Deck 14: Other Low-Incidence Disabilities

Question 1

Common goals for students with low-incidence disabilities include gaining independence, finding meaningful employment, and ________.

A) learning to read and write
B) living as independently as possible
C) learning daily living skills
D) building independent reading skills

Answer 1

living as independently as possible

Question 2

Which category of children have more than one disability, and the effects are such that the individual requires extremely intensive, sustained, individualized instruction and supports?

A) Children who have deaf-blindness
B) Children with TBI
C) Children with multiple disabilities
D) Children with physical impairments

Answer 2

Children with multiple disabilities

Question 3

Chelsia has very limited communication abilities. She is nonambulatory, has difficulty with memory, and needs supports for many of life's major activities (e.g., daily living, leisure, community participation, employment). Chelsia is showing characteristics of which group of children with disabilities?

A) Children who have deaf-blindness
B) Children with TBI
C) Children with multiple disabilities
D) Children with physical impairments

Answer 3

Children with multiple disabilities

Question 4

William was on a trip with his church youth group to Green Mountain Bible Camp. He and his friend rode a toboggan down a steep hill at the campsite. On the descent, the toboggan crashed into a tree causing William, who was in the front seat, to hit his head against the tree. While William did not lose consciousness, he acquired a huge bump on his head. Upon returning home, his parents were advised to watch for any of the following signs of TBI EXCEPT ________.

A) dizziness
B) short-term memory problems
C) mood swings or irritability
D) anorexia

Question 5

Which low-incidence disability can be due to a concussion or head injury, is not always apparent or visible, and may or may not result in loss of consciousness?

A) Deaf-blindness
B) TBI
C) Multiple disabilities
D) Physical impairment

Question 6

Which definition of TBI defines the condition as caused by a bump, blow, or jolt to the head or a penetrating head injury that disrupts the normal function of the brain?

A) IDEA
B) National Institute of Neurological Disorders
C) Centers for Disease Control and Prevention
D) ADA

Question 7

All the following are characteristics associated with deaf-blindness EXCEPT ________.

A) feelings of isolation
B) problems remembering routines or schedules
C) problems with communication
D) problems with mobility

Question 8

What percentage of children with deaf-blindness have enough residual vision to allow them to read enlarged print, see sign language, move about in their environment, and recognize friends and family?

A) Less than 5%
B) almost 50%
C) 25%
D) 40%

Question 9

What percentage of children with deaf-blindness have additional disabilities (e.g., intellectual disabilities, physical disabilities, speech or language impairments, etc.)?

A) 75%
B) 90%
C) Less than 5%
D) 40%

Question 10

Students with TBI, multiple disabilities, and deaf-blindness comprise what percent of students with disability and of all public-school students?

A) They comprise 5% of students with disabilities and of all public-school students.
B) They comprise 9% of students with disabilities and 3% of all public-school students.
C) They comprise 25% of students with disabilities and 1% of all public-school students.
D) They comprise 2.24% of students with disabilities and far less than 1% of all public-school students.

Question 11

Why are the precise numbers about the national prevalence of multiple disabilities difficult to determine?

A) Some states report these students in other disability categories.
B) Some parents do not want their child with multiple disabilities identified.
C) The U.S. Department of Education does not have a separate category for this group of students.
D) The numbers of these students are reported to professional organizations such as TASH.

Question 12

Which group of students with low-incidence disabilities (e.g., deaf-blindness, multiple disabilities, or TBI) is least likely to be educated in general education settings?

A) Students with TBI
B) Students with deaf-blindness
C) Students with multiple disabilities
D) Students who are gifted and talented

Question 13

Ken is a ten-year-old student with deaf-blindness who attends Railor Elementary School. His teacher is planning for accommodations that can be made in Ken's fourth-grade general education classroom. All the following are accommodations that the teacher can implement specifically for students with deaf-blindness EXCEPT ________.

A) large print text
B) braille materials
C) traditional calculators
D) manual communication

Question 14

In Louisiana, the prevalence of Usher syndrome is higher. Usher syndrome is one of the causes of which low-incidence disability?

A) Multiple disabilities
B) Deaf-blindness
C) TBI
D) Physical disabilities

Question 15

The presence or absence of ________ affects the number and intensity of supports needed as adults, levels of independence, level of community presence, and quality of life.

A) parental involvement
B) early intervention and preschool services
C) physical and occupational therapy supports
D) numerical and print literacy skills

Question 16

Rico is employed as an intervener for Jack who is a student with deaf-blindness. Rico's focus is helping Jack improve his social-emotional access. Which of the following is a responsibility of Rico concerning providing social-emotional access to Jack?

A) Present information in formats that Jack can access.
B) Help Jack learn incidental concepts and information.
C) Reduce Jack's sense of isolation.
D) Respond to Jack's communication.

Question 17

Learning to read practical words, how to handle money, how to measure ingredients for a recipe, how to use local transportation are components of ________.

A) expanded core curriculum
B) general education curriculum
C) functional curriculum
D) vocational curriculum

Question 18

Jack, and his family, met with the IEP team to discuss Jack's plans for graduation. Since Jack is 18 years of age, the team wants to consider Jack's and his family's preferences concerning independent living, job preferences, future educational options, etc. The team is participating in ________.

A) person-centered planning
B) professional determined care
C) perspective examination
D) functional skill examination

Question 19

Denby is a 19-year-old with multiple disabilities. His IEP focuses on learning functional skills. His teacher has determined Denby's interests and preferences. The teacher involved Denby in determining the type of job he prefers and the employment site. Before being placed on the job, the teacher led Denby to practice job skills at school and paired him with an employee on the job for mentoring. What step in community-based instruction do these activities represent?

A) Ensure the student knows implicit and explicit rules of the site and can meet skill expectations.
B) Establish community-based training sites.
C) Assess the student's preferences and interests.
D) Develop job site evaluation criteria.

Question 20

This person, with deaf-blindness, taught Anne Sullivan who later taught the world's most famous deaf-blind person.

A) Samuel Gridley Howe
B) Laura Dewey Bridgman
C) Helen Keller
D) Polly Thomson

Question 21

What is an example of a key turning point in history that has affected individuals with the most significant disabilities?

A) A rubella epidemic swept the nation increasing the numbers of children with deaf-blindness.
B) Automobile companies did not require child restraints increasing the numbers of children with TBI.
C) Helen Keller's personal tutor proved that individuals with deaf-blindness could be taught.
D) Anthony DiSalvo created Sprout which provided a means for people with disabilities to take vacations.

Question 22

What is the leading contributor to TBI cases in the United States?

A) Unknown causes
B) Motor vehicle-traffic accidents
C) Falls
D) Assaults

Question 23

Which age group has the highest number of cases of TBI resulting in hospitalization?

A) Ages 0-4
B) Ages 5-14
C) Ages 15-24
D) Ages over 25 years

Question 24

Maery and James are teenage parents of a newborn. They are participating in child development classes to understand appropriate interactions with their newborn. The current topic is preventing Shaken Baby Syndrome. All the following are suggestions to the new parents to prevent the syndrome EXCEPT ________.

A) put the baby in a safe location when feeling stressed
B) ask a friend or family member to watch the baby for a while until you feel calm again
C) seek help from counselors or other health care professionals for ongoing feelings of anger
D) rock the baby vigorously to elicit smiles and stop the crying

Question 25

This resource, established by Congress, gives most deaf-blind individuals access to recently developed communication services.

A) IDEA
B) ADA
C) The National Deaf-Blind Equipment Distribution Program
D) Section 504 of the Vocational Rehabilitation Act

Question 26

Select one of the low-incidence disabilities discussed in the

Question 27

Explain why the precise numbers about the national prevalence of children in the multiple disability category cannot be provided. Propose a solution to this situation to ascertain more definite prevalence numbers. Explain the reason for your proposed solution.

Question 28

Explain two accommodations for students in each of the following low-incidence disability categories: multiple disabilities, TBI, and children with deaf-blindness. Describe what three factors should be taken into consideration when identifying appropriate accommodations.