Group 11

Question 1

Multicultural education

Answer 1

An educational strategy that focuses on an umbrella concept that includes race, language, social class, disability, gender and culture

Question 2

Multiculturalism

Answer 2

The acknowledgment of commonalities among more than one culture and an appreciation of the differences that exist and

Question 3

bilingual education

Answer 3

system in which students are taught in their native languages as well as in English

Question 4

Culture

Answer 4

the accepted behaviors, customs, and values of a society.

Question 5

linguistic diversity

Answer 5

Recognizes the importance of each individuals native language

Question 6

Transitional programs

Answer 6

Taught in native language only until they have sufficient English, goal is to move all students to English-only as quick as possible.

Question 7

maintenance program

Answer 7

Strong emphasis on native language, goal is to maintain proficiency in first language while being taught in English

Question 8

Sheltered English

Answer 8

Instruction in English but may occasionally use native language to assist in understanding

Question 9

Immersion progran

Answer 9

Language and culture are not incorporated, sink or swim philosophy

Question 10

Differentiated Instruction

Answer 10

Using varied methods of instruction to accommodate and engage a variety of learners

Question 11

Ethnocentrism

Answer 11

the practice of judging another culture by the standards of one’s own culture

Question 12

Stages of parental reaction to disability

Answer 12

Primary Phase|Secondary Phase|Tertiary Phase

Question 13

Primary phase

Answer 13

Shock|Denial|Grief |Depression

Question 14

Secondary Phase

Answer 14

Ambivalence |Guilt |Anger|Shame|Embarrassment

Question 15

Tertiary Phase

Answer 15

Bargaining |Adaptation |Reorganization |Acceptance |Adjustment

Question 16

intellectual disability

Answer 16

A disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. Originates before 18.

Question 17

adaptive behavior

Answer 17

conceptual/social/practical skills that people have learned in order to function in everyday life

Question 18

Conceptual skills

Answer 18

Language and literacy; money, time, and number concepts, and self-direction

Question 19

Social skills

Answer 19

Interpersonal skills, social responsibility, self-esteem, gullibility, social problem solving, ability to follow rules and avoid being victimized

Question 20

Practical skills

Answer 20

Daily living activities

Question 21

Intermittent Support

Answer 21

Provided as needed; often during life transitions

Question 22

limited support

Answer 22

time-limited support

Question 23

extensive support

Answer 23

regular involvement in at least some environments

Question 24

pervasive support

Answer 24

daily involvement; long-term

Question 25

The likelihood of having a baby with Down syndrome increases with __

Answer 25

Age

Question 26

Characteristics of a person with an intellectual ability

Answer 26

Attention deficit |Memory deficit |Academic performance |Low motivation |Generalization|Language development

Question 27

intellectual disability assessments

Answer 27

The Wechsler Intelligence Scale for Children |The Diagnostic Adaptive Behavior Scale |The Kaufman Assessment Battery for Children

Question 28

Approaches for teaching functional academics

Answer 28

Functional generalized skills usable across life routines |Embedded academic skills usable in specific life routines |Adaptations to bypass academic skills

Question 29

Functional generalized skills usable across life routines

Answer 29

Students learn pivotal skills to use at home, school, and community activities (useful aids and number recognition, counting, money counting )

Question 30

Embedded academic skills usable in specific life routines

Answer 30

Students will acquire academic response as part of a daily life routine (use money to buy lunch, use word schedule to organize day)

Question 31

Adaptations to bypass academic skills

Answer 31

Students will learn to use adaptations that avoid the need for an academic skills (money envelopes, bus passes)