Type:
Test Bank
Teaching Individuals with Resource: Physical or Multiple Disabilities Edition:
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Author(s):
Sherwood Best Kathryn Heller June Bigge
Test Bank for
Teaching Individuals with Physical or Multiple Disabilities, 6e Sixth Edition Sherwood J. Best California State University, Los Angeles
Kathryn Wolff Heller Georgia State University
June L. Bigge San Francisco State University Prepared by Sherwood J. Best
Table of Contents
Chapter One: Impact and Implications of Physical, Health, and Multiple Disabilities………………………………………………… 1 Chapter Two: Physical Disabilities…………………………………………………4 Chapter Three: Cerebral Palsy……………………………………………………..7 Chapter Four: Health Impairments……………………………………………….. 9 Chapter Five: Curriculum and Individualized Educational Planning………….. 11 Chapter Six: Task and Situation Analysis………………………………………… 14 Chapter Seven: Assistive Technology……………………………………………….16 Chapter Eight: Augmentative and Alternative Communication………………….18 Chapter Nine: Feeding and Swallowing…………………………………………….20 Chapter Ten: Adaptations for Personal Independence……………………………23 Chapter Eleven: Adaptations in Physical Education, Leisure Education, and Recreation………………………………………………………. 25 Chapter Twelve: Self-Determination and Education for Transition…………….. 27 Chapter Thirteen: Reading Instruction and Adaptations…………………………30 Chapter Fourteen: Writing Instruction and Adaptations…………………………32 Chapter Fifteen: Science and Social Studies Instruction and Adaptations………34 Chapter Sixteen: Mathematics Instruction and Adaptations……………………..37 Answer Key………………………………………………………………………….. 39
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Chapter One: Impact and Implications of Physical, Health, and Multiple Disabilities Fill in the Blank: 1. Disability issues were brought into federal politics through the efforts of _________________. 2. Three models for viewing disability are the: 1) __________________, 2) _____________, and the 3) ____________________. 3. The World Health Organization (WHO) has attempted to classify functioning, disability, and health with a model called the ___________. 4. Previous terminology used by the WHO used the terms 1) ____________, 2) _____________, and 3) __________________, which have been incorporated into the current ICF model or replaced. 5. The NDT Enablement model added the component of motor functions to the ICF model across the domains of: 1) ______________________, 2) ________________________, 3) _________________________, and 4) ____________________________. 6. Four federal disability categories that describe persons with physical, health, and multiple disabilities are: 1) __________________, 2) _____________, 3) _________________, and 4) _____________________. 7. Educational goals for students with physical, health, or multiple disabilities must correspond to their _______________________ for meeting general curriculum goals. 8. Content standards refer to __________________________________________________. 9. Curricular content for students with severe cognitive disabilities are aligned with ____________________________________. 10. A ______________ is a condition that lasts ≥ 12 months at the time of diagnosis and is likely to have a duration of ≥ 12 months. 11. Chronic illnesses include conditions such as _______________, ________________, ________________, _____________, and _______________. 12. One way to enhance usability for all individuals is to employ the concept of ____________________. 13. Students with physical or health impairments receive educational services in many ways, including; 1) _________________, 2) _____________________, 3) ________________, and 4) ______________________.
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14. Barriers to effective educational service delivery for students with physical, health, and multiple disabilities include: 1) _________________, 2) _________________, and 3) ________________________ 15. Teachers who work with student with physical and health disabilities must possess these specialized knowledge and skills: 1) ______________________, 2) _________________, 3) _____________________, and 4) _______________________. Short Answer: 1. What does the author mean by the statement “Disability is part of the human condition”? 2. When might a disability be an important factor in a person’s life, and when might the disability be inconsequential? 3. Describe several responses to persons with physical disabilities throughout history. 4. Compare and contrast the medical, social, and biopsychosocial models of conceptualizing disability. 5. Describe the ICF model. Does this model help you to understand the broad construct of disability? Why or why not? 6. Why is terminology important when describing aspects of disability? 7. What are the differences between grade level achievement standards, modified academic achievement standards, and alternate achievement standards? 8. What challenges are faced by a person whose disability is observable/visible? What challenges are faced by a person whose disability is not observable/invisible? 9. What is the difference between acute and chronic conditions? What challenges are faced by teachers who work with students who have chronic conditions? 10. Define assistive technology and explain its importance to academic and daily life functioning for individuals with physical or multiple disabilities. 11. What is UDL and how can it be applied to teaching and learning? 12. Why is it important to consider the need for students with physical disabilities to strive for independence? How can teachers support personal independence for such students? 13. Describe two types of educational service delivery that are unique to students with physical or health disabilities. Would you like to work as a home or hospital teacher? Why or why not?
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14. Why is lack of adequate equipment and important logistical barrier to service provision for students with physical, health, or multiple disabilities? 15. Describe four specific knowledge and skill areas needed by teachers who work with students who have physical, health, or multiple disabilities.
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Chapter Two: Physical Disabilities Fill in the Blank: 1. Neuromotor impairments include conditions that originate in the _______________ and affect the _________ and __________. 2. Malformations of the brain, spinal cord, and/or vertebrae are collectively called ____________________, although they are commonly referred to as ______________. 3. The major types of neural tube defects are _____________, ____________, and __________. 4. The most common type of neural tube defect is spina bifida, which can be further classified into the categories of _____________, _______________, and _________________. 5. Many individuals with myelomeningocele have accompanying ________________, which is characterized by head enlargement, brain abnormalities, and seizures. 6. Surgery to correct hydrocephalus involves placement of a plastic tube called a _________, which is inserted into the ventricles of the brain to drain excess cerebral spinal fluid. 7. Headaches, dizziness, nausea, trouble staying awake, and other disturbances may be an indication of _____________________ in a person with spina bifida. 8. Head trauma acquired by external physical force in which there is disruption in brain structure or function is called ____________________________________. 9. Traumatic brain injury in which the brain slams against the inside of the skull in the front and then travels backwards and connects again the inside of the skull in the back is called a _________________________________ injury. 10. Types of visual loss that can occur with TBI include ______________, _____________, and ________________. 11. Students who have had a TBI often experience swiftly changing emotional ups and downs known as _______________________________. 12. Three examples of disrupted executive functioning in persons with a TBI are: ____________________, _____________________, and ______________________. 13. The most common form of muscular dystrophy is _____________________________.
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