Answers At The End Of Chapters

Test Bank Daniel P. Hallahan

Exceptional Learners: An

Introduction to Special Education Fifteenth Edition Daniel P. Hallahan Paige C. Pullen James M. Kauffman (Answers At The End Of Chapters) 1 / 4

iii Copyright © 2023, 2019, 2015 by Pearson Education, Inc. All rights reserved.Table of Contents Chapter 1: Exceptionality and Special Education ............................................... 1 Learning Outcome Quizzes ............................................................................ 1 Application Exercises .................................................................................... 14 Test Items ....................................................................................................... 23 Test Answer Key ............................................................................................ 34 2 / 4

1 Copyright © 2023, 2019, 2015 by Pearson Education, Inc. All rights reserved.

Chapter 1: Exceptionality and Special Education

Learning Outcome Quizzes Learning Outcome 1.1: Become oriented to exceptionality, understand the definitions of exceptional learners and special education, and learn about the prevalence of exceptional learners in both high- and low-incidence categories.[Q 1] Which of the following statements about disability is true?

1.If an individual has a disability, they have a handicap.

2.A disability is an inability to do something that most of one’s same-age peers can do.[correct] 3.Scientists have identified the causes of most disabilities.

4.A disability is the inability to do a particular thing with ease.[Feedback for Answer Choice 1] A handicap is a disadvantage that is imposed on an individual; a disability may or may not be a handicap.[Feedback for Correct Answer 2] A person with a disability lacks a specific capacity to do something that others of roughly the same age can do.[Feedback for Answer Choice 3] We know relatively little about what causes disabilities, although progress is being made in determining why many disabilities occur.[Feedback for Answer Choice 4] An inability to do something with ease doesn’t automatically signify a disability; many of us can’t do things easily until we have learned and practiced, and sometimes not even then. A disability exists when the particular thing that a person can’t do is something that the majority of others in their peer group can do.[Q 2] Which question would be most helpful in determining whether an adult’s inability to read is the result of a reading disability?

1.Do they struggle despite having appropriate and effective literacy instruction?[correct] 2.Is their I Q average, above average, or below average?

3.Did they start demonstrating reading problems before they were 10 years old?

4.Do they resist reading, even for pleasure? 3 / 4

2 Copyright © 2023, 2019, 2015 by Pearson Education, Inc. All rights reserved.[Feedback for Correct Answer 1] If a person cannot read after having effective literacy instruction, that person may have a disability. If no one has taught them how to read, they may be unable to read, but they wouldn’t be considered to have a disability.[Feedback for Answer Choice 2] I Q scores and other standardized tests may provide some information about a learner’s abilities and performance, but they alone aren’t a reliable way to determine whether a person has a reading disability.[Feedback for Answer Choice 3] While developmental milestones and historical information may provide information about a student’s abilities relative to those of their peers, there is no particular age of onset that would indicate that an adult had a reading disability.[Feedback for Answer Choice 4] Many people both with and without disabilities choose not to read, even for pleasure, so the answer to this question wouldn’t yield useful information.[Q 3] When we consider the challenges associated with the education of exceptional learners, all but which of the following statements are true?

• It’s difficult to precisely determine the number of students with exceptionalities.
• The rate of high-incidence disabilities has increased exponentially in the 21st

century. [correct]

• When it comes to special education, there are far more questions than answers.
• There is tremendous variation in the characteristics and needs of exceptional

learners.[Feedback for Answer Choice 1] Vague and frequently changing definitions as well as the role of the schools in determining exceptionality make it difficult to speak to prevalence with great accuracy and confidence.[Feedback for Correct Answer 2] The rate of high-incidence disabilities has remained relatively stable in the last two decades, although there were some dramatic increases and decreases in the latter part of the 20th century. Currently, the number of students with autism, traditionally considered a low-incidence disability, has increased dramatically, so much so that it may be reclassified as a high-incidence disability.[Feedback for Answer Choice 3] There are few known facts and a tremendous amount of ambiguity in special education; no single definition, criterion, or developmental theory can be applied, which makes identifying widely accepted answers difficult.

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