Deck 7: Teaching Students With Intellectual Disabilities

Question 1

What percentage of the population is identified as intellectually disabled?

A) approximately 1%
B) approximately 3%
C) approximately 5%
D) approximately 7%

Answer 1

approximately 3%

Question 2

Which of the following is a major component of most definitions of intellectual disability?

A) significantly below average intellectual functioning
B) onset during the developmental period
C) significant deficits in the area of adaptive behaviour
D) all of the above

Answer 2

all of the above

Question 3

Which of the following is a key adaptive skill area?

A) conceptual
B) functional academic
C) communication
D) leisure

Answer 3

functional academic

Question 4

Individuals with intellectual disabilities demonstrate a degree of mental abilities most often reflected as IQ

A) significantly below average
B) slightly below average
C) in the average range
D) above average

Question 5

In Luckasson's et al. (2002) classification system, ______________________ are used to characterize the needs, rather than the deficits, of an individual with intellectual disabilities.

A) developmental levels
B) intellectual functioning and adaptive behaviour
C) levels of support
D) severity ranges

Question 6

________________________ is an autosomal recessive genetic disorder characterized by severe disabilities and early death. Ashkenazic Jewish persons are at highest risk for this genetic disorder.

A) Prader-Willi syndrome
B) Tay-Sachs disease
C) Tourette syndrome
D) Asperger syndrome

Question 7

____________ is the model of teaching used when students with exceptionalities are included in general education classes, with the supports necessary for them to achieve success.

A) Transition education
B) Supported education
C) Successful education
D) Assisted education

Question 8

Studies on the long-term outcomes of persons with intellectual disabilities have suggested that

A) transition services for students with intellectual disabilities have translated into significant increases in employment rates.
B) transition services for students with intellectual disabilities have translated into significant increases in the number of individuals who are living independently following their departure from high school
C) transition services for students with intellectual disabilities have not always resulted in improved employment or independent living rates
D) many students with intellectual disabilities are unemployable due to their limited intellectual and adaptive capacities

Question 9

Recent studies have indicated that two critical factors influence the postschool success of adults with intellectual disabilities. These factors are

A) the level of the individual's personal/social behaviour appropriate to the workplace and quality of transition programming
B) environmental stimulation and instructional opportunities offered to the individual
C) intellectual and socioeconomic levels of the individual
D) quality of transition programming and structured academics provided to the student during the school years

Question 10

Supported education assumes that

A) the provincial government will provide the financial assistance needed to support the education of students with intellectual disabilities
B) individuals with exceptionalities should be maintained in inclusive classroom settings to the maximum degree possible and supported in these locations in order to ensure successful learning
C) educators support the philosophical intention of inclusion and that inclusion occurs in all instances
D) none of the above

Question 11

A student's natural supports include

A) teachers, principals, and other educators
B) community professionals
C) existing service agencies
D) family and friends

Question 12

Assistive technology devices are designed to (choose the best response)

A) increase the computer capabilities of students with exceptionalities
B) remove barriers or provide practical solutions to common everyday problems for persons with exceptionalities
C) provide high- and low-technological solutions to academic deficiencies
D) increase the academic capabilities of students with exceptionalities

Question 13

A curriculum for students with intellectual disabilities should

A) be sufficiently broad so as to address issues related to vocational education, home and family, recreation and leisure, community involvement, emotional and physical health, and personal development
B) be non-academic in focus, as most students with intellectual disabilities are not able to master basic academic skills
C) be delivered in the special education classroom
D) none of the above

Question 14

A circle of friends, as developed by Marsha Forest is:

A) A circle of "regular" friends fostered around a student with an exceptionality who is placed in a streamlined class
B) A program whereby students have weekly meetings sitting in a circle, talking about any issue they feel is important to reflect on
C) A sculpture whereby students hold hands and a candle is placed in the middle
D) Incorporates all of the above

Question 15

Teachers need to be aware teachers need to be aware of the importance of ____________________________within the curriculum in order to
Enhance learning and adult outcomes for students with an intellectual disability.

A) competence in higher ordered thinking
B) a functional focus
C) an academic focus
D) a life skills focus

Question 16

Accommodations should focus on

A) reading
B) mathematics
C) social studies
D) relevant task demands

Question 17

Identify and describe three causes of intellectual disability.

Question 18

Patton et al. (1996) identified four primary goals for individuals with mild intellectual disability. Describe two of these and discuss their implications for instructional programming.

Question 19

__________________________ refers to the attitudes and abilities necessary for an individual to serve as the primary decision maker in his or her life, and to make choices and decisions regarding one's quality of life without excessive influence or interference by others (Wehmeyer, 1994).

Question 20

Identify and describe three life skills that should be incorporated into the curriculum for students with intellectual disabilities.

Question 21

Articulate the role of assistive technology in the education of students with intellectual disabilities.

Question 22

Describe major barriers that people with intellectual disabilities face acquiring decent jobs with living wages.

Question 23

Describe three life demands an adult with intellectual disabilities may experience.

Question 24

A focus on transitional needs is a critical curricular and instructional aspect of programming for students with intellectual disabilities. Describe four essential features of transition described in your text.

Question 25

Describe how a circle of friends can be implemented in a classroom setting to support a student with an intellectual disability.

Question 26

Describe critical policy and procedures that should be considered when a faculty begins to design and implement an inclusive program.

Question 27

On page 186 of the text, the following statement is made:
"Teachers need to be aware of the functional focus within the curriculum in order to enhance learning and adult outcomes for students with an intellectual disability."
Given the emphasis on increased rigour and higher standards that have evolved from current educational reform efforts, the teaching of functional skills such as social skills and transition skills might be perceived as an excessive burden to general educators. Analyze this statement, and synthesize content presented in your text in a manner that reconciles these concerns.