
2. A. chromosomal or genetic causes B. prematurity and pregnancy complications C. acquired causes D. teratogenic causes
3. A. chromosomal or genetic causes B. prematurity and pregnancy complications C. acquired causes D. teratogenic causes
4. A. chromosomal or genetic causes B. prematurity and pregnancy complications C. acquired causes D. teratogenic causes
- B. prematurity and pregnancy complications
- A. chromosomal or genetic causes
- C. acquired causes
- D. teratogenic causes
Which characteristic is Fred most likely to exhibit due to his cerebral palsy?
A. Profound hearing impairment.
B. Abnormal, involuntary, and/or uncoordinated motor movements.
C. Difficulty in social situations.
D. Use of prosthetic limbs.
B. Abnormal, involuntary, and/or uncoordinated motor movements.
Which characteristic is Katie most likely to exhibit due to her traumatic brain injury?
A. Complete vision impairment.
B. Difficulty in social situations.
C. Profound hearing impairment.
D. Use of prosthetic limbs.
B. Difficulty in social situations.
As the school year progresses, so do Mrs. Smith’s students. Mrs. Smith and her students have their routines and schedules down to a science and the countless pieces of adaptive equipment, devices, and other materials are organized and easily accessible for all students. One afternoon, Mrs. Smith is called into her principal’s office and he informs her that she will be getting a new student in her classroom who will be moving to the area in approximately one month. The principal gives Mrs. Smith copies of the new student’s current IEP and most recent evaluation report from her current special education program. The student’s name is Kayla and she is a fourth grader with deaf-blindness. She has recently moved to the area and Mrs. Smith is excited about her new student, but is a bit worried how the new addition to the classroom will impact the other students, the routines and schedules, and classroom setup. Mrs. Smith immediately begins to revise her classroom system taking into account all of her students’ (including Kayla’s) strengths and needs.
After much preparation including rearrangement of the classroom setup, organization, routines, and schedules, Mrs. Smith feels ready for Kayla to begin her first day at Lakeview Elementary. While a large amount of information regarding Kayla’s academic, functional, and social ability was passed on from her previous teacher, Mrs. Smith plans to conduct her own assessments and evaluations to be sure that she has the most up-to-date and accurate information on Kayla’s abilities. She first considers best practices she has used to assess her students with disabilities other than deaf-blindness to help her plan for how to most effectively assess Kayla.
What type of assessment will Mrs. Smith conduct with Kayla?
A. Medical evaluation
B. Educational evaluation
C. Psychological evaluation
B. Educational evaluation
Keeping in mind areas of functioning that Mrs. Smith has used to assess her students with disabilities other than deaf-blindness, in which of the following areas is Mrs. Smith unlikely to assess Kayla’s current levels of performance and ability?
A. Adaptive functioning
B. Gross and Fine motor functioning
C. Academic functioning
D. Behavioral functioning
E. Social functioning
B. Gross and Fine motor functioning
Authentic assessments is an assessment strategy that involves obtaining information about the child during typical activities that occur across multiple natural environments.
True
False
True
Norm-referenced assessments are based on the average performance of children who typically do not have disabilities. These types of assessments always provide valuable information to teachers of students with disabilities.
True
False
False
