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| 1 | |
According to John Hockenberry, who believes that the Americans with Disabilities Act (ADA) has accomplished its goals, the ADA’s most significant accomplishment is that it has widened the expectation that: |
| | A) | people with disabilities can be gainfully employed. |
| | B) | “undue burden” is an excuse not to be suffered by businesses any longer. |
| | C) | people with disabilities can be involved in and excel at sports. |
| | D) | there ought to be some way in for people with disabilities. |
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| 2 | |
Lynda A. Price, Paul J. Gerber, and Robert Mulligan maintain that opportunities for ADA-mandated access are underused by individuals: |
| | A) | who are elderly as well as disabled. |
| | B) | with learning disabilities. |
| | C) | without college degrees. |
| | D) | who cannot live independently. |
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| 3 | |
Which one of the following statements best exercises the social message that H. Rutherford Turnbull III, who believes that IDEA 2004 contains substantial changes, thinks the reauthorized IDEA sends? |
| | A) | The special education and disability communities have the right to reasonable accommodations. |
| | B) | Rights come before responsibilities for the disabled. |
| | C) | Rights and responsibilities go hand in hand. |
| | D) | Students with disabilities are different, and they should be treated differently. |
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| 4 | |
Tom E. C. Smith, who does not believe that IDEA 2004 contains substantial changes, reports that the primary reason that some teachers leave the teaching profession is |
| | A) | the addition of the autistic and brain injured to the disabilities covered under IDEA. |
| | B) | excessive paperwork. |
| | C) | burdensome federal and local requirements. |
| | D) | inadequate compensation for an increased workload. |
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| 5 | |
According to M. Suzanne Donovan and Christopher T. Cross, who believe that eliminating overrepresentation is beyond the scope of public schools, evidence supports the theory that early intervention on multiple fronts can improve the school prospects for children with multiple risk factors and reduce the likelihood that they will require special education only if it is |
| | A) | high quality. |
| | B) | federally mandated. |
| | C) | subject to joint oversight by multiple state agencies. |
| | D) | implemented by the time the student reaches age three. |
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| 6 | |
According to Daniel J. Losen and Gary Orfield, who do not believe that eliminating overrepresentation is beyond the scope of public schools, the most overrepresented minority group in every category and nearly every state is |
| | A) | Native Americans. |
| | B) | Hispanics. |
| | C) | blacks. |
| | D) | males. |
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| 7 | |
Some experts have noted that teachers might impose disciplinary consequences without realizing the impact these might have on frustrated learners with moderate disabilities resulting in: |
| | A) | a worsening of the learning disability. |
| | B) | lawsuits from parents. |
| | C) | a loss of federal funding for the school. |
| | D) | increasing isolation and a growing frustration with education. |
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| 8 | |
The original goal of public education, as maintained by Howard S. Adelman and Linda Taylor, is to teach academics and: |
| | A) | produce good workers. |
| | B) | create good citizens. |
| | C) | instill religious virtue. |
| | D) | teach response to discipline. |
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| 9 | |
According to Marcus A. Winters and Jay P. Greene, one state that has been highly successful in educating students with learning disabilities through a voucher program is: |
| | A) | Minnesota. |
| | B) | Wisconsin. |
| | C) | Florida. |
| | D) | South Carolina. |
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| 10 | |
Barbara Miner, who does not believe that school choice opens doors for students with disabilities, warns that voucher programs threaten to usher in a: |
| | A) | widening gap between the elite and the non-elite. |
| | B) | generation of children with untreated learning disabilities. |
| | C) | new form of segregation. |
| | D) | new system of bureaucracy, more muddled than the one that presently exists in public schools. |
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| 11 | |
Jay P. Greene and Greg Forster, who believe that funding systems create a perverse incentive to place students in special education, mention all of the following as culprits responsible for the increase in special education enrollment except |
| | A) | greater real incidence of disabilities. |
| | B) | improved diagnostic methods for identifying special education students. |
| | C) | advent of high-stakes testing. |
| | D) | financial incentives created by special education funding. |
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| 12 | |
Kanya Mahitivanichcha and Thomas Parrish, who do not believe that funding systems create a perverse incentive to place students in special education, conclude that the choice of a census-based funding system alone may have a |
| | A) | major effect on future special education enrollments. |
| | B) | slight effect on future special education enrollments in certain states. |
| | C) | light effect on future special education enrollments. |
| | D) | major effect on the quality of future special education programs. |
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| 13 | |
The RTI system, as explained by Rachel Brown-Chidsey and Mark W. Steege, requires ongoing evaluation of students’: |
| | A) | interpersonal interactions. |
| | B) | retention of subject matter material. |
| | C) | classroom behaviors and attentiveness. |
| | D) | rate of learning. |
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| 14 | |
At worst, Douglas Fuchs and Donald D. Deshler maintain, supporters of RTI tend to characterize those who question the method as: |
| | A) | frightened bureaucrats. |
| | B) | attempting to obstruct the wider use of the techniques. |
| | C) | opposed to mainstreaming children with learning disabilities. |
| | D) | refusing to consider established scientific evidence. |
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| 15 | |
Jennifer Booher-Jennings, who believes that No Child Left Behind (NCLB) leaves some students behind, would assess NCLB as changing the emphasis of education to |
| | A) | student performance. |
| | B) | teacher performance. |
| | C) | student need. |
| | D) | administration need. |
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| 16 | |
With regard to students with disabilities, the U.S. Department of Education, which does not believe that NCLB leaves some students behind, would agree with all of the following statements except that |
| | A) | we need tests that measure what students know and can do without the interference of their disability. |
| | B) | we need to improve tests for students with disabilities. |
| | C) | if students with disabilities are excluded from assessments they will still be included in improvement plans based on those assessment results. |
| | D) | students with disabilities can achieve at high levels. |
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| 17 | |
According to Rod Paige, who believes that NCLB requirements will produce highly qualified special education teachers, President George W. Bush's 2003 budget calls on Congress to do all of the following except |
| | A) | increase funding for teacher development. |
| | B) | increase funding to train and recruit teachers in math and science. |
| | C) | provide tax relief to help teachers defray expenses. |
| | D) | expand loan forgiveness for all teachers. |
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| 18 | |
James McLeskey and Dorene D. Ross, who do not believe that NCLB requirements will produce highly qualified special education teachers, contend that the major weakness in arguments by both sides of the teacher education requirement debate is |
| | A) | that the constantly changing nature of teaching requirements makes it difficult to compile research evidence. |
| | B) | a lack of research evidence on how to prepare and credential teachers. |
| | C) | that teachers are traditionally reluctant to allow access to student achievement databases. |
| | D) | none of the above |
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| 19 | |
According to Samuel L. Odom et al., who believe that scientifically based research can guide instructional practice, initial special education research methods were derived from |
| | A) | medicine. |
| | B) | psychology. |
| | C) | sociology. |
| | D) | anthropology. |
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| 20 | |
In the view of Frederick Brigham et al., who do not believe that scientifically based research can guide instructional practice, scientific data can only be useful in certain circumstances, therefore the initial task facing producers of scientific research is to |
| | A) | interpret evidence favorable to already existing beliefs. |
| | B) | dispense with existing beliefs. |
| | C) | formulate a hypothesis. |
| | D) | decide which goal is the most important to pursue. |
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| 21 | |
According to Kevin S. McGrew and Jeffrey Evans, who believe that students with cognitive disabilities should be expected to demonstrate academic proficiency, conclude that the proper metaphor for the IQ-achievement relationship is that the cup |
| | A) | can flow over. |
| | B) | cannot flow over. |
| | C) | is full to the brim. |
| | D) | is half empty. |
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| 22 | |
James M. Kauffman, who does not believe that students with cognitive disabilities should be expected to demonstrate academic proficiency, argues that standardized tests |
| | A) | are creating slightly more anxiety in the students being tested than would portfolio assessment. |
| | B) | are dumbing down schools. |
| | C) | are not appropriate for learning disabled students. |
| | D) | cannot take the place of frequent teacher monitoring or assessment. |
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| 23 | |
James M. Kauffman, et al., who believe that schools have gone too far in using accommodations, note that some parents confuse making life better for their disabled children with making life |
| | A) | busier. |
| | B) | slower. |
| | C) | easier. |
| | D) | harder. |
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| 24 | |
For MaryAnn Byrnes, who does not believe that schools have gone too far in using accommodations, the point of accommodations is to remove the |
| | A) | stigma of the disability. |
| | B) | barrier of the disability. |
| | C) | appearance of the disability. |
| | D) | expectation of failure due to the disability. |
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| 25 | |
According to Wayne Sailor and Blair Roger, who believe that one model of special education can serve all students, at a Schoolwide Applications Model (SAM) school, the chief agent of each child's educational program is the |
| | A) | classroom paraprofessional. |
| | B) | special education teacher who implements the child's individualized education program (IEP). |
| | C) | general education teacher. |
| | D) | support teacher. |
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| 26 | |
According to Naomi Zigmond, who does not believe that one model of special education can serve all students, asserts that research evidence on the relative efficacy of one special education service delivery model over another is all of the following except |
| | A) | inconclusive. |
| | B) | scarce. |
| | C) | methodologically flawed. |
| | D) | irrelevant. |
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| 27 | |
According to Rosalind Vargo and Joe Vargo, who believe that full inclusion is the least restrictive environment, the hardest thing about "being Ro's friend" is that |
| | A) | she cannot run and play like other kids. |
| | B) | her ability to communicate is limited, and sign language is tiring. |
| | C) | she always has an adult with her. |
| | D) | her temper tantrums are frightening to other kids. |
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| 28 | |
Amy Dockser Marcus, who does not believe that full inclusion is the least restrictive environment, insists that children with disabilities need to focus on |
| | A) | job skills. |
| | B) | college preparation. |
| | C) | academic skills. |
| | D) | getting along with their peers. |
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| 29 | |
Sally E. Shaywitz and Bennett A. Shaywitz, who believe that brain scans can unravel the mystery of learning disabilities, state that research has found that reading originates in and relies on the brain systems used for |
| | A) | physical functioning. |
| | B) | cognitive thinking. |
| | C) | spoken language. |
| | D) | phonemic awareness. |
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| 30 | |
Gerald Coles, who does not believe that brain scans can unravel the mystery of learning disabilities, states that perhaps the biggest misrepresentation in the "brain glitch" research is that the color scans produced by functional magnetic resonance imagery (fMRI) |
| | A) | provide information about "reading." |
| | B) | map the neural pathways deep in the brain. |
| | C) | show the difference between a dyslexic brain and a normal one. |
| | D) | accurately measure blood flow in the brain. |
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| 31 | |
Variations in the prevalence rate of specific learning disabilities (SLD) among public school children across states is likely attributable to: |
| | A) | willingness of states to identify, and therefore provide services to students with SLD. |
| | B) | the expectations of parents for their child’s academic achievement. |
| | C) | inconsistent approaches to identification of SLD. |
| | D) | environmental factors influencing the prevalence of SLD. |
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| 32 | |
Recently, Congress has addressed the issue of SLD directly as a result of all of the following concerns except that: |
| | A) | schools tend to have more children with SLD in the school system during the early grades than are present in secondary schools. |
| | B) | standardized tests resulting in SLD diagnoses may be biased against minority children and English language learners. |
| | C) | the numbers of children diagnosed with SLD have been rising dramatically. |
| | D) | courts have found no evidence for the discrepancy model in accounting for differing SLD rates among states. |
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| 33 | |
Edward M. Hallowell, who believes that attention deficit hyperactivity disorder (ADHD) is real, says that ordinary people are annoyed with the diagnosis because they think it is a catchall excuse for |
| | A) | stupidity. |
| | B) | inappropriate behavior. |
| | C) | social dysfunction. |
| | D) | poor academic performance. |
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| 34 | |
Thomas Armstrong, who does not believe that ADHD is real, questions whether or not ADHD exists in the |
| | A) | child's relationships. |
| | B) | child's environment. |
| | C) | child's family history. |
| | D) | child. |
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| 35 | |
James B. Adams et al., who believe that there are scientifically effective treatments for autism, maintain that for Applied Behavioral Analysis (ABA) programs to be effective, the most important element for success is that |
| | A) | behavioral interventions must be between 20 to 40 hours per week. |
| | B) | sessions must be fun for children. |
| | C) | the various therapists must coordinate their methods with each other. |
| | D) | behavioral interventions must be one on one. |
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| 36 | |
According to the Committee on Educational Interventions for Children With Autism, which does not believe that there are scientifically effective treatments for autism, the most common outcome measure in group treatment studies of children with autistic spectrum disorders has been changes in |
| | A) | speech acquisition. |
| | B) | social ability. |
| | C) | incidence of temper tantrums. |
| | D) | IQ scores. |
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| 37 | |
Nathaniel S. Lehrman is opposed to universal mental-health screening of school children because he believes it will lead to all of the following except: |
| | A) | an intrusion on basic freedoms. |
| | B) | the temptation to exaggerate minor symptoms by test-takers. |
| | C) | inappropriate mental-illness labels. |
| | D) | increased revenue for pharmaceutical companies. |
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| 38 | |
Eventually, as explained by Lehrman, the President’s New Freedom Commission on Mental Health aims to have: |
| | A) | all adults taking some form of medication. |
| | B) | new arrivals in the United States screened for mental illness. |
| | C) | limitations placed on insurance coverage for those who decline screening. |
| | D) | both children and adults screened for mental illness as part of routine physical exams. |
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| 39 | |
Ways in which giftedness in students is determined include all of the following except: |
| | A) | cumulative grade-point average. |
| | B) | IQ score. |
| | C) | assessing multiple intelligences using Gardner’s strategy. |
| | D) | examining the creation or production of products that impact society. |
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| 40 | |
In the story of Annalisee Brasil, as explained by John Cloud, her parents were unable to find a local public school willing to take their daughter unless she agreed to: |
| | A) | provide tutoring to less accomplished students. |
| | B) | accept some home schooling, in addition to her regular classes. |
| | C) | enroll in the same grade as her age-mates. |
| | D) | restrain her giftedness and make an effort to focus on the regular curriculum. |
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