Teaching Students with High-Incidence Disabilities 1st Edition Prater Test Bank
Test Bank for Teaching Students with High-Incidence Disabilities: Strategies for Diverse Classrooms 1st Edition by Mary Anne Prater, ISBN-10: 1483390594, ISBN-13: 9781483390598
Table of Contents
1. Learner Characteristics and Laws Impacting Special Education
2. Educational Collaboration
3. Behavior and Classroom Management and Organization
4. Integrating Technological Applications
5. Assessment for Instruction
6. Teacher-Directed Instruction
7. Supporting Students in General Education
8. Student-Mediated Instruction
9. Strategies for Learning
10. Strategies for Reading and Writing Instruction
11. Strategies for Mathematics Instruction
12. Strategy Application in Other Content Areas
13. Addressing the Social and Emotional Needs of Students
14. Life Skills and Transition
Chapter 1: Learner Characteristics and Special Education Laws
Test Bank
Multiple Choice
1. ALL of the following are reasons why teachers of students with high-incidence disabilities need to understand student characteristics EXCEPT
a. The number of students with high incidence disabilities is increasing.
b. IDEA legislation mandates that all teachers clearly understand student characteristics.
c. Teachers need a broad understanding of student distinctiveness.
d. Understanding characteristics helps point to appropriate instructional strategies and methods.
Ans: B
Learning Objective: Compare and contrast the learning characteristics among students with learning disabilities, emotional/behavior disabilities, intellectual disabilities, high-functioning autism, and attention-deficit/hyperactivity disorder.
Answer Location: Definitions and Prevalence Rates
Cognitive Domain: Knowledge
Difficulty Level: Easy
2. Which of the following examples includes person first language?
a. physically handicapped adult
b. mentally impaired teacher
c. autistic classroom
d. student with an intellectual disability
Ans: D
Learning Objective: Compare and contrast the learning characteristics among students with learning disabilities, emotional/behavior disabilities, intellectual disabilities, high-functioning autism, and attention-deficit/hyperactivity disorder.
Answer location: Definitions and Prevalence Rates
Cognitive Domain: Application
Difficulty Level: Medium
3. The label developmentally delayed can be used for students between the ages of ______ and ______ years old.
a. 3, 5
b. 5, 9
c. 3, 9
d. 5, 12
Ans: C
Learning Objective: Compare and contrast the learning characteristics among students with learning disabilities, emotional/behavior disabilities, intellectual disabilities, high-functioning autism, and attention-deficit/hyperactivity disorder.
Answer Location: Categorical Versus Cross-Categorical Disabilities
Cognitive Domain: Knowledge
Difficulty Level: Easy
4. Services for students with special needs that place students with different labels in different classrooms and that assume students with different labels require different instructional methods and interventions are classified as
a. categorical services
b. cross-categorical services
c. noncategorical services
d. multicategorical services
Ans: A
Learning Objective: Compare and contrast the learning characteristics among students with learning disabilities, emotional/behavior disabilities, intellectual disabilities, high-functioning autism, and attention-deficit/hyperactivity disorder.
Answer location: Categorical Versus Cross-Categorical Disabilities
Cognitive Domain: Comprehension
Difficulty Level: Medium
5. Services for students with special needs that place students with different labels in the same classrooms and that assume these students need similar instructional methods and interventions are classified as
a. cross-categorical services
b. categorical services
c. multicategorical services
d. noncategorical services
Ans: A
Learning Objective: Compare and contrast the learning characteristics among students with learning disabilities, emotional/behavior disabilities, intellectual disabilities, high-functioning autism, and attention-deficit/hyperactivity disorder.
Answer Location: Categorical Versus Cross-Categorical Disabilities
Cognitive Domain: Comprehension
Difficulty Level: Medium
