Chapter 6

Question 1

A general characteristic of students with intellectual disability is that they:

Answer 1

become frustrated more easily than normal students their own age in regular grades do.

Question 2

Ability grouping that involves dividing a single class of students into two or three groups for reading or math instruction is called:

Answer 2

within-class ability grouping.

Question 3

At 10:00 every morning, Ms. Jackson, a fifth-grade teacher, provides reading instruction to a group of students made up of below-average readers from Mr. Jenkins’s sixth-grade class, above-average readers from Ms. April’s fourth-grade class, and average readers from her own class. Which of the following types of ability grouping does this example illustrate?

Answer 3

Joplin Plan

Question 4

Which of the following statements best reflects research findings on ability grouping?

Answer 4

The Joplin Plan and within-class grouping produce modest increases in math achievement

Question 5

the following actions are teachers responsible for under IDEA?

Answer 5

a. Referring a student for assessment.
b. Providing homework and test scores to the assessment team.
c. Carrying out the IEP.

Question 6

Ability grouping is based on three assumptions:

Answer 6

1) intelligence is a fixed, inherited trait;
2) intelligence is adequately reflected by an IQ score; and
3) all students learn best when grouped with those of similar ability

Question 7

Four approaches to ability grouping are popular today

Answer 7

between-class grouping,

regrouping,

the Joplin plan,

and within-class grouping

Question 8

between-class ability grouping

Answer 8

Assigning students of similar learning ability to separate classes based on scores from standardized intelligence or achievement tests.

having little or no contact with students in other ability groups during the school day. (although each group covers the same subjects. a higher group does so in greater depth and breadth than lower groups)

Question 9

Joplin Plan

Answer 9

An ability grouping technique that combines students of different grade levels according to their standardized test scores. (See regrouping)

(example: all 3rd, 4th and 5th graders whose grades-equlivalent scores in reading are 4.6 would come together for reading instructions. the same would be for math

Question 10

regrouping

Answer 10

A form of ability grouping that brings together students of the same age ability, and grade but from different classrooms come together for instruction in a specific subject , for instruction in a specific subject, usually reading or mathematics.

Question 11

within-class ability grouping

Answer 11

A form of ability grouping that involves the division of a single class of students into two or three groups for reading and math instruction.

Question 12

All individuals from birth through age 21 who have an identifiable disability have the right to a free and appropriate education

Answer 12

The Individuals with Disabilities Education Act (IDEA) was enacted by the federal government to correct past mistreatment of students with disabilities, and to guarantee their right to a free and appropriate education. Under this act, such children now have the right to a full individual evaluation of their educational needs, to a written individualized education plan (IEP) designed to fit their unique needs, and to be educated in the least restrictive environment.

Question 13

full inclusion

Answer 13

The practice of eliminating pullout programs (those outside the classroom) and providing regular teachers with special training so as to keep special needs students in regular classrooms. Also called inclusion.

In recent years, some parents, educators, and policy makers have argued that all students, regardless of the severity of their disability, have a right to be educated in the regular classroom.

Question 14

inclusion

Answer 14

An extension of the least restrictive environment provision of IDEA in which students with disabilities are placed in regular classrooms for the entire school day and receive some instruction and support from a special education teacher. (See also full inclusion)

Question 15

reason 1 of the Emotional disturbed students that exhibit one or more of the following characteristics over a long period of time and to marked degree that adversely affects a child’s educational performance:

Answer 15

a) An inability to learn that cannot be explained by intellectual, sensory, or, health factors
b) An inability 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;

OR

E) A tendency to develop physical symptoms or fears associated with personal or school problems.

Question 16

reason 1 of the Emotional disturbed students :

Answer 16

Schizophrenia: the term does not include children who are socially maladjusted, unless it is determined that they have a serious emotional disturbance.

Question 17

emotional disturbance

Answer 17

An emotional condition in which inappropriate aggressive or withdrawal behaviors are exhibited over a long period of time and to a marked degree, adversely affecting a child’s educational performance.

Question 18

behavior disorder

Answer 18

this term focuses on behavior that needs to be changed, objective assessment.

An emotional condition in which inappropriate aggressive or withdrawal behaviors are exhibited over a long period of time and to a marked degree, adversely affecting a child’s educational performance. (See emotional disturbance)

Question 19

Many states have adopted the term behavior disorder for two reasons:

Answer 19

1) it calls atttention to the actual behavior that is disordered and needs ti be changed.
2) behaviors can be directly and objectively assessed

Question 20

characteristic of students with Emotional disturbance:

Answer 20

Internalizing and externalizing

Question 21

INTERNALIZING

characteristic of students with Emotional disturbance

Answer 21

students, by contrast, are typically shy, timid, anxious and fearful. the are often depressed and lack self-confidence.

Question 22

EXTERNALIZING

(characteristic of students with Emotional disturbance)

Answer 22

students are often aggressive, uncooperative, restless and negativistic. They tend to lie and steal, defy teachers, and be hostile to authority figures. Sometimes they are cruel and malicious

Question 23

Gifted and Talented

Answer 23

students that show high performance in one or more areas.

Students who learn at a significantly faster rate than their peers or who posses superior talent in one or more areas also need to be taught in special ways if they are to make the most of their abilities.

not covered by IDEA . government provides technical assistance to states and local districts for establishing programs for superior students.

Question 24

IDEA

Answer 24

The Individuals with Disabilities Education Act

Question 25

characteristic of Gifted and talented students

Answer 25

● Excel on task that involve language, abstract logical thinking, and mathematics ● the are faster at encoding information and retrieving it form memory (Encoding allows the perceived item of use or interest to be converted into a construct that can be stored within the brain and recalled later from short term or long term memory) ● They are highly aware of how they learn and the various conditions that affect their learning. As a result, they excel at transferring previously learned information and skills to new problems and settings ● They exhibit such high levels of motivation and task persistence that phrase "rage to master" is sometime used to describe their behavior. Their motivation to learn is partly due to high levels of self-efficacy and appropriate attributions. that is, they believe they have the capability to master those task and subject matters they choose to tackle and that their success is the result of both high ability and hard work. ● They tend to be more solitary and introverted than average children ● They tend to have very intense emotional lives. they react with intense feelings, such as joy, regret or sorrow, to a story, a piece of music, or asocial encounter.

Question 26

IEP stands for “individualized education program.

Answer 26

An IEP is a written statement for a child with a disability that is developed, reviewed, and revised in a meeting in keeping with certain requirements of law and regulations.

Question 27

What an IEP Must Contain

Answer 27

A statement of the child’s present levels of academic achievement and functional performance, including how the child’s disability affects his or her involvement and progress in the general education curriculum;

Question 28

Because mainstreaming is becoming a common practice, you may find that:

Answer 28

you will be expected to teach children with disabilities in your classroom

Question 29

The concept of inclusion:

Answer 29

means that students with disabilities should be permanently placed in regular classes for the entire day, regardless of the severity of the disabilities.

Question 30

Ability grouping that involves dividing a single class of students into two or three groups for reading or math instruction is called:

Answer 30

within-class ability grouping

Question 31

The Individuals with Disabilities Education Act (IDEA) mandates that students with disabilities must be:

Answer 31

educated in the least restrictive environment.

Question 32

An IEP must include:

Answer 32

a list of specific criteria that will be used to determine achievement.