Collaborative Practices in Special Education Final Exam Questions
Course Introduction
This course explores the principles and strategies essential for effective collaboration among educators, families, related service providers, and community agencies to support students with disabilities. Emphasis is placed on developing communication skills, co-teaching techniques, and team problem-solving approaches that promote inclusive learning environments. Students will learn how to participate in multidisciplinary teams, facilitate Individualized Education Program (IEP) meetings, and foster partnerships that enhance educational outcomes for diverse learners. Throughout the course, real-world case studies and reflective exercises help build practical competencies for successful collaborative practice in special education settings.
Recommended Textbook
Exceptional Learners An Introduction to Special Education 12th Edition by Daniel P. Hallahan
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15 Chapters
1039 Verified Questions
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Chapter 1: Exceptionality and Special Education
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Sample Questions
Q1) P.L. 99-457 and IDEA mandate a free, appropriate public education for people ages three to twenty-one. In addition, P.L. 99-457
A)requires employers to provide special programs for people with disabilities.
B)requires schools to provide transitional programs for people with disabilities who are between the ages of 18 and 25.
C)provides incentives for states to develop early intervention programs.
D)requires schools to develop programs for students who are gifted.
Answer: C
Q2) All of the following practices promote integration EXCEPT
A)normalization.
B)institutionalization.
C)full inclusion.
D)mainstreaming.
Answer: B
Q3) We know considerably more today about how to educate exceptional learners than we did ten years ago.
A)True
B)False
Answer: True
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Page 3
Chapter 2: Current Practices for Meeting the Needs of
Exceptional Learners
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Sample Questions
Q1) Research on prereferral teams and response to intervention has found that A)they result in more students being eligible for special education.
B)academic achievement of students who are mainstreamed has increased.
C)although they are popular, little is known about their effectiveness.
D)teachers and administrators are not satisfied with the procedures.
Answer: C
Q2) Jasper is a ten-year-old student with mental retardation. If he is placed in the least restrictive environment, he will receive instruction in
A)a regular classroom for the whole day.
B)a regular classroom with consultation by a special educator.
C)both a regular classroom and a resource room.
D)the setting that best meets his educational needs.
Answer: D
Q3) Special education teachers must attain special expertise in
A)delivering large-group instruction.
B)using technology.
C)cooperative learning.
D)counseling.
Answer: B
Page 4
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Chapter 3: Multicultural and Bilingual Aspects of Special Education
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Sample Questions
Q1) Each of the following statements is true EXCEPT
A)Students need to engage in extended conversations with simple linguistic structures.
B)Too often students are asked for rote responses.
C)The content of instruction must be related to students' experiences.
D)The issue of cultural diversity should be included routinely in all curriculum areas.
Answer: C
Q2) The disproportionate representation of ethnic minority students in special education points to the need for all of the following EXCEPT to
A)make available strong academic programs that foster success for all students regardless of their achievement.
B)implement effective procedures for referral, assessment, eligibility, classification, placement, and reevaluation.
C)decrease the level of home/community involvement.
D)use diverse community resources.
Answer: C
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Chapter 4: Parent and Families
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Sample Questions
Q1) Young siblings of a child with a disability are likely to A)have the opposite reaction as their parents.
B)deny that the child with a disability is different.
C)seek out information from others about the disability.
D)have a more difficult time coping with their feelings than their parents.
Q2) A frequent complaint made by parents about communication with teachers is that A)they are not notified about meetings until the last minute.
B)teachers interrupt them at work to ask questions about their child's routine.
C)they only hear from school personnel when their child has misbehaved.
D)teachers respond promptly to parents' requests for information.
Q3) Functional behavioral assessment involves evaluation of each of the following EXCEPT
A)antecedent events.
B)contextual factors maintaining behavior.
C)consequences of behavior.
D)disciplinary style.
Q4) Describe the symbiotic relationship between teachers and parents, providing two examples of the importance of families to teachers and two of the importance of teachers to families.
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Chapter 5: Learners With Intellectual and Developmental Disabilities
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Sample Questions
Q1) A specific and characteristic behavior repertoire associated with a genetic or chromosomal disorder is a
A)genetic syndrome.
B)personality characteristic.
C)behavioral phenotype.
D)behavioral genotype.
Q2) Authorities believe that few cases of mild intellectual disabilities are caused by specific genetic syndromes.
A)True
B)False
Q3) Discuss the difference in expected prevalence rates for intellectual disabilities (based on the hypothetical normal curve of intelligence)and the actual prevalence figures.
Q4) IQ is generally considered the single best index of how well a person will do in school. A)True
B)False
Q5) Down syndrome is usually an inherited condition.
A)True
B)False
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Chapter 6: Learners With Learning Disabilities
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Sample Questions
Q1) All of the following are features of Direct Instruction EXCEPT
A)fast-paced lessons.
B)emphasis on drill and practice.
C)student-centered lessons.
D)immediate corrective feedback.
Q2) The part of the graph typically used with curriculum-based measurement to depict where a student should be performing at a given point in time is the
A)baseline data point.
B)expected growth norm.
C)aim line.
D)expected aim point.
Q3) Which is a more convincing method for determining whether learning disabilities are inherited: heritability studies or familiality studies? Why?
Q4) Cognitive training involves all of the following EXCEPT
A)changing thought processes.
B)providing strategies for learning.
C)teaching self-initiative.
D)multisensory training.
Q5) Describe two reasons why defining learning disabilities has been so problematic.
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Chapter 7: Learners With Attention Deficit Hyperactivity
Disorder
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Sample Questions
Q1) All of the following are intervention principles for ADHD, according to Pfiffner, Barkley, & DuPaul (2006), EXCEPT
A)Reinforcers should remain consistently the same.
B)Rules and instructions must be clear and brief.
C)Consequences must be delivered swiftly and immediately.
D)Consequences must be delivered more frequently than for other students.
Q2) The negative social status experienced by students with ADHD is
A)usually long lasting.
B)usually overcome by early adulthood.
C)largely a myth associated with the label.
D)generally an issue only during high school.
Q3) All of the following are suggestions for teaching students with ADHD EXCEPT
A)divide instruction into meaningful chunks.
B)provide a rationale for each lesson.
C)include opportunities for guided practice.
D)avoid "thinking aloud" as this is very distracting.
Q4) Most authorities in the area of ADHD are opposed to the use of Ritalin.
A)True
B)False
Page 9
Q5) Describe the four components used in the identification of ADHD.
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Chapter 8: Learners With Emotional or Behavioral Disorders
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Sample Questions
Q1) Despite problems in defining E/BD, most children with severe E/BD are easily recognized because
A)teachers are trained in the use of behavior rating scales.
B)systematic screening procedures are used in most schools.
C)their behavior attracts immediate attention.
D)most schools have psychologists on-site.
Q2) In comparison to the percentage of students with most other disabilities, students with E/BD are more likely to be educated in
A)general education classrooms.
B)resource room programs.
C)less restrictive settings.
D)more restrictive settings.
Q3) Under IDEA, "functional behavioral assessment" (FBA)
A)may simply mean assessment that is meaningfully related to teaching and management.
B)clearly refers to a specific set of procedures designed to pinpoint the function of a student's behavior.
C)is optional.
D)is designed by school administrators.
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Chapter 9: Learners With Autism Spectrum Disorders
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Sample Questions
Q1) Describe three strategies to help a student with autism be more included in a general education classroom.
Q2) Only occasionally are the symptoms of autism spectrum disorder noticed before a child is two years old.
A)True
B)False
Q3) Briefly describe attempts to construct a unifying theory of autism spectrum disorders.
Q4) Most people with autism exhibit remarkable ability or talent in particular splinter skills, such as playing music, drawing, or calculating A)True
B)False
Q5) The words "autistic" and "autism" come from the Greek word autos, meaning A)cars.
B)withdrawn.
C)others. D)self.
Q6) Why has autism been "fertile ground for faddish and unproven treatment methods?"
Page 11
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Chapter 10: Learners With Communication Disorders
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Sample Questions
Q1) The theory that language depends on brain development and proper brain functioning and that language disorders resulting from brain dysfunction can sometimes be compensated for is the theory of A)biological maturation.
B)behavioral psychology.
C)information processing.
D)cognitive development.
Q2) List at least three of the six theories of language development that have dominated the study of human communication at various times. Which theory is widely viewed as having the most direct implications for speech-language pathologists and teachers? Why?
Q3) According to typical development, by what age are all American English speech sounds acquired?
A)18 months
B)3 years
C)6 years
D)8 years
Q4) What is the difference between a primary language disorder and a secondary language disorder?
Q5) Explain why communication does not require speech.
Page 12
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Chapter 11: Learners Who Are Deaf or Hard of Hearing
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Sample Questions
Q1) When performance tests, rather than verbal tests, are used,
A)the IQ scores of both those who are hearing and those who are deaf are lower.
B)the IQ scores of those who are deaf are lower than those who are hearing.
C)the IQ scores of those who are deaf are higher than those who are hearing.
D)there is no difference in IQ between those who are deaf and those who are hearing.
Q2) Most speech sounds have frequencies (pitch)in the range of
A)50-500 Hz.
B)100-900 Hz.
C)250-1,000 Hz.
D)500-2,000 Hz.
Q3) FM systems are used in conjunction with hearing aids to A)amplify sound.
B)increase reverberation.
C)provide individualized instruction.
D)broadcast the schedule of daily events.
Q4) Compare and contrast American Sign Language and signing English systems: As communication systems, what features do they share? What are the relative advantages and disadvantages of each for students with deafness?
Q5) Describe four factors that demarcate the Deaf community as a true culture.
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Chapter 12: Learners With Blindness or Low Vision
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Sample Questions
Q1) Describe two reasons why many adolescents and young adults with visual impairments might have problems becoming independent.
Q2) Use of compressed speech enables students with blindness to A)listen to recorded texts at a faster rate.
B)tape record reports rather than type them.
C)develop better listening skills.
D)participate more fully in class discussions.
Q3) Janice is described as being able to detect some objects in the environment when they are fully lit. This is an example of a skill a teacher might note when performing a A)functional vision assessment.
B)visual acuity assessment.
C)visual efficiency assessment.
D)visual sensitivity assessment.
Q4) Most people with visual impairment use braille as their primary method of reading. A)True B)False
Q5) Explain why there is a common misconception that people who are blind develop an "extra sense."
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Chapter 13: Learners With Low-Incidence, Multiple, and Severe Disabilities
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Sample Questions
Q1) Write a description of what you think life might have been like for Helen Keller and Laura Bridgman if they had not had the intensive and extensive instruction they received from Annie Sullivan and Samuel Gridley Howe, respectively.
Q2) Any repetitive, stereotyped behavior that seems to have no immediately apparent purpose is
A)self-mutilation.
B)self-injury.
C)self-stimulation.
D)tantrums.
Q3) The process of identifying alternative, acceptable ways to communicate through teaching more appropriate behaviors and/or changing the environment to reduce the likelihood of prompting the undesirable behavior is
A)positive behavioral support.
B)functional behavioral assessment.
C)functional behavior analysis.
D)positive behavior management.
Q4) Describe augmentative and alternative communication systems. What problems are associated with AAC? What are the benefits of AAC?
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Chapter 14: Learners With Physical Disabilities and Other Health Impairments
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Sample Questions
Q1) Each of the following statements about preventing physical disabilities is true EXCEPT
A)Many or most physical disabilities are preventable.
B)Reducing the number of teen pregnancies would reduce the number of physical disabilities.
C)Reducing the number of childhood vaccinations has reduced the number of cases of autism.
D)Children with disabilities are at a greater risk for abuse than are those without disabilities.
Q2) When there is an abnormal discharge of electrical energy in certain brain cells, the result is
A)diplegia.
B)choreoathetoid movements.
C)spasticity.
D)seizures.
Q3) In general, academic achievement of children with physical disabilities is below that of their nondisabled peers.
A)True
B)False
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Chapter 15: Learners With Special Gifts and Talents
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Sample Questions
Q1) The concept of multiple intelligences
A)is scientifically untenable.
B)is not longer popular.
C)has been validated by research.
D)has proven application to teaching.
Q2) One of the worst misconceptions of the field of gifted education is
A)the idea that gifted students are more likely to be bullies.
B)the idea that gifted students are superior in every way, including strength and beauty.
C)the idea that giftedness and mental illness are linked.
D)the idea that gifted students are physically stronger and more socially adept.
Q3) Describe four ways that teachers can collaborate to serve students who are gifted.
Q4) Children whose development and accomplishments meet or exceed those of adults with extraordinary talent are known as
A)precocious.
B)prodigies.
C)geniuses.
D)super-gifted.
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