SED 410 Midterm (Chapter 5)

School-based teams that include support professionals, classroom teachers, and administrators who meet to address the instructional and behavioral needs of individual students are often called A) IEP teams B) sports teams C) debate teams D) co-teaching teams E) teacher assistance teams

A -- IEP teams

Linda, a speech-language pathologist, has just evaluated a second-grade child and determined that the child has an expressive and receptive language disorder. When she meets with the child's parents to explain the findings, the parents disagree and say that the child speaks well at home. Linda immediately argues with the parents that the test scores are valid and it is essential that the child be placed in speech and language therapy. In what way is Linda communicating poorly with the parents? A) She is not demonstrating respect for the parents' knowledge and understanding of their child. B) She is not giving the parents an opportunity to speak or be heard. C) She is using closed questions. D) She is not staying directed and on topic. E) both A and B

A -- both A and B

Which of the following refers to the special educator and classroom teacher providing instruction together in the general education classroom? A) Coteaching B) Consultant teaching C) Teacher assistant teams D) Collaborative planning E) Peer teaching

A -- coteaching

With regard to resources, what is the main impediment to successful collaboration? A) Time B) Material resources C) Financial compensation D) Space to collaborate E) Shared instructional materials

A -- time

________ is the most common instruction in the general education classroom. A) Undifferentiated and large group instruction B) Small group instruction C) Individualized instruction D) Peer assisted instruction E) Cooperative and collaborative instruction

A -- undifferentiated and large group classroom

How much minimum planning time is required for teachers to have a successful coteaching experience? A) 2 hours a week B) 45 minutes a week C) 1 hour every two weeks D) 1 hour a month E) Only as needed to allow for teacher flexibility

B -- 45 minutes a week

The following is true about coteaching except A) The special education and general classroom teachers lead instruction during the same instructional period. B) The special education teachers work only with the special education students. C) The goal for the overall class (e.g., curriculum) is considered in planning. D) Most of the instructional time involves teachers working with small groups or individuals. E) The goals for individual students are considered in planning.

B -- The special education teachers work only with the special education students.

Mr. Henderson is an eighth-grade social studies teacher. His state requires that all eighth-grade students take a social studies achievement test at the end of the year. The scores of students at his school have been poor in the past and Mr. Henderson is under pressure from the principal to raise the scores. He covers a large amount of material each day to prepare his students for this test and some of his struggling students are falling behind. What barrier to successful inclusion is Mr. Henderson experiencing? A) Student ownership B) Content versus accommodation C) Individual versus class focus D) Lack of preparation time E) Lack of student motivation

B -- content versus accommodation

Special education teachers are used to grading based on effort, motivation and the abilities of their students. In contrast, general education teachers consider grades A) as accurately reflecting an individualʹs strengths and weaknesses. B) from the perspective of a uniform set of expectations. C) to be adjusted according to individual needs. D) as a way of separating poor students from good ones. E) none of the above

B -- from the perspective of a uniform set of expectations

Matuszny and colleagues (2007) developed a four-step plan for collaborating with culturally and linguistically diverse families. The steps include all of the following except A) Initiation phase: The family members and teacher get to know each other in a personal manner. B) Building the foundation: The teacher provides the families with choices. C) Instruction on guidelines: The teacher provides families with instruction on school guidelines, policies, and terminology. D) Maintenance and support: Positive communication is delivered according to the family's preference. E) Wrap-up and reflection: Teacher and family reflect on what worked and did not work in their collaboration.

C -- Instruction on guidelines: The teacher provides families with instruction on school guidelines, policies, and terminology.

All of the following are true about family and school collaboration except A) Family involvement and collaboration is fundamental to students' success. B) The focus of any discussion should be on the needs and wants of the family and student and not on their values. C) Most family members try to provide poor parenting. D) Family and school collaboration can increase if you accept the family and student as they are. E) Parents who have different values than you (the teacher) does not make them poor parents.

C -- Most family members try to provide poor parenting

Mrs. Rodriguez is a fifth-grade teacher who has several students in her class who struggle with reading. The special education teacher gives her some ideas on how to modify their assignments and homework. Mrs. Rodriguez is resistant to make these accommodations because she believes that all students should receive the same assignments and everyone should be expected to do the same work. After all, when these students finish school, they will not get accommodations, so why should they now? What dilemma is illustrated by Mrs. Rodriguez's situation? A) Individual versus class focus B) Content versus accommodation C) Real world versus the student's world D) New roles for special education teachers E) all of the above

C -- Real world versus the student's world

Particularly at the upper elementary and secondary grade levels, general education teachers focus on teaching the content and less on teaching individual students. This contrasts with the focus of special education teachers, whose planning and instruction is aimed at the needs of individual students. What are some things a special education teacher could do to successfully connect with the general education teacher? A) Develop materials including assessments and homework that are content-appropriate. B) Develop materials that enhance learning for all students. C) Develop materials that meet the needs of students with disabilities. D) all of the above E) both A and C

D -- all of the above

A paraprofessional A) may assist a student with special needs in the classroom. B) must be supervised by either the special education teacher or the regular education teacher. C) is always a trained teacher. D) both A and B E) all of the above

D -- both A and B

A benefit of consultation and collaboration includes: A) increased time for lesson planning. B) a streamlined approach to teaching. C) reduced caseload management for special education teachers. D) reduced mislabeling of kids as disabled. E) all of the above

D -- reduced mislabeling of kids as disabled.

Many special education teachers work with general education teachers at least ____% of the time. A) 42 B) 10 C) 75 D) 98 E) 50

E -- 50%

If student assessment shows that coteaching for a particular group of students is not effective, what is the next best course of action? A) Spend more time coplanning B) Increase the intensity of instruction by decreasing the teacher-student ratio (e.g., more small group support) C) Increase the total instructional time D) Discontinue coteaching and resume a pull-out model E) Address the concerns with the teacher assistance team

E -- Address the concerns with the teacher assistance team?

A potential misuse and perceived drawback of collaboration and consultation includes A) excessive caseload management of special education teachers. B) inadequate support and cooperation from classroom teachers. C) inadequate funding. D) unrealistic expectations for change and social acceptance. E) all of the above

E -- all of the above

Special education teachers spend the majority of their time in general education classrooms either monitoring the learning and behavior of target students or teaching a large group of students (6 or more but not the entire class). What are some less frequently occurring activities? A) responding to students B) small group instruction (fewer than 6 students) C) individual student interaction D) managing behavior E) all of the above

E -- all of the above

The traditional roles and responsibilities of a special education teacher have been changing. These roles can include A) supporting special education students in the general education classroom. B) teaching with another teacher in a content area in which they have little or no background knowledge. C) helping students with assignments. D) engaging in disciplining and classroom management of a range of students. E) all of the above

E -- all of the above

Which of the following are considered crucial for teacher collaboration? A) time B) space C) knowledge of collaboration processes D) both A and B E) all of the above

E -- all of the above

Which of the following is a coteaching model? A) Two mixed-ability groups B) Multiple groups C) Whole class D) Two same-ability groups E) all of the above

E -- all of the above

Which of the following is true of paraprofessionals? A) They can participate in planning, implementing, and evaluating a student's program. B) They need to have their teaching responsibilities rotated among many students. C) They need to be completely familiar with class rules and consequences. D) They need to receive regular support and instruction from the supervising teacher. E) all of the above

E -- all of the above

Who does the special education teacher collaborate with in a collaborative model? A) Family B) Regular education teacher C) Specialist associated with the student's needs D) both A and B E) all of the above

E -- all of the above

The teacher assistance team A) provides a teacher support system for classroom teachers. B) is a school-based problem-solving unit that assists teachers in generating intervention strategies. C) provides a forum for teachers to meet and engage in a problem-solving process. D) is based on four assumptions related to teacher empowerment. E) all of the above

E-- all of the above?