Exceptional Learners: An Introduction

Test Bank For

Exceptional Learners: An Introduction

to Special Education Fourteenth Edition Daniel P. Hallahan James M. Kauffman Paige C. Pullen 1 / 4

iii Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved Table of Contents Chapter 1. Exceptionality and Special Education, p. 1 Chapter 2. Current Practices for Meeting the Needs of Exceptional Learners, p. 13 Chapter 3. Multicultural and Bilingual Aspects of Special Education, p. 28 Chapter 4. Parents and Families, p. 41 Chapter 5. Learners with Intellectual and Developmental Disabilities, p. 54 Chapter 6. Learners with Learning Disabilities, p. 66 Chapter 7. Learners with Attention Deficit Hyperactivity Disorder, p. 78 Chapter 8. Learners with Emotional or Behavioral Disorders, p. 90 Chapter 9. Learners with Autism Spectrum Disorders, p. 104 Chapter 10. Learners with Communication Disorders, p. 117 Chapter 11. Learners Who Are Deaf or Hard of Hearing, p. 131 Chapter 12. Learners with Blindness or Low Vision, p. 147 Chapter 13. Learners with Low-Incidence, Multiple, and Severe Disabilities, p. 162 Chapter 14. Learners with Physical Disabilities and Other Health Impairments, p. 176 Chapter 15. Learners with Special Gifts and Talents, p. 190 2 / 4

1 Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved Chapter 1 Exceptionality and Special Education

1.1 Multiple-Choice Questions

• In comparison to typical students, students who are exceptional
• have both similarities and differences.
• are similar in almost every way.
• are different in almost every way.

• At least ________ % of school-age children in the U.S. are considered "exceptional" in

that they are identified for special education services.

• 25
• 20
• 15
• 10

• "Mental retardation" is now called
• intellectual disorder.
• disordered reasoning.
• intellectual disability.
• functional disability.

• Most exceptional learners
• have physical limitations.
• are more different than they are like nondisabled peers.
• are average in more ways than they are not.
• have more problems in motivation than in learning.

• Which one of the following descriptions distinguishes best between a disability and a

handicap?

• Disabilities are functional impairments, while handicaps are disadvantages

imposed on an individual.

• Disabilities are more severe than handicaps.
• Handicaps are caused by disabilities.
• There is no real difference between the two; the terms are interchangeable.

• Doug Landis, an artist who is paralyzed from the neck down, uses a pencil attached to a

mouth stick to draw. This illustrates how the focus on persons with disabilities should be

• on what they can do.
• on how they are limited.
• on their miraculous achievements.
• on what others can do to help them.

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2 Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved

• Annette is a high school student who reads at the level of a typical third grader. She

wants to get her driver's license, but is unable to read the driver's manual or the questions on the driving test. For purposes of driver training, Annette would be considered to have

• a disability.
• a handicap.
• a disability and a handicap.
• neither a disability nor a handicap.

• A six-month-old child who cannot walk or talk would best be described as having a(n)
• disability.
• age-appropriate disability.
• age-appropriate inability.
• instructional inability.

• Although no two students are alike, to be legally considered "exceptional" for purposes of

their school program, students must

• have a disability related to their academic progress.
• be handicapped.
• require special educational services to achieve.
• have a history of school failure.

• When special education works as it should, the outcome for students is
• the ability to hide their disabilities.
• the eradication of their disabilities.
• instruction in a special class.
• improved achievement and behavior.

• Which one of the following students most resembles the "typical" student who receives

special education services?

• Joe is a high school student with a physical disability.
• Lisa is an elementary school student with intellectual disabilities.
• Edna is a middle school student with a learning disability.
• Sam is an elementary school student with a learning disability.

• By federal law, an exceptional student is eligible for special education when
• a teacher recommends it.
• careful assessment indicates he or she is unable to make satisfactory progress in

the regular school program.

• a parent requests it.
• a teacher has recorded observations of behavior and assessment of academic

performance for at least two months.

• Prevalence refers to
• the number of individuals having a particular exceptionality.
• the probability of having a child with a particular exceptionality.
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