Quiz 2 - Practice Test; Special Education; Spring 2015 PDF

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Practice Test; Special Education; Spring 2015...

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Note: It is recommended that you save your response as you complete each question. Question 1 (1 point) It is estimated that students in the United States represent more than Question 1 options: 1000 languages

1000 cultures

61% of the population of Special education students

11% of public school student population

Question 2 (1 point) When the methods of instruction used in school differ from what students may be used to, this may be called: Question 2 options: Southern culture

Cross-cultural harmony

Cross-cultural dissonance

Cross-cultural exchange

Question 3 (1 point) A lack of awareness about the difficulty of academic language might lead a teacher to believe Question 3 options: That the student is trying, and just needs more time to understand the language.

That the student is not trying or that he or she has learning difficulties.

That academic language should be introduced only after social language skills are mastered

That the student cannot be taught in English and may need tutoring in his or her native language

Question 4 (1 point) Over all, the goal of this module is to address Question 4 options: Cultural and linguistic factors.

How students differ from teachers’ perceptions.

How teacher perceptions impact the identification and placements of students for special education services.

How teacher perceptions of students with different cultural and linguistic backgrounds influence the ways in which they teach

Question 5 (1 point) Teachers are culturally responsive when they: Question 5 options: Acknowledge and respect different cultural heritages

Recognize the strengths and contributions of individuals from historically underrepresented groups

Use a wide variety of instructional techniques (e.g., role-playing exercises, storytelling) that

align with the way in which the student is taught in his or her own culture

All of these

None of these

Question 6 (1 point) One of the things Dr. Klingner sees happening in schools is that when a teacher is given a program or asked to use an evidence-based practice and then it doesn’t work with a particular group of kids, say English-language learners, Question 6 options: The teacher tends to think the students can’t learn or they’re not getting enough support at home

The principal or developers of the program take responsibility for the lack of progress

The teacher looks for reasons why this program is called an evidence-based practice, since it clearly is not

It is assumed that there are second language-acquisition process deficits within the students

Question 7 (1 point) A stereotype may be defined as: Question 7 options: An accurate way to categorize people into a narrow range of characteristics,, habits, or reactions

A cognitive way to individualize our thinking about others and address complex needs

The human mind’s tendency to simplify people or groups into a narrow range of

characteristics, habits, or reactions.

A way to simplify the academic and intellectual capacity of children in order to place them for special education services.

Question 8 (1 point) The graphic (under “what teachers can do”) in which student receive a variety of strategies or interventions shows Question 8 options: There are more students receiving assistive technology than universal design for learning

There are fewer students receiving assistive technology than differentiated instruction

General education teachers should be prepared to address their students’ narrow range of ability levels and instructional needs.

Universal design for learning is the most accepted and widely used strategy in the classroom.

Question 9 (1 point) In a seminal study of teacher expectations, researchers randomly assigned students from disadvantaged backgrounds to either an experimental group or a control group, telling teachers that the experimental group of students had “high potential”. At the end of the study the high potential group outperformed the control group. This is known as the: Question 9 options: High potential effect

Inclusion effect

Pygmalian effect

Pyramid effect

Question 10 (1 point)

Why does socioeconomic status (SES) matter in terms of educational outcomes? Question 10 options: Students from high-SES households have better than average language skills and need to be in the gifted program.

Students from low-SES households usually need special education

Research shows that students from low-SES households face a variety of challenges that can lead to negative educational outcomes.

Research shows that students from low-SES households do as well as students from average SES households if they attend regularly and comply with school rules

Question 11 (1 point) Dr. Waddell discusses how teachers need to understand that students from low-SES backgrounds often have. Question 11 options: A field-dependent viewpoint

A field-independnet viewpoint

An independent mindset that may cause tension in the classroom

A learned-helplessness mindset that may prevent students from advocating for their needs

Question 12 (1 point)

To address cultural diversity, teachers need to understand that: Question 12 options: Mastering academic content might be difficult for students who are not proficient in English.

A disability might affect a student’s learning, and therefore the teacher might need to make instructional adjustments if the student is to be successful.

Instruction might be confusing to students if their cultural experiences or background knowledge are different from or inconsistent with those of their teacher.

Students might not have access to additional educational resources and supports outside of school.

Question 13 (1 point) Culturally responsive teaching involves:...