Teaching Students with Special Needs in Inclusive Settings, 5th Canadian Edition Test Bank

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ANSWER KEYChapter OneMultiple Choice1.D6.B11.D16.D21.A2.C7.D12.C17.D22.C3.D8.B13.B18.D23.A4.D9.D14.C19.A24.B5.D10.C15.A20.BMatching25B26.C27.AShort-Answer/Short Essay28.Answers will vary; for descriptions refer topage 12.a.consumersc.communicatorsb.producersd.developers29.Descriptions of the following:a.observationc.record or portfolio reviewb.recollectiond.testing30.Answerswill vary; refer to pages 13-15. Norm-referenced tests provide quantitativeinformation comparing the performance of an individual student to others in his or hernorm group. Test results are usually reported in the form of test quotients, percentiles,and age or grade equivalents. Criterion-referenced tests compare a student’s performancewith a criterion of mastery for a specific task, disregarding his or her relative standing ina group. This type of informal assessment can be especially useful when documentationof progress is needed for accountability because the acquisition of skills can be clearlydemonstrated.31.Answers will vary; refer to page 22.IEPs can serve many purposes. They can direst instruction. Well-written goals can pulltogether isolated or marginally related exercises. They can function as the basis forevaluation. Annual goals can serve as standards for student progress. Teacher efficiencyand efficacy can be judged against them. IEPs can improve communication amongmembers of a team.32.Answers will vary; refer to Table 1.2 on page 19. Five from the following:Behavioural and Environmental Adaptations•Take frequent breaks•Break test into shorter tasks•Provide list of things to doDifficulty keeping place when reading:

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•Provide large-print version•Allow use of place keeper (e.g., bookmark, paper)•Create version of test with fewer questions per pageAcademic AdaptationsDifficulty with reading comprehension:•Identify key vocabulary (e.g., highlight or underline)•Review key vocabulary•Read questions or passages to studentDifficulty with writing:•Allow oral response•Have proctor or teacher write student response•Allow the use of computer or word processorDifficulty with mathematics:•Have calculation read to student•Allow the use of a calculator•Break task into smaller parts•Reduce the number of questions to be answered (e.g., answer only even-numberedquestions)Distracted/off task:•Provide both written and verbal instructions•Provide additional space between work areas•Place student near teacher and/or in the front of the class•Develop a secret signal for on-task behaviour•Keep work area free from unnecessary materials (e.g., books, pencils)•Provide positive feedback•Enforce behaviour management system•Seat apart from othersCompletion of Task-Related AdaptationsGetting started and completing tasks:•Reduce length of test (e.g., select questions to be answered)•Allow additional time•Break test into shorter tasks (e.g., break every 10 minutes)•Establish a reward system•Set timer for designated amount of work time and allow student to take a one-minutebreak after the timer is complete•Provide checklist of appropriate behavioursProcessing difficulties:•Allow use of manipulatives (e.g., counting blocks)•Provide both written and verbal instructions33.Answers will vary; refer to page 20. Fiveroles the classroom teacher can take in theassessment process:1.Teacherscan ask questions about the assessment process.

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2.Teachersseek help as needed in conveying information to parents.3.Provide input.4.Observe assessment procedures.5.Consider issues of possible bias.34.Answers will vary; refer to the Inclusion Strategies feature on page 5. Examples:a.The autistic kid: the kid who is autisticb.The disabled person: the person with a disabilityc.Diabetic child: child with diabetesd.Crippledstudents: students who are crippledEssay Questions35.Refer to pages 2-4.1960s–segregation1970s–normalization movement1973–federal jurisdiction over education: US American Rehabilitation Act1975–US PL 94-142 Education for All Handicapped Children1990–Individuals with Disabilities Education Act (IDEA)1982–Canada-provincial jurisdiction over education: Constitution Act containing theCharter of Rights and Freedoms Canada became the first country in the world to enshrinethe rights of people with exceptionalities in a constitution. The Charter of Rights andFreedoms, which came into effect in 1985, states in section 15.(1) that “Every individualis equal before and under the law and has the right to equal protection of the law withoutdiscrimination based on race, national or ethnic origin, colour, religion, sex, age, ormental or physical disability.”Prior to the 1970s and the normalization movement: Students with physicaldisabilities or intellectual disabilities were provided with services, albeit nearly always inself-contained, isolated classrooms. Few students were served.Residential programs: Typically, children with intellectual disabilities and with sensorydeficits were placed in these settings.In 1970, a report by Roberts and Lazure, entitledOne Million Children: ANational Study of Canadian Children with Emotional and Learning Disorders, called forintegration and instruction based on learning characteristics, not categories. Thislandmark report, combined with Wolfensberger’s work at the National Institute of MentalRetardation in Toronto (Wolfensberger, 1972), which emphasized the importance of anormal environment for all individuals, contributed to the changes in education in Canadain the 1970s.Since the mid-1970s, services to these students have changed dramatically. Notonly are more appropriate services provided by schools, but they also are frequentlyprovided in both resource rooms and in general/regular education classrooms bycollaborating special three distinct phases: (1)relative isolation, (2)integration(ormainstreaming), and (3)inclusion. today’s teachers must be prepared to teach studentswith a variety of needs.36.Answers will vary. Some pros and cons of inclusion:Pros

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1.opportunities for social interaction2.ease in accessing the general curriculum3.academic improvement4.positive outcomes for students with and without exceptionalitiesCons1. General educators have not been involved sufficiently and are therefore unlikely tosupport the model. In addition, general educators may not have the knowledge or skillsenabling them to make needed adaptations, accommodations, or modifications to astudent’s program.2.General educators as well as special educators do not have the collaboration skillsnecessary to make inclusion successful.3.Limited empirical data exist to support the model. Therefore, full implementationshould be put on hold until sound research supports the effort.4.Full inclusion of students with exceptionalities in general education classrooms maytake away from students without exceptionalities and lessen their quality of education.5.Current funding, teacher training, and teacher certification are based on separateeducation systems.6.Students with exceptionalities do better when served in special education classes byspecial education teachers.37.Refer to pages 3-4. Isabel’s education:a.Relative isolation phase: segregated school or classroom with limited programming,if she was lucky enough to get in. Otherwise, no formal schooling.b.Integration of mainstreaming phase: if she was deemed eligible she might have goneto a regular classroom for limited activities, such as art, gym, music, assemblies.Otherwise, she would have been in a self-contained classroom.c.Inclusion phase: in the regular education classroom, with or without adequate support

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Chapter TwoMultiple Choice1.A7.B13.B2.D8.A14.C3.B9.D15.C4.C10.C16.B5.A11.D17.B6.A12.D18.CMatching19.A22.D25.B20.D23.E26.A21.C24.A27.EShort-Answer/Short Essay28.Instructional supports include accommodations and modifications to enhance learningand acceptance in the general education classroom. Illustrative examples will vary.29.Accommodation refers to the “specialized support and services that are provided toenable students with diverse needs to achieve learning expectations. This may includetechnological equipment, support staff, and informal supports” (Saskatchewan Learning,2000, p. 145).Adaptation refers to the “adjustments to curriculum content, instructionalpractices, materials or technology, assessment strategies, and the learning environmentmade in accordance with the strengths, needs, and interests of the learner” (SaskatchewanLearning, 2000, p. 145). Modification refers to changes in policy that will supportstudents with exceptionalities in their learning (e.g., altering school curriculum orattendance policy).30.Types of personnel support that may be needed for students with special needs includespecial education teachers, paraeducators, and related service personnel. Also,administrative support is critical for successful inclusion to occur.31.Classroom teachers play a vital role in the education of students with exceptionalities.They must be able to perform many different functions, such as:-acting as a team member on assessment and IEP committees-advocating for children with exceptionalities-counseling and interacting with parents of students with exceptionalities-individualizing instruction for students with exceptionalities-being innovative in providing equal educational opportunities for all students, includingthose with exceptionalities32.Answers will vary; refer to pages28-34.Resource room: Theresource roomis a special education classroom. However, unlike theself-contained special class, students go to the resource room only for special instruction.

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Students who are served by the resource room model spend part of each school day withtheir typically achieving, chronological-age peers and attend resource rooms for specialassistance in addressing their areas of difficulty.Self-contained class: In the special education classroom approach, students receive themajority of their educational program from a special education teacher specificallytrained to serve the population of students with intellectual disabilities, learningdisabilities, or some other specific exceptionality. Students placed in self-containedspecial education classrooms rarely interacted with their typically achieving peers, ofteneven eating lunch alone. Likewise, the special education teacher interacted very little withtypically achieving students or classroom teachers.Separate schools: Students go to a school designated for students with special needswhich may or may not be the neighbourhood school.Essay Questions33.Parental and teacher support for inclusion is very important. While they believe thatinclusion has some obvious benefits for their children, they also worry about theirchildren being in integrated placements.Most teachers support inclusion, are willing toteach students in their classrooms (although those who respond in this way are fewer thanthose who support the concept), and believe that inclusion results in positive benefits forstudents with exceptionalities and does not harm other students or the instructionalprocess. Classroom teachers play a vital role in the education of students withexceptionalities. Sharing responsibility among classroom teachers, special educationteachers, and other specialists, such as reading teachers, is the key to providing effectiveeducational programs for all students. The attitude of the teacher toward students and thegeneral climate the teacher establishes in the classroom impact the success of all students,particularly those with exceptionalities.34.Fivemethods that enhance the inclusion of students with exceptionalities:(1) a sense of community and social acceptance: In desirable inclusive settings, everystudent is valued and nurtured. Settings such as this promote an environment in which allmembers are seen as equal, all have the opportunity to contribute, and all contributionsare respected.(2) appreciation of student diversity: School personnel involved in the education ofstudents with exceptionalities must have a positive attitude about serving this group ofstudents. If teachers feel that they are being asked to do things that are unnecessary, theentire classroom climate may be affected. Teachers set the example for students in theirclassrooms by either accepting and supporting students with exceptionalities or rejectingthem. Therefore, educators’ philosophy regarding special education is critical to thesuccess of these students.(3) attention to curricular needs: Teachers must look seriously at the curriculum and askwhat students are learning and how students with exceptionalities can access thecurriculum (Pugach & Warger, 2001). If the individual curricular needs of a student arenot being met, the curriculum must be adapted or the educational placement must be re-

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examined. A student’s learning and life needs should always be the driving force inprogrammatic efforts and decisions(4) effective management and instruction: Another essential component of successfulinclusive settings is the effective management of the classroom and effective instructionprovided by the teacher to meet the wide range of students’ needs (Cangelosi, 2004;Voltz et al., 2001). These practices include four elements: (1) successful classroommanagement, (2) effective instructional techniques, (3) appropriate adaptive and/oraccommodative practices, and (4) instructional flexibility. Successful inclusion isimprobable without effective practices in these areas.(5) personnel: Special education teachers,paraeducators(paraprofessionals or teacheraides), and other related service professionals, such as speech-language pathologists,occupational and physical therapists, psychologists, counsellors, and audiologists, aretypically involved in providing supports to students with exceptionalities. They also assistgeneral education teachers in inclusive settings through a variety of collaborative models,including collaboration–consultation, peer support systems, teacher assistance teams, andco-teaching. Table 2.2 summarizes these approaches. Equally important is administrativesupport and collaboration support for inclusion, as reflected by attitudes, policies, andpractices at the district and individual school level (Mastropieri & Scruggs, 2001;Podemski et al., 1995).35.Critical features of inservice program:•History of special education leading to inclusion•Constitution Act: rights of persons with disabilities entrenched•Role and responsibilities of classroom teacher, resource teacher, support personnel,administration, parents, and students•IEPs and programs, accommodations, adaptations, modifications•Service delivery models and placement issues

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Chapter ThreeMultiple Choice1.B6.B11.A16.C21.D26.B2.C7.B12.C17.B22.D27.C3.D8.B13.B18.C23.C4.A9.D14.D19.C24.C5.A10.B15.B20.C25.AMatching28.B31.C34.E29.C32.D35.A30.A33.BShort-Answer/Short Essay36.Alternative communication37.resonance38.student’s age, developmental history, oral-motor skills, culture39.Any two of the following:a.Vocal abuse/misuseb.Trauma to the larynxc.Congenital malformations of the larynxd.Nodules or tumourse.Juvenile arthritisf.Reye’s syndromeg.Psychiatric problemsh.Tourette syndrome40.Any three of the following:a.observation of how intelligible the child’s speech isb.observation of how many different errors the student makesc.observation of the impact-on the student’s socialization and adjustmentd.consider whether the problems are due to physical problems41.Fluency42.Any of the following:a.Is there a pattern to situations in which the student stutters?b.Is the student experiencing social problems?c.Is the student confident?43.Expressive

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44.Receptive45.Answers will vary; refer to Table 3.3.46.Communication board47.Answers will vary; refer to page 52.Articulation disorder: when a person cannot produce 1 or more soundsPhonological disorder: errors of many sounds to form patternsMotor speech disorder: articulation disorders caused as a result of neurological damagesuch as stroke or head injury48.Teachers should monitor the quality of their own voice throughout the school year, sinceteachers are more likely to develop voice problems than individuals in any otherprofession.49.Answerswill vary; refer to pages 59. Talk with student private about speech difficulties.Encourage student’s family to support student’s educational and communication goals.Encourage the student. Be a good listener. Be positive. Maintain eye contact whenstudent speaks.50.Answers will vary; refer to page 64. Possible causes of a language disorder:•Developmental disorders•Emotional disturbance•TBI•Illness•GeneticsEssay Questions51.Elementary teacher facilitates good speech in classroom:•Build positive classroom climate•Help students learn to monitor their own speech•Work with peers or parents•Modify instruction and materials•Teach students their own strategies52.Elementary teacher facilitates good language development in classroom:•Improve students’ comprehension in the classroom•Give students opportunities for facilitative play•Use naturalistic techniques and simulated real life activities to increase language use•Develop students’ conversational skills through story reading•Use music and play games to improve language•Arrange your classroom for effective interactions•Use challenging games with older students•Modify strategies to develop students’ learning tools

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•Work collaboratively with the speech language pathologist•Use storytelling and process writing53.-territorial obstacles-time concerns-terror

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Chapter FourMultiple Choice1.D6.B12.D17.C2.B7.D13.D18.C3.A8.D14.D19.B4.E9.A15.C20.A5.A10.C16.D11.AMatching21.B22.J23.24.D25.F26.E27.H28.A29.I30.CShort-Answer/Short Essay31.Any three of the following terms:a.minimal brain dysfunctionc.central process dysfunctionb.brain damagedd.language delayed32.Answers will vary. Examples:Reading: basic reading, and comprehension, poor phrasing, ignore punctuation, grope forwordsMathematics: computation or reasoning, zero, regrouping, place value, word problems33.Controversial issues related to the identification of preschoolers includea.Identification of preschoolers with LD is difficult due to the marked differences ingrowth and maturation at this age.b.The assessment of preschoolers is very difficult due to the inadequacy ofassessment tools and procedures for this age group.c.Early labelling of a student may burden the child unnecessarily given the widedevelopmental differences at this age.34.Answers will vary. Examples: Complicates the identification process; overrepresentation;cultural and language biases in testing for diagnosis35.Answers will vary. Examples: Assistive and adaptive technology (e.g., screen readers),word processing, games, simulations, drill and practice36.Answers will vary. See Table 4.5, page 100.37.Descriptions of any three of the following controversial approaches:a.tinted glassesd.vision therapyb.orthomolecular therapye.vestibular dysfunctionc.Feingold Dietf.widespread use of stimulants without a

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comprehensive evaluation38.Dyslexia: reading comprehension problemsDysgraphia: disability in handwritingDyscalculia: disability in math39.Answerswill vary; refer to page 97. Discussion should cover the developmental model,the cognitive model, and the behavioural model.40.Answers will vary; refer to pages 102-105.Essay Questions41.See pages 92-96.Points to discuss:•Based on intelligence but must consider language and culture•Over-representation in special education programs•Family participation and on-going communication•Community members and professionals in the school assist classroom teacher42.Points to discuss:Preschool: early intervention, developmental model, cognitive model, behavioural modelElementary: intervention in academic and language difficulties, socio-emotionalproblems, cognitive and meta-cognitive problems,whole language method, (pages 97-110), learning strategies, phonemic awareness, phonics, assistive and adaptive and othertechnology; change the child or change the environment; teach socially appropriatebehaviour; chunking informationSecondary: remediation, adaptations, differentiated instruction, strategies forstudentswith language disorders,self-determination, transition skills, study skillsAdult: resiliency, understanding strengths and needs, identifying appropriate goals, andbeing proactive, making a plan, support groups, writing skills, information processing,reading comprehension, organizational skills, math, and time management.43.Any 5 of the 15 listed on pages 118-119..

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Chapter FiveMultiple Choice1.D5.D9.C13.B17.C2.C6.C1O.B14.B18.D3.C7.A11.A15.D4.B8.D12.B16.BMatching19.E21.D23.B20.C22.ATrue-False24.False26. False25.True27. TrueShort-Answer/Short Essay28.Classroom management29.a.group managementb.physical managementc.behaviour management30.Answers will vary; refer topage 137-138.1. State rules positively and clearly.2. Use simple terms.3. Only 5-6 rules.4. Display rules prominently.5. Practise and discuss rules at beginning of year and throughout.6. Role play how to carry out the rules.7. Adopt rules and consequences you are willing to enforce.8. Positively reinforce compliance.9. Communicate rules and consequences to parents.31.Answers will vary; refer to page 142.1. Determine critical areas of concern2. When does behavior occur? What are the triggers?3. Specify desired behavior in measurable terms.4. Specify reinforcers or negative consequences.5. Both teacher and student (and parents) should sign contract.6. Keep a record of behaviour.7. Provide consequences or reinforcements in a timely fashion.8. Celebrate achievement of goal.

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32.Answers will vary; refer to page 143-144.•Vary activities•Allow movement•Frequent breaks•Legal movement33.Self-regulated strategies34.Answers will vary; refer to page 145-146.•Venn diagrams•note-taking strategies•checklists35.Answers will vary; refer to page 125-126.1.neuroanatomical-related to brain structure2.neurochemical-chemical imbalance in the brain3.neurophysiological–brain function4.neuropsychological-dysfunction of frontal lobes36.Answers will vary; refer to page 136-138.a. Early childhood: excessive activity; incessant talking; difficulty paying attention;difficulty playing quietly; impulsiveness/distraction; academic underachievementb. Middle childhood: excessive fidgeting; difficulty remaining seated; messy/carelesswork; failure to follow instructions; failure to follow through on tasks; academicunderachievementc. Adolescence: feelings of restlessness; difficulty engaging in quiet sedentary activities;forgetful and inattentive; impatience; engagement in potentially dangerous activities;academic underachievementd. Adulthood: feelings of restlessness; difficulty engaging in quiet sedentary activities;frequent shifts from one uncompleted activity to another; frequent interruption orintrusion on others; avoidance of tasks that allow for little spontaneous movement;relationship difficulties; anger management difficulties; frequent changes in employment37.Answers will vary; refer to pages 133-136.a. Preliminary assessment: Initial school meetingb. Formal assessment: Follow-up meeting of school teamc. Collaborative meeting for strategy developmentd. Follow-up and progress review38.Answers will vary; refer to page 133-136.•Loss of appetite•Stomachaches•Headaches•Tics•Extreme mood changes•Cognitively sluggish/disoriented

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•Excessive irritability•Excessive nervousness•Decreased social interactions•Unusual or bizarre behavior•Excessive activity level•Light picking of fingertips•Lip licking39.Answers will vary; refer to page 146.Benefits:•Organization•Study tactics•Responsibility for actions•Aware of own thinking process•Monitor personal behavior•Inhibit inappropriate behaviours•Express appropriate behaviours•Self-reflection•On task behaviours•Strategic learning•Social skillsEssay Questions40Answers will vary; refer to pages 143-147•Incentives for task completion•Physical management of classroom to reduce distractions•Premack Principle•Chunking•Contracts•Legal movement•Novelty•Adaptive and assistive technology•Variety of assessment techniques•Avoid long periods of sitting and listening•Teach self-regulated strategies•Self-management•Learning strategies•Study skills•Build community of learners41.Answers will vary; refer to pages 133-136.PRO•70-80% effectiveness•Increased concentration

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