Deck 15: Applied Academics

Question 1

Understanding a menu and browsing the Internet and newspaper are examples of:

A) functional math.
B) functional reading.
C) functional science.
D) functional social studies.

Answer 1

B

Question 2

Functional science goes beyond basic science knowledge to support:

A) memorizing science facts.
B) vocabulary development.
C) using scientific thought processes to make sense of events and concepts in the real world.
D) knowing symbols of chemical elements.

Answer 2

C

Question 3

The term "functional" is mostly determined by:

A) core areas.
B) competencies.
C) context.
D) content.

Answer 3

C

Question 4

The type of math we use on a daily basis typically involves:

A) estimation and approximation.
B) fractions.
C) division.
D) computational skills used from memory.

Question 5

What three components do the law and other regulations specify should be contained in the summary of performance (SOP)?

A) Post-secondary goals, functional impact statements, and presents levels
B) Post-secondary goals, presents levels, and recommendations
C) Recommendations functional impact statements, and presents levels
D) Present levels, functional impact statement, and recommendations

Question 6

Which statement about informal measures of assessing functional competence is true?

A) Informal measures does not necessarily have to be age appropriate.
B) Informal measures are not effective ways to assess functional competence.
C) Checklists and rating scales should not be used to assess functional competence.
D) Informal techniques may be used to complement data generated through formal techniques.

Question 7

At which level should the application of functional scholastic skills be emphasized?

A) Secondary
B) Mid-school
C) Mid-school and secondary
D) Elementary, mid-school, and secondary

Question 8

One of the most useful techniques for assessing functional competence is:

A) check lists.
B) rating scales.
C) performance assessments.
D) interviews.

Question 9

Currently, most life skills coursework is offered for:

A) Credit as part of a non-diploma-track program.
B) Noncredit as part of a non-diploma-track program.
C) Credit as part of a diploma-track program.
D) Noncredit as part of a diploma-track program.

Question 10

The most useful informal assessment measures for functional competence are:

A) authentic performance assessments.
B) structured interviews assessing adaptive behavior.
C) standardized aptitude tests.
D) direct observation data from a life skills instrument.

Question 11

Which of the following is not a key component of personal and functional competence?

A) Knowledge acquisition
B) Intelligent application of knowledge and skills to various situations and settings
C) Identifying the areas of functional academic
D) Development of relevant skill sets

Question 12

Functioning effectively in community settings requires many varied skills, most of which are neglected in formal schooling. When planning to teach real life content, what should be attended to first?

A) Identifying the life skills demand areas for each student
B) Applying life skills
C) Meet with community groups and support models
D) Administer a standardized assessment

Question 13

When planning instruction of functional academics and career education for secondary students, teachers must attend to two general types of students:

A) students who spend the majority of their time in special education settings and students who spend the majority of their time in general education settings.
B) students who will continue to live at home and student who will live independently.
C) students who will attend postsecondary education and students who will end their formal schooling with graduation from high school.
D) students who have transition plans and students who do not have transition plans.

Question 14

Teachers need to assess for functional competence for all of the following reasons, except:

A) determining present levels of functioning.
B) monitoring student progress.
C) identifying transition needs.
D) creating a summary of functional performance and academic achievement prior exiting high school.

Question 15

Functional reading and writing are:

A) knowledge acquisition areas.
B) skill areas.
C) inquiry skills.
D) problem-solving skills.

Question 16

Courses such as consumer math and practical math are presently known as:

A) applied academics
B) functional skills
C) functional applications
D) functional math

Question 17

Applied academics are also:

A) self-care skills.
B) money management.
C) real-life skills.
D) learning leisure time activities.

Question 18

All the following statements are true regarding the assessment of adaptive functioning, except:

A) focuses on the measurement of adaptive behavior over time.
B) consistent trends of behavior may be useful.
C) consideration of age and cultural context are essential.
D) instruments include behaviors in all adaptive areas.

Question 19

The functional curriculum is:

A) life skills and applied academics.
B) applied academics and horizontal transitions.
C) content coverage that completely focuses on functional topics.
D) life skills and horizontal transitions.

Question 20

Functional competence can be formally assessed in which four areas:

A) special education settings, general education settings, vocational training settings, and work settings.
B) adaptive behavior, life skills, transition, and occupational.
C) performance, attitude, interests, and aptitude.
D) classroom, school, home, and community.

Question 21

Explain an approach to teaching applied academics.

Question 22

Discuss four reasons why teachers need to assess the personal and functional competence of students.

Question 23

In the context of supporting adults in dealing successfully with the demands of the real world, the following assistive technology support is often most functional?

A) Computerized devises
B) Augmented communication devises
C) Simple, low-tech supports
D) Remote control devises

Question 24

The purpose of teaching life skills is to:

A) assist students in passing standardized assessments and graduation tests.
B) support individual's personal fulfillment with more productive and meaningful life experiences.
C) provide vocational options at the secondary level.
D) continue to provide instruction for students who do not graduate after four years in high school.

Question 25

What are the two methods for integrating life skills topics into existing content?

A) Individual instruction and small-group instruction
B) Augmentation and infusion
C) Meet with community groups and employers
D) Administer a standardized assessment and an informal assessment

Question 26

Describe one type of assessment for functional competence.

Question 27

Which method of curricular instruction can be used to permeate lessons with existing life topics?

A) Augmentation
B) Life skills coursework
C) Selection of curricular materials
D) Infusion

Question 28

Applied academics refer to the real-world application of content and skills that are associated with the core academic subject areas. Differentiate between the applied academics that refer to content (i.e., knowledge acquisition and skill performance) and those that refer to skills.

Question 29

What is the primary reason for integrating real life topics into existing curriculum being offered in the general education setting?

A) It has been legislated by IDEA (2004).
B) It is easier to deliver real life topics integrated into the general education curriculum.
C) Life topics have been integrated into most state's performance and content standards.
D) Students with special needs are receiving their education within the general education setting while accessing the general education curriculum.

Question 30

List examples of content in functional social studies and explain why it is important to teach content in a relevant and meaningful fashion? Give examples of lessons that match your states performance and content standards.