Name:
Pre-Assessment Measure 9-EDU 310/610—Teaching and Assessing Children with Disabilities
1)When a student in a classroom receives a blow to the head, an appropriate definition of Traumatic Brain Injury (TBI) to use in this instance for would be
a)An acquired injury to the brain resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance
b)A bump, blow, or penetrating injury to the head that disrupts normal brain function
c)Depends if the head wound is an open or closed (blunt force)
d)Only if the injury affects “language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech.”
2)Educationally, “mental retardation” or Cognitive/developmental delay is primarily distinguished by
a)Adaptive functioning
b)Intellectual disability
c)Information processing disability
d)Significantly sub-average intellectual functioning
3)A designation of multiple disabilities is defined in IDEA as Two or more
a)contingent disabilities
b)consecutive disabilities
c)previous disabilities
d)concomitant disabilities
4)Adolescents with developmental cognitive delay, chronic diseases, and “healthy controls” without cognitive delays or diseases share all the following except
a)Attention to tasks
b)Maturation in abstract thinking
c)Bio-social development
d)Perceptions of self-image
5)Adolescents with intellectual disabilities are more likely to have
a)Clinical depression
b)Conduct disorder
c)Eating disorders
d)Psychosis
6)A study that involves transcription, management, and analysis of interview data from teacher perceptions would be an example of a(n)
a)Qualitative empirical study
b)Causal/comparative experimental study
c)quasi-experimental with a control group study
d)A Case Study
7)The federal definition of gifted and talented states that G/T students
a)Are high achieving in intellectual capacity across diverse fields and need services not ordinarily provided by schools
b)demonstrate outstanding levels of aptitude or competence in the top 10% or rarer in one or more domains
c)Are significantly higher in achievement than their similarly-aged peers
d)Are significantly higher in artistic, intellectual, or creative skills than their peers
8)Motivational characteristics of gifted underachieving students are
a)Generally similar to gifted high achievers
b)Complicated by their tendency also to have learning disabilities or other exceptionalities
c)Clearly comparative in published research
d)A function of diverse within-population differences
9)English language learners (ELL) can benefit from special education services
a)If they can be given an IEP with the support of an ESL teacher
b)If they can be given individualized attention but under the direction of an ESL teacher
c)If they have an existing IEP
d)If they have an existing Section 504 plan that demonstrates adverse educational performance
10)A student whose disability limits a major life activity that does not adversely affect educational performance through age 21 is eligible for
a)Services under Section 504 of the 1973 Vocational Rehabilitation (Section 504)
b)Services under the American with Disabilities Act (ADA, 2008) only
c)Services Under ADA (2008) and the Individuals with Disabilities Education Act (IDEA, 2004)
d)Services under ADA and Section 504
11)A high school student with ADHD and also with Acquired Immune Deficiency Syndrome (AIDS) is protected by
a)Section 504
b)ADAonly
c)IDEA
d)IDEA and Section 504
12)A student with alcohol addiction is eligible for
a)Therapy under Special education from IDEA
b)Does not receive support under any authority other than the school district
c)Special services from residential facilities if found to need it
d)Private counseling under Section 504 funds