TEST BANK: Child Development; Children with Exceptionalities (PSYCH2043), Exam Questions & Answers, All Chapters Answered
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Course
: Child Development; Children with Exce
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: Child Development; Children With Exce
TEST BANK: Child Development; Children with Exceptionalities (PSYCH2043), Exam Questions & Answers, All Chapters Answered-1. Legally recognized categories of exceptionality are defined by
a. the Individuals with Disabilities Education Improvement Act (IDEA).
b. the laws of individual states.
c. ...
TEST BANK: Child Development; Children with
Exceptionalities (PSYCH2043), Exam Questions &
Answers, All Chapters Answered
1. Legally recognized categories of exceptionality are defined by
a. the Individuals with Disabilities Education Improvement Act (IDEA).
b. the laws of individual states.
c. No Child Left Behind (NCLB).
d. the Council for Exceptional Children (CEC).
ANSWER: a
POINTS: 1
REFERENCES: The Child with Exceptionalities: An Overview
LEARNING OBJECTIVES: EDUC.KIRK.14.01.01 - Who is the child with exceptionalities?
KEYWORDS: Blooms: Remembering
2. Which of the following exceptionalities does NOT have its own defined category under IDEA, 2004?
a. Autism
b. ADHD
c. Traumatic Brain Injury
d. Emotional Disturbance
ANSWER: b
POINTS: 1
REFERENCES: The Child with Exceptionalities: An Overview
LEARNING OBJECTIVES: EDUC.KIRK.14.01.01 - Who is the child with exceptionalities?
KEYWORDS: Blooms: Understanding
3. Children with are the only exceptional children not covered under federal legislation.
ANSWER: special gifts and talents
POINTS: 1
REFERENCES: The Child with Exceptionalities: An Overview
LEARNING OBJECTIVES: EDUC.KIRK.14.01.01 - Who is the child with exceptionalities?
KEYWORDS: Blooms: Remembering
4. From an educator's point of view, identification of a student as exceptional is necessary when the student
a. has an obvious interindividual difference.
b. has an obvious intraindividual difference.
c. requires special adaptations in the educational program.
d. has a parent who wants services.
ANSWER: c
POINTS: 1
REFERENCES: The Child With Exceptionalities: An Overview
LEARNING OBJECTIVES: EDUC.KIRK.14.01.01 - Who is the child with exceptionalities?
KEYWORDS: Blooms: Understanding
,5. In defining the term children with exceptionalities, which characteristic is most central?
a. The child deviates from the normal population in intellectual ability.
b. The child is from a lower socioeconomic background.
c. The child shows evidence of multiple disabilities.
d. The child's deviation is extensive enough to warrant modification of educational services or practices.
ANSWER: d
POINTS: 1
REFERENCES: The Child with Exceptionalities: An Overview
LEARNING OBJECTIVES: EDUC.KIRK.14.01.01 - Who is the child with exceptionalities?
KEYWORDS: Blooms: Understanding
6. Intraindividual differences
a. consider how a child compares to other children.
b. are not useful in developing individual plans of instruction.
c. are the differences in abilities within the same child.
d. are stable as the child ages.
ANSWER: c
POINTS: 1
REFERENCES: The Child with Exceptionalities: An Overview
LEARNING OBJECTIVES: EDUC.KIRK.14.01.01 - Who is the child with exceptionalities?
KEYWORDS: Blooms: Understanding
7. Shannon, who is 10 years old, has the intelligence of a 12-year-old and the social behavior of a 8-year-old. This
discrepancy is referred to by the authors of your text as an
a. aberration.
b. anomaly.
c. interindividual difference.
d. intraindividual difference.
ANSWER: d
POINTS: 1
REFERENCES: The Child with Exceptionalities: An Overview
LEARNING OBJECTIVES: EDUC.KIRK.14.01.01 - Who is the child with exceptionalities?
KEYWORDS: Blooms: Understanding
, 8. Interindividual differences are differences that exist
a. between a child and other children.
b. between a child and his or her environment.
c. but are not observable in a child.
d. between different areas of a single child's development.
ANSWER: a
POINTS: 1
REFERENCES: The Child with Exceptionalities: An Overview
LEARNING OBJECTIVES: EDUC.KIRK.14.01.01 - Who is the child with exceptionalities?
KEYWORDS: Blooms: Remembering
9. Contrast interindividual differences and intraindividual differences and explain how cultural context influences our
perception of these differences.
ANSWER: Interindividual differences are substantial differences between people. These
differences are often in academic performance, physical development, or social
development. It is important to consider cultural factors when interpreting
interindividual differences. Variations among individuals may be more of an expression
of differences in attitudes, values, customs, and language related to heritage and
cultural patterns than a deviation from normal development. Intraindividual differences
are differences within a single child. They can show up in any area: intellectual,
psychological, physical, or social. The uneven development of specific characteristics
may also be affected by family culture. Both inter- and intraindividual differences
should be considered in educational planning for the student.
POINTS: 1
REFERENCES: The Child with Exceptionalities: An Overview
LEARNING OBJECTIVES: EDUC.KIRK.14.01.01 - Who is the child with exceptionalities?
KEYWORDS: Blooms: Applying
10. Educators use to address the intraindividual differences that require adjustments to
the educational program for a child with exceptionalities.
ANSWER: individualized education programs (IEPs)
POINTS: 1
REFERENCES: The Child with Exceptionalities: An Overview
LEARNING OBJECTIVES: EDUC.KIRK.14.01.01 - Who is the child with exceptionalities?
KEYWORDS: Blooms: Remembering
, 11. When looking at the historical perspective of services for children with exceptionalities, the 1950s saw
a. the passage of new legislation requiring schools to serve these children.
b. the beginning of many preschool programs for these children.
c. the Council for Exceptional Children being founded.
d. the beginning of special programs in some states for these children.
ANSWER: d
POINTS: 1
REFERENCES: The Child with Exceptionalities: An Overview
LEARNING OBJECTIVES: EDUC.KIRK.14.01.01 - Who is the child with exceptionalities?
KEYWORDS: Blooms: Understanding
12. Although children with exceptionalities were not legally guaranteed a free and appropriate education until the 1970s,
most children with exceptionalities have received specialized education services for well over 100 years.
a. True
b. False
ANSWER: False
POINTS: 1
REFERENCES: The Child with Exceptionalities: An Overview
LEARNING OBJECTIVES: EDUC.KIRK.14.01.01 - Who is the child with exceptionalities?
KEYWORDS: Blooms: Understanding
13. Why have education professionals replaced medical professionals as the primary professionals to address the needs
of exceptional children?
ANSWER: Even though exceptionalities often have a medical cause and may require medical
monitoring, educators spend more time with children with exceptionalities and are in a
better position to influence developmental patterns through their intervention.
POINTS: 1
REFERENCES: The Child with Exceptionalities: An Overview
LEARNING OBJECTIVES: EDUC.KIRK.14.01.01 - Who is the child with exceptionalities?
KEYWORDS: Blooms: Applying
14. Using tiers to deliver different intensity of instruction and intervention is an example of
a. Differential Instruction Methods (DIM).
b. Least Restrictive Environment (LRE).
c. Response to Intervention (RtI)
d. Formal Appropriate Education (FAE).
ANSWER: c
POINTS: 1
REFERENCES: The Child with Exceptionalities: An Overview
LEARNING OBJECTIVES: EDUC.KIRK.14.01.01 - Who is the child with exceptionalities?
KEYWORDS: Blooms: Applying
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