Disability Studies in Education
Midterm Exam
Course Introduction
Disability Studies in Education explores the social, cultural, political, and historical contexts that shape the experiences of individuals with disabilities within educational settings. The course examines disability as a social construct, challenging traditional medical and deficit-based models, and encourages critical reflection on educational practices, policies, and curricula. Students critically engage with theories and perspectives from disability studies to analyze barriers to inclusion, the role of advocacy, and the importance of accessibility and equity in education. Through case studies, readings, and discussions, the course aims to foster a deeper understanding of disability rights, the intersectionality of identity, and strategies for creating inclusive learning environments.
Recommended Textbook
Exceptional Children and Youth 5th Edition by Nancy Hunt
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520 Verified Questions
520 Flashcards
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Chapter 1: An Introduction to Special Education
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Sample Questions
Q1) Individualized education, the heart of IDEA, implies that A) each student should have a program tailored to his or her unique needs.
B) the student is taught outside the mainstream classroom at least part of the day.
C) the student receives one-to-one instruction at least part of the day.
D) All of the above.
Answer: A
Q2) The purpose of teacher assistance teams is to
A) suggest instructional alternatives to special education testing and placement. B) replace the IEP team for students with moderate disabilities.
C) perform the assessment needed to qualify students for special education.
D) work with the general education teacher to keep students in the classroom.
Answer: D
Q3) Which four exceptionalities have the highest prevalence?
Answer: Students should mention specific learning disabilities, behavior disorders, communication disorders, and mental retardation as generally considered to be the conditions with highest prevalence.
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Chapter 2: The Special and General Education Relationship:
New Trends and Challenges
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Sample Questions
Q1) Which of the following is NOT a traditional curriculum option for students with disabilities?
A) The general education curriculum
B) Specialized curricula such as social skills or study skills
C) The Parallel Curriculum
D) A functional or life-skills curriculum
Answer: C
Q2) Which of the following is NOT a component of assessment for purposes of instruction in special education?
A) Learning where to begin instruction
B) Monitoring a student's performance
C) Evaluating the effectiveness of instruction
D) Large-scale assessment of school achievement
Answer: D
Q3) Today, evidence-based practices can be defined as
A) individualized education based on IEP goals.
B) teaching methods verified by research as effective.
C) alternative curriculum content to the curriculum standards.
D) a "magic feather" that is seldom effective.
Answer: B
Page 4
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Chapter 3: Risk Factors and Early Intervention
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Sample Questions
Q1) Fill in the missing word in this statement. "The weight of successful development in the early years falls most heavily on the child's ___________with primary adult caregivers."
A) conflicts
B) relationships
C) interactions
D) communication
Answer: B
Q2) Which of the following statements about risk is NOT true?
A) Certain clusters of risk factors make it more likely that developmental problems will occur.
B) Risk factors guarantee developmental problems.
C) Environment can influence the impact of risk factors.
D) Cultural conditions and caregiver attention can influence the impact of risk factors.
Answer: B
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Chapter 4: Families of Children With Disabilities
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Sample Questions
Q1) The first step in developing cultural competence is to A) examine your own attitudes and beliefs.
B) talk to people from other cultures.
C) learn at least one foreign language.
D) travel extensively in other countries.
Q2) The expression "adjustment and acceptance" refers to A) the ability of an ill child to adjust to the medical interventions associated with his or her condition.
B) parents' acceptance of the fact that their child should not be expected to progress to a notable degree.
C) parents' ability to let go of feelings of anger, guilt, and sadness over the disability of their child.
D) parents' constructive adaptation to a child's disability and development of realistic expectations.
Q3) What reactions do parents tend to go through in response to the diagnosis that their child has a disability? How predictable are these feelings?
Q4) How can a philosophy of cultural reciprocity help a teacher working with families from cultural backgrounds very different from their own?
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Page 6
Chapter 5: Children With Learning Disabilities
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Sample Questions
Q1) Small-group instruction, response signals, choral responding, and corrective feedback are components of
A) whole language instruction.
B) direct instruction.
C) task analysis.
D) strategy instruction.
Q2) A technique that many teachers have taught their students to promote metacognition is
A) self-monitoring.
B) basic arithmetic skills.
C) basic reading decoding.
D) behavioral analysis.
Q3) Which of the following areas is NOT identified in the IDEA definition of a learning disability?
A) Oral expression
B) Mathematics reasoning
C) Reading comprehension
D) Spelling
Q4) What is known about internal and external causes of learning disabilities?
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Chapter 6: Children With Intellectual Disabilities
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Sample Questions
Q1) Which statement about the causes of intellectual disabilities is correct?
A) Causes can be identified about 90 percent of the time.
B) Causes can be identified about 50 percent of the time.
C) Causes have been narrowed down to approximately three factors.
D) Causes almost without exception take place before birth.
Q2) The normal or bell-shaped curve represents
A) the range of intelligence scores that can be expected in the population.
B) the probability that a person will have a low IQ score.
C) the range of verbal ability in a representative group of children.
D) the distribution of adaptive skills for any given age.
Q3) Which of the following is an age-appropriate adaptive behavior usually acquired during the elementary school years?
A) Using a spoon and cup to eat
B) Acquiring appropriate toileting competence
C) Vocational skill mastery
D) Acquiring academic skills sufficient to function in the environment
Q4) What effect do intellectual disabilities have on a student's ability to learn in a general education classroom?
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Page 8
Chapter 7: Children With Severe Disabilities
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Sample Questions
Q1) Which statement about families with a profoundly disabled child is correct?
A) All go through the same sequence of stages when they learn of their child's condition.
B) They tend to accept the condition fairly quickly.
C) They are unable to have their child qualify for any special assistance until the child is five years old.
D) They tend to learn about the condition fairly soon after the child's birth.
Q2) Which of the following statements about students with severe disabilities is NOT correct?
A) Some students have disabilities so severe that they cannot benefit from instruction.
B) Even students whose disabilities are so extensive that they severely limit their ability to respond to instruction can receive educational programming.
C) Educational programming for students with the most severe disabilities may be limited to sensory engagement.
D) For students with the most severe disabilities, efforts can be made to establish some type of communication skill or preskill, such as eye contact.
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Chapter 8: Children With Behavior Disorders
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Sample Questions
Q1) Which of the following would NOT be considered an internalizing behavior according to Achenbach and Edelbrock?
A) Impulsivity
B) Withdrawal
C) Avoidance
D) Compulsiveness
Q2) On average, children are identified with behavior disorders
A) during the preschool years, between the ages of 3 and 5.
B) in the early elementary years.
C) during middle school, particularly in grades 7 and 8.
D) at the age of 16.
Q3) What are some of the most effective methods of teaching academic skills to students with behavior disorders?
Q4) The academic prognosis for children with behavior disorders
A) is about the same as the prognosis of children without disabilities.
B) is worse than the prognosis for children with learning disabilities.
C) improves when the students enter high school.
D) is better than the prognosis for children with learning disabilities.
Q5) What are some of the major systems of classifying behavior disorders and how are they used?
Page 10
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Chapter 9: Children With Autism Spectrum Disorders
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Sample Questions
Q1) When we conduct a functional behavior analysis with a student with autism we assume that
A) undesirable behavior will be difficult to eliminate.
B) teaching an alternative behavior will involve changing cognitions.
C) there is little relationship between communication and behavior.
D) every behavior has a communicative intent.
Q2) Research suggests that children with Asperger's syndrome may have many of the social and behavioral characteristics of autism, but without A) range of motion in upper extremities.
B) marked delays in language and cognitive development
C) degree of stereotypic behavior.
D) age of onset of characteristics of autism.
Q3) According to the federal definition, autism primarily affects a child's ability to A) move, balance, and coordinate.
B) communicate and interact socially.
C) listen, speak, and write.
D) complete school work and maintain attention.
Q4) How can the recent dramatic increase in the number of cases of autism be explained?
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Chapter 10: Children With Communication Disorders
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Sample Questions
Q1) Augmentative and alternative communication (AAC) refers to
A) ways (other than speech) that are used to send a message from one person to another.
B) computer-assisted communication.
C) sign language and fingerspelling.
D) facial expressions, gestures, and writing.
Q2) Students with speech and language impairments
A) make up the largest group receiving special education services.
B) are the smallest group receiving special education services.
C) make up the second-largest group receiving special education services.
D) are very difficult to identify in the schools.
Q3) Describe instructional discourse strategies and discuss how they are used in classrooms.
Q4) Which statement about phonological disorders is correct?
A) They are often confused with normal developmental differences.
B) They tend to last for only a brief time.
C) They occur mainly from six months to one year of age.
D) They always include some sound deletions.
Q5) What is a language impairment and how can it affect a student's school performance?
Page 12
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Chapter 11: Children Who Are Deaf and Hard of Hearing
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Sample Questions
Q1) The most common cause of conductive hearing loss is A) accidents.
B) neurological deterioration of the cochlea.
C) desensitization of the auditory nerve over time.
D) middle ear infection.
Q2) Which statement about students with slight to moderate hearing loss is correct?
A) They are more likely than students with severe loss to be served in special day classes, segregated from their hearing peers.
B) In general, they achieve at the same level as students with more severe loss.
C) They can often keep pace with their classmates in general education classrooms by using their residual hearing.
D) They tend to be diagnosed as adults.
Q3) A study of deaf college students (Toscano, McKee, & Lepoutre, 2002) found that the key to success for the students was
A) the ongoing involvement and support of their families in communication and academic achievement.
B) the mode of communication used by the student.
C) the consistent use of a cochlear implant since childhood.
D) the quality of the student's education through secondary school.
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Page 13
Chapter 12: Children Who Are Blind or Have Low Vision
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Sample Questions
Q1) Impairments in vision can be associated with
A) the passage of light from the lens to the retina.
B) the transmission of neural energy from the retina to the brain.
C) damage to the retina.
D) All of the above
Q2) Visual acuity of 20/200 means that a person sees at
A) 200 feet what a normally sighted person sees at 20 feet.
B) 100 feet what a normally sighted person sees at 10 feet.
C) 20 feet what a normally sighted person sees at 200 feet.
D) 10 feet what a normally sighted person sees at 100 feet.
Q3) Which statement about educational definitions of blindness is correct?
A) They primarily rely on measures of visual acuity.
B) They are primarily based on how a student uses his or her vision in an educational setting.
C) They are used to determine the type of educational placement that is most appropriate for a child.
D) They are somewhat misleading because someone who is considered "educationally blind" may actually have a good deal of functional vision.
Q4) How might a family respond to visual impairment of a family member?
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Chapter 13: Children With Physical Disabilities and Health Impairments
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39 Verified Questions
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Sample Questions
Q1) When children return to school after suffering traumatic brain injury, it is recommended that teachers provide
A) remedial help in reading and language, but not in math.
B) specific instruction in activities of daily living.
C) specific routines and a structured environment.
D) a computer devoted to the student's use.
Q2) E-books allow children with physical disabilities
A) to create stories electronically using publication software.
B) to access a network of stories written by other children with physical disabilities.
C) to use a single switch to turn pages and follow along with stories read in class.
D) to write stories more easily using word-prediction software.
Q3) The specific orthopedic condition in which the muscles and the nerves connecting to the brain are normal but the "communication" between the brain and muscles is distorted is
A) cerebral palsy.
B) traumatic brain injury.
C) neuralgia.
D) nephritis.
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Chapter 14: Children Who Are Gifted and Talented
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Sample Questions
Q1) Gardner refers to deep self-knowledge and actualization as A) interpersonal intelligence.
B) intrapersonal intelligence.
C) bodily-kinesthetic intelligence.
D) spatial intelligence.
Q2) The practice of allowing a student who is gifted to skip several grades to accommodate his or her giftedness is called
A) acceleration.
B) early entrance tracking.
C) enrichment.
D) advanced placement.
Q3) Perfectionism
A) is a desirable trait in gifted students.
B) may lead to underachievement in some gifted students.
C) neither of the above.
D) both of the above.
Q4) Describe the criteria that are used to qualify a student as talented or as gifted.
Q5) Briefly explain how views of giftedness have changed through history.
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