Question 1

Imagine you are a special educator with a student, Maya, who has severe/multiple disabilities. Your supervisor wants to recommend that Maya be sent to a special residential school because he (the supervisor)sees no significant change in her academic levels of performance. Draft a response letter that supports your reasons for keeping Maya in her neighborhood school.

Accepted Answer

The answer of Imagine you are a special educator with...

Question 2

Which of the following is not an element of positive behavioral support?

Accepted Answer

Positive behavioral support focuses on understanding the reasons behind behaviors and teaching alternative behaviors, rather than using aversive consequences.

Question 3

Why is choice making important for students with severe disabilities?

Accepted Answer

Choice making is important for students with severe disabilities because it empowers them, enhances their autonomy, and improves their quality of life by allowing them to have a say in their daily activities and decisions.

Question 4

Which of the following is NOT a component of an instructional program that is recommended by authors of leading texts on teaching students with severe disabilities?

Accepted Answer

Problem, inquiry, and project-based learning are typically not emphasized in instructional programs for students with severe disabilities, as these methods may not align with the structured and repetitive learning strategies often recommended for these students.

Question 5

Serving as a peer buddy for a student with a severe or multiple disability has all of the following benefits for students without disabilities except _____.

Accepted Answer

Serving as a peer buddy is typically a voluntary role and does not provide a source of paid income.

Question 6

Which of the following reasons for educating students with severe disabilities in neighborhood schools has the most empirical support?

Accepted Answer

Research has shown that inclusion in neighborhood schools can significantly improve the social skills and relationships of students with severe disabilities, providing them with more opportunities for interaction and engagement with their peers.

Question 7

Shelby, a student with a severe disability, is based in a general education class. Brown and colleagues suggest this means that _____.

Accepted Answer

Shelby being based in a general education class means she is regarded as a class member rather than a visitor, emphasizing inclusion and belonging in the classroom environment.

Question 8

When developing an IEP for a student with severe or multiple disabilities, one of the greatest responsibilities of a special educator as an IEP team member is _____.

Accepted Answer

Selecting and prioritizing instructional objectives is crucial because it guides the educational focus and ensures that the student's unique needs are addressed effectively in the IEP.

Question 9

Explain the importance of choice making for students with severe disabilities.

Accepted Answer

The answer of Explain the importance of choice making for...

Question 10

Which of the following is true regarding small-group instruction and students with severe or multiple disabilities?

Accepted Answer

Small-group instruction provides opportunities for incidental learning from peers, which can be beneficial for students with severe or multiple disabilities.

Question 11

Which of the following is true regarding shared meaning?

Accepted Answer

The more skilled partner should follow the lead of the less skilled partner to initiate communication.

Question 12

Which of the following best illustrates building communication skills?

Accepted Answer

Kibe using a communication device to express his need and his teacher responding appropriately illustrates the development and use of communication skills.

Quiz 12: Low-Incidence Disabilities: Multiple Disabilities, deaf-Blindness, and Traumatic Brain Injury