Question 1

The idea that a person might possess an invisible or hidden disability is a relatively new phenomenon.

Accepted Answer

The idea of invisible or hidden disabilities is not new. People have been living with these disabilities for centuries, but only recently have they begun to be recognized and understood.

Question 2

The AAIDD description of intellectual disability:​
A)requires evaluation of a student's functioning within new, atypical environments.
B)assumes a person's limitations often coexist with strengths.
C)assumes a person's performance will not improve over time with appropriate supports.
D)emphasizes the person's adapting to their intellectual limitations.

Accepted Answer

The AAIDD description of intellectual disability recognizes that limitations often coexist with strengths in a person, emphasizing the need for individualized and holistic support rather than solely focusing on deficits. The description also highlights the importance of adaptive skills and functioning in the community, but does not assume that a person's performance cannot improve with appropriate supports and interventions. The description does not explicitly mention evaluation within new, atypical environments.

Question 3

Which of the following is NOT considered a high incidence disability?​
A)Speech or language impairment
B)Learning disability
C)Visual impairment
D)Emotional disturbance

Accepted Answer

Visual impairment is not considered a high incidence disability as it occurs less frequently than the other options listed. High incidence disabilities are those that affect a large number of individuals, while low incidence disabilities affect a smaller percentage. Speech or language impairment, learning disability, and emotional disturbance are all considered high incidence disabilities.

Question 4

In an age of increased accountability and high stakes assessments, effective teachers:​
A)should focus on students' needs and differences.
B)should focus on what their students can do, not what they cannot do.​
C)should realize that students with disabilities and those with gifts and talents have more differences than similarities to their typical peers.
D)who concentrate on their students' deficits and difference are more likely to create successful inclusive classrooms.

Accepted Answer

The answer of In an age of increased accountability and...

Question 5

The federal definition of a learning disability is useful for both classifying students as well as providing information on effective classroom instruction.​

Accepted Answer

The federal definition of a learning disability primarily focuses on classifying students for the purpose of special education services and does not directly provide information on effective classroom instruction. Instructional strategies are determined by educators based on individual student needs, not directly from the federal definition.

Question 6

Both the IDEA and AAIDD definition have all the following elements in common, EXCEPT:​
A)significant subaverage intellectual functioning.
B)concept of adaptive behavior.
C)an IQ score two or more standard deviations below the mean.
D)a mandatory group administered IQ test.​

Accepted Answer

The IDEA and AAIDD definitions share the elements of significant subaverage intellectual functioning and the concept of adaptive behavior, as well as the requirement for an IQ score two or more standard deviations below the mean. However, neither definition specifies a mandatory group administered IQ test. Testing can be conducted individually or in a group setting.

Question 7

Students with high-incidence disabilities are typically served in general education classrooms.​

Accepted Answer

High-incidence disabilities include conditions such as learning disabilities, attention deficit hyperactivity disorder (ADHD), and speech and language impairments. These disabilities do not require specialized instruction in a separate classroom, and students with these disabilities are best served in the general education classroom with appropriate accommodations and support from special education teachers and staff.

Question 8

When identifying students with speech and language disorders, teachers should be sensitive to the age of the student, her or his cultural heritage, and speech standards of the community as they may affect the student's communication abilities.​

Accepted Answer

It is important for teachers to consider these factors when identifying speech and language disorders in students. A student's age, cultural background, and community speech standards can all impact their communication abilities and should be taken into account during assessment.

Question 9

Students with emotional or behavioral disorders typically score in the low-average range on measures of intelligence.​

Accepted Answer

Students with emotional or behavioral disorders often have difficulties with attention, concentration, and motivation, which can impact their performance on tests of intelligence. As a result, they typically score in the low-average range, although some may score below average or even in the intellectually gifted range.

Question 10

In this era of high stakes assessment and enhanced accountability, teachers must focus on the needs and differences of their pupils and not their strengths and similarities.​

Accepted Answer

Effective teaching involves recognizing and building upon both the strengths and needs of pupils, as well as acknowledging their similarities and differences to foster an inclusive and supportive learning environment.

Question 11

The idea of "context" is important for understanding adaptive behavior because behavior is strongly influenced by cultural factors, age, and the appropriateness of an individual's actions in a given situation.

Accepted Answer

Context plays a crucial role in shaping and determining adaptive behavior. Culture, age, and situational factors heavily influence an individual's behavior, and being able to understand and adapt to these contextual factors is critical for successful functioning in social and cultural environments.

Question 12

Students with learning disabilities are a very homogeneous group who have average to low average intelligence and, for various reasons, fail to learn as easily as their peers without disabilities.

Accepted Answer

Students with learning disabilities can have a wide range of cognitive abilities, including above-average intelligence. Additionally, learning disabilities can manifest in various ways and affect different areas of learning, so it is not accurate to generalize all students with learning disabilities as having the same characteristics.

Question 13

It is important to know the cause of a student's intellectual disability if teachers are to construct the best education programs possible for each student.
​

Accepted Answer

The answer of It is important to know the cause...

Question 14

If students with ADHD are eligible for accommodations under IDEA, they cannot be eligible for protection under Section 504 simultaneously.​

Accepted Answer

Students with ADHD can be eligible for both accommodations under IDEA and protection under Section 504 simultaneously. IDEA provides individualized education plans (IEPs) for eligible students, while Section 504 provides accommodations for students with disabilities in other areas of school life, such as extracurricular activities and school services.

Question 15

Because the vast majority of students with ADHD are served in general education classrooms:​
A)general education teachers must be certified in teaching students with the disorder.
B)these students do not receive the education they deserve.​
C)teachers must be able to provide appropriate accommodations and interventions.​
D)general education teachers should  expect to have paraprofessionals and special educators in when students with ADHD are included.

Accepted Answer

Since the vast majority of students with ADHD are served in general education classrooms, it is crucial that general education teachers have the ability to provide appropriate accommodations and interventions. This can include things like modified assignments, frequent breaks, and different seating arrangements. Without these accommodations, students with ADHD may struggle to succeed academically and behaviorally in the general education setting.

Question 16

Teachers may find it advantageous to focus on individual learners rather than on the special education labels of some students because: A)the classroom of the 21^st century will include a wide range of instructional challenges, regardless of student labels. B)most students will have disabilities. C)that is the policy most Departments of Education are adopting. D)there will be few typical students in their classrooms.

Accepted Answer

Focusing on individual learners allows teachers to address the unique instructional needs of each student, regardless of whether they have a special education label or not. This approach is beneficial in the 21st-century classroom because it acknowledges the diverse range of learners while also ensuring that all students receive appropriate support and accommodations. While some students may require special education services, it is important to not rely solely on labels and instead focus on individual needs for effective instruction.

Question 17

IDEA describes "intellectual disability" as:​
A)an IQ in the low-average range, along with deficits in average functioning.
B)significantly subaverage general intellectual functioning along with deficits in adaptive functioning.​
C)significantly average general intellectual functioning along with other deficits.​
D)an IQ in the subaverage range along with deficits in average functioning.

Accepted Answer

IDEA (Individuals with Disabilities Education Act) describes "intellectual disability" as significantly subaverage general intellectual functioning (typically measured by an IQ score of 70 or below) along with deficits in adaptive functioning (i.e. difficulties with practical, day-to-day tasks like communication, socialization, and independent living skills).

Question 18

The 2002 AAIDD definition states intellectual disability is a disability characterized by all of the following, EXCEPT:
A)significant limitations in intellectual functioning.
B)significant limitations in adaptive functioning.​
C)it originates at birth.
D)it originates before the age of 18.

Accepted Answer

The 2002 AAIDD definition states that intellectual disability is characterized by significant limitations in intellectual functioning and adaptive functioning, and that it originates before the age of 18. It does not specify that it must originate at birth, making option C the exception.

Question 19

Which of the following is NOT an assumption applied to the 2002 AAIDD definition of intellectual disability?​
A)Limitation in present functioning must be considered within context of community environments
B)Valid assessments that consider cultural and linguistic diversity
C)Considering strengths that coexist with limitations
D)Appropriate personalized supports provided over a sustained period generally will not improve life functioning

Accepted Answer

The 2002 AAIDD definition of intellectual disability does not assume that appropriate personalized supports provided over a sustained period generally will not improve life functioning. In fact, it acknowledges that such supports can have a positive impact on individuals with intellectual disability. The other options listed (A, B, and C) are all assumptions applied to the 2002 AAIDD definition.

Question 20

Students with high-incidence disabilities accounted for more than ___________ percent of all 6-21 year-old students with disabilities receiving special education services during the 2009-2010 school year.
A)50
B)66​
C)75​
D)85​

Accepted Answer

The answer of Students with high-incidence disabilities accounted for more...

Quiz 4: Diversity in the Classroom Learners With High Incidence Disabilities

The idea that a person might possess an invisible or hidden disability is a relatively new phenomenon.

The AAIDD description of intellectual disability:​

Which of the following is NOT considered a high incidence disability?​

In an age of increased accountability and high stakes assessments, effective teachers:​

The federal definition of a learning disability is useful for both classifying students as well as providing information on effective classroom instruction.​

Both the IDEA and AAIDD definition have all the following elements in common, EXCEPT:​

Students with high-incidence disabilities are typically served in general education classrooms.​

When identifying students with speech and language disorders, teachers should be sensitive to the age of the student, her or his cultural heritage, and speech standards of the community as they may affect the student's communication abilities.​

Students with emotional or behavioral disorders typically score in the low-average range on measures of intelligence.​

In this era of high stakes assessment and enhanced accountability, teachers must focus on the needs and differences of their pupils and not their strengths and similarities.​

The idea of "context" is important for understanding adaptive behavior because behavior is strongly influenced by cultural factors, age, and the appropriateness of an individual's actions in a given situation.

Students with learning disabilities are a very homogeneous group who have average to low average intelligence and, for various reasons, fail to learn as easily as their peers without disabilities.

It is important to know the cause of a student's intellectual disability if teachers are to construct the best education programs possible for each student. ​

If students with ADHD are eligible for accommodations under IDEA, they cannot be eligible for protection under Section 504 simultaneously.​

Because the vast majority of students with ADHD are served in general education classrooms:​

Teachers may find it advantageous to focus on individual learners rather than on the special education labels of some students because:​

IDEA describes "intellectual disability" as:​

The 2002 AAIDD definition states intellectual disability is a disability characterized by all of the following, EXCEPT:

Which of the following is NOT an assumption applied to the 2002 AAIDD definition of intellectual disability?​

Students with high-incidence disabilities accounted for more than ___________ percent of all 6-21 year-old students with disabilities receiving special education services during the 2009-2010 school year.

The AAIDD description of intellectual disability:

Which of the following is NOT considered a high incidence disability?

In an age of increased accountability and high stakes assessments, effective teachers:

The federal definition of a learning disability is useful for both classifying students as well as providing information on effective classroom instruction.

Both the IDEA and AAIDD definition have all the following elements in common, EXCEPT:

Students with high-incidence disabilities are typically served in general education classrooms.

When identifying students with speech and language disorders, teachers should be sensitive to the age of the student, her or his cultural heritage, and speech standards of the community as they may affect the student's communication abilities.

Students with emotional or behavioral disorders typically score in the low-average range on measures of intelligence.

In this era of high stakes assessment and enhanced accountability, teachers must focus on the needs and differences of their pupils and not their strengths and similarities.

It is important to know the cause of a student's intellectual disability if teachers are to construct the best education programs possible for each student.

If students with ADHD are eligible for accommodations under IDEA, they cannot be eligible for protection under Section 504 simultaneously.

Because the vast majority of students with ADHD are served in general education classrooms:

Teachers may find it advantageous to focus on individual learners rather than on the special education labels of some students because:

IDEA describes "intellectual disability" as:

Which of the following is NOT an assumption applied to the 2002 AAIDD definition of intellectual disability?