SPED 10-12 Final

The following is true of paraeducators except
A. the job of paraeducator is expected to be one of the fastest growing occupations in upcoming years
B. some paraeducators have primary responsibility for writing IEP's
C. in many circumstances, pareducators are considered to be the primary service providers
D. most paraeducators work with special education and related services professionals

B. some paraeducators have primary responsibility for writing IEP's ????

Which of the following is not a challenge regarding supervising paraeducators?
A. the possibility of conflict arising between the teacher and paraeducator
B. many teachers are reluctant to delegate tasks or act in a supervisory capacity
C. most special education teachers report not receiving any instruction on
supervising paraprofessionals
D. the use of paraprofessionals to support instructions

D. the use of paraprofessionals to support instructions

What is reportedly the biggest obstacle to professional-paraeducator planning?
A. parity
B. training of the paraeducator
C. available time to meet
D. education of the paraeducator

C. available time to meet

All of the following are reasons for the increasing numbers of paraeducators in today's school except
A. the trend towards inclusive practice
B. The downsizing of support personnel
C. The raising emphasis on early childhood programs
D. The growth in programs to assist in transitioning

B. The downsizing of support personnel

Which of the following is not a task paraeducators are expected to perform?
A. Provide general support to teachers and classrooms
B. Provide one-on-one assistance to students with disabilities
C. Support special education programs
D. Design lesson plans and units

D. Design lesson plans and units

Most job descriptions for paraeducators do not describe which of the following?
A. Specific roles and responsibilities
B. Number of working hours
C. Qualifications for the job
D. General expectations about working in schools

A. Specific roles and responsibilities

Paraeducators may assume an amount of lunchroom supervision, time-out monitoring, or playground duty. Which type of responsibilities does this represent?
A. Clerical duties
B. Direct support for students
C. Instructional delivery
D. Counseling duties

B. Direct support for students

Paraeducators may observe student behavior, recording it as directed and giving the student rewards as directed by the teacher. Which type of responsibilities does this represent?
A. Clerical duties
B. Direct support for students
C. Instructional delivery
D. Counseling duties

C. Instructional delivery

What paraeducators instructionally should not do are clear and include all of the following except
A. Write IEP goals and/or objectives for students with disabilities.
B. Interpret data gathered in order to plan appropriate educational goals for students or to plan instruction.
C. Make decisions about what instructional, behavioral, or other interventions or
programs are needed by students.
D. Help students find appropriate resources for an assigned project or paper.

D. Help students find appropriate resources for an assigned project or paper.

Which of the following is not a suggestion for communicating with your paraeducator?
A. Create for each of you a planning agenda that is laminated and can be used repeatedly
B. Use e-mail communications
C. Use a clipboard agenda
D. Ensure that paraeducators adhere to school policies

D. Ensure that paraeducators adhere to school policies

True or False It is unethical for paraeducators to disagree with their supervisors.

False

True or False The No Child Left Behind Act has established parameters for paraeducator preparation, which has effectively raised the minimum standard of their qualifications.

True

True or False The most common tasks for paraeducators in special education relate to noninstructional duties.

False

True or False Research shows that paraeducators report teachers as not being proficient in guiding their work.

True

True or False Paraeducators are not bound by the same guidelines as teachers regarding confidentiality.

False

True or False Ultimately, paraeducators should not assume nor bear sole responsibility for any part of a student's education.

True

True or False Paraeducators cannot function as a member of the instructional team.

False

True or False The trend towards inclusive classrooms is a factor that is causing the number of paraeducators in today's schools to increase.

True

True or False Paraeducators sometimes find that their experiences as mothers within their cultures guide the expectations they set and ways of interacting with students.

True

True or False Some professionals are concerned that paraeducators' attention to students may interfere with some teachers' sense of responsibility for providing instruction.

True

IDEA provisions include all of the following regarding parents except

A. Parents must be part of the team that makes eligibility, placement, and services decisions.

B. Parents must be regularly informed of their child’s progress.

C. Parents must be given copies of evaluation reports and have a right to ask for reviews of IEP’s

D. No cost mediation to parents must be offered to resolve disputes.

E. Parents will be allowed to review and amend their child’s IEP

Parents will be allowed to review and amend their child's IEP.

All of the following are true statements regarding family systems theory except

A. Families need rules for structure and for change

B. An individual can be understood without recognizing their family.

C. Family Interaction with the School, Community, Extended Family, and Friends is Essential to the Life of the Family

D. Gilboy makes up

B. An individual can be understood without recognizing their family.

Which family life stage characterizes parents' essential functions as tolerating efforts of their child to distance them and providing the child support in establishing an identity?

A. Birth and Early Childhood

B. Childhood

C. Adolescence

D. Adulthood

C. Adolescence

In which life stage would the individual with disabilities become more involved in the decision making at IEP meetings in preparation to assume the role that has been held by his or her parents?

A. Birth and Early Childhood

B. Childhood

C. Adolescence

D. Adulthood

C. Adolescence

The definition of family reflected in the textbook include all of the following elements except

A. two or more people

B. Who are related by birth

C. Perform some of the functions that families typically perform

D. May or may not usually live together

B. Who are related by birth

Which is the central principle in system theory?

A. Families Need Rules for Structure and for Change

B. Family Interaction with the School, Community, Extended Family, and Friends is Essential to the Life of the Family

C. Something Gilboy makes up

D. No individual can be understood without recognizing how he or she fits within the entire family

D. No individual can be understood without recognizing how he or she fits within the entire family.

This stage is characterized by themes of decentralization and the relaxing of boundaries?

A. Birth and Early Childhood

B. Childhood

C. Adolescence

D. Adulthood

C. Adolescence

A primary task for families at this stage is receiving and accepting their child's disability diagnosis.

A. Birth and Early Childhood

B. Childhood

C. Adolescence

D. Adulthood

A. Birth and Early Childhood

Which of the following is not a common belief across all cultures?

A. family constellations

B. time

C. Belief about disabilities

D. tradition/technology

C. Belief about Disabilities

Which of the following is not a suggestion for providing diagnostic feedback to families? wasnt on study guide

Outline what the school is willing to provide

True or False: The primary responsibilities in working with families are to understand the family needs and to facilitate family participation in decision making.

True

True or False: With every reauthorization of IDEA, the role of parents and families have continually become less significant.

False

True or False: The stage of adolescence may be more influenced by a family's cultural context than in any other stage of life.

True

True or False: In order to provide culturally sensitive and responsive services, it is necessary for you to know everything about a particular culture.

False

True or False: The Individuals with Disabilities Education Act requires formal transition planning for students with disabilities beginning at the age of 16.

True

True or False: In systems theory, the family is viewed as a complex and interactive social system.

True

True or False: All parents of through the same process and sequential order in accepting their child's disability diagnosis.

False

True or False: Every culture is monolithic.

False

True or False: No culture group is homogeneous.

True

True or False: Research on the positive contributions of having a child with a disability finds that the child serves as a catalyst for increased spirituality of family members.

True

True or False: Families have different information needs at different life stages.

True

A team abdicating responsibility for a group decision and hoping that the administrator would use his authority to "control" the situation - even though this matter would have been handled more appropriately through collaborative decision making reflects which challenge in working with administrators?

A. Is it collaborative or not?

B. Overreliance on Administrative Authority

C. Administrator Knowledge

D. Administrator Support

B. Overreliance on administrative authority.

Many related service professionals have extremely large caseloads or several school assignments and, as a result, have extrordinary numbers of meetings and conference to attend. What challenge in working with specialists from other disciplines does this represent?

A. Professional Orientation

B. Time on Site

C. Competing professional obligations

D. Role Specific Pressures

C. Competing professional obligations.

General education teachers often are very concerned about how the scores of students with special needs may reflect- too often, poorly- on their teaching performance. Which challenge in working with other teachers does this represent?

A. Role Specific pressures

B. Control and ownership

C. Time on site

D. Professional Orientation

A. Role specific pressures.

General education teachers say "my class" and the result may be that the other teacher or specialist is relegated to the role of helper. Which challenge in working with other teachers does this represent?

A. Role Specific pressures

B. Control and ownership

C. Time on site

D. Professional Orientation

B. Control and ownership.

All of the following are scheduling issues for schools except

A. The time of day when language arts is taught

B. Block scheduling versus traditional class periods

C. Courses with single sections and those with multiple

D. State mandates for collaborative hours

D. State mandates for collaborative hours.

Professional delivering in-class interventions may need to do all of the following except

A. Coordinate with the desires of parents

B. Assist each other in meeting student needs

C. Carefully coordinate their efforts with schedules of gen ed teachers

A. Coordinate with the desires of parents for scheduling.

Peer mediated instruction has demonstrated effectiveness with all of the following except

A. improving learning outcomes

B. Improving skills in the classroom

C. Improving peer relationships

D. Improving service learning skills.

D. Improving service learning skills. (gilboy told me this was answer, means real-world situations)

In the third grade, Melissa, a student with a learning disability, attended her IEP meeting. Her role was to introduce herself and to talk about what she liked about her school, what she could do well at school, and what she found difficult. What type of collaboration does this represent?

A. peer mediated collaboration

B. Student technology collaboration

C. Student-professional collaboration

D. Student-centered technology collaboration

C. Student-professional collaboration

Challenges of collaborating with general education teachers include all of the following except

A. General Educators may be reluctant to participate in classroom collaboration

B. General Educators feel they have control and ownership of the classroom

C. Their expertise in collaborating with other general education teachers

Their expertise in collaborating with other general education teachers

Disproportionate representation of African American males in special education is the clearest example of

A. The ethic of justice

B. The ethic of critique

C. The ethic of care

D. The ethic of the profession

B. The ethic of critique.

True or False: Special educators should keep a bit of flexibility so that if they have to cancel a service, another option might be available.

True

True or False: When resources and staff are readily available, daily co-teaching permits both teachers to have a higher sense of ownership in the co-taught class.

True

True or False: Many special educators are strongly supportive of collaborative service models, but they occasionally are asked to work with so many different professionals that they grow concerned.

True

True or False: In some schools, many collaborative activities are scheduled and mandatory, and teachers sometimes believe that their other necessary work is neglected.

True

True or False: One common scheduling matter in middle school concerns the time of day when language arts is taught.

False, textbook says elementary schools page 327.

True or False: Collaboration is a complex endeavor.

True

True or False: Collaboration is a professional choice.

True

True or False: IDEA suggests that students may be actively involved in their own transition planning.

True

True or False: IDEA requires formal transition planning for students with disabilities beginning at age 16.

True

True or False: Cooperative learning is a valuable and effective learning approach with a long and robust history for only young children.

False

All of the following are ways community member support school activities except

A. After-school programs

B. Community liasions

C. Community outreach

D. Deciding textbooks

E. Interagency contexts

F. School-Community Partnerships

D. Deciding textbooks

Engaging community members in partnerships with schools cannot ????????

A. discourage family involvement

B. ur mom

C. encourage family involvement

D. collaborate with specialists to meet needs of students

A. Discourage family involvement

Mr. Alan is a community liason who acts as cultural interpreters and "boundary crossers," as well as model outreach strategies for the teachers. Which role is Mr. Alan performing?

A. Support for teacher outreach

B. Support for school-based partnership teams

C. Direct service and support to families considered to be at risk

A. Support for teacher outreach

Taking time to have conversations and reach agreement on how best to collaborate in order to improve student achievement represents which strategy for effective partnership?

A. Forging collaborations with community partners

B. Addressing cultural differences

C. Building one-to-one relationships between families and educators that are linked to learning.

D. Connecting students to the community

C. Building one-to-one relationships between families and educators that are linked to learning.

Taking time at the beginning to think deeply and reflect about what participants believe, and why they think the efforts will work represent which strategy for effective partnership?

A. Agreeing on core values

B. Listening to the community

C. Building one-to-one relationships between families and educators that are linked to learning.

D. Connecting students to the community

A. Agreeing on core values

All of the following are benefits of system coordination except

A. services are integrated instead of fragmented

B. Schools have test scores

C. Involves collaboration to work together to meet a common goal

D. Some other crap gilboy makes up related to collaboration

B. Schools have test scores

Who is not a required member of an IFSP team?

A. Professionals serving the child

B. Parents

C. The student

D. The service coordinator

D. The Student

Ensuring frequent use of open communication lines including written informational updates, regular meetings, phone calls, email messages, and informal links to promote personal connections are strategies for strengthening

A. Commitment

B. Communication

C. Leadership

D. Resources

B. Communication

In this model of serving young children with special needs, the teacher must work as a member of a team that consists of staff members with expertise in several related disciplines.

A. Home based

B. Center Based

C. A combination of A and B

D. Something else Gilboy makes up

B. Center based

Appropriate community based instruction is characterized by all of the following except ????

A. individualized

B. reflects the home context

C. working together to meet needs of students

D. Gilboy didnt give me much to work with here

B. Reflects the home context

True or False: Schools that enjoy community and family involvement have more positive outcomes with students.

True

True or False: Family involvement must be intensive and highly structured to make a difference in students' performance and their future planning.

False

True or False: A community liaison servers as a link between the community and school.

True

True or False: Evaluation studies of after-school programs have been unequivocal in their results.

True

True or False: A collaborative relationship develops when schools and school professionals develop a collective sense of purpose and a long range plan for building school-community partnerships.

True

True or False: The Individuals with Disabilities Act (IDEA) requires formal transition planning for students with disabilities beginning at age 16.

True

True or False: System coordination is a collaboration among schools and public and private community agencies that share responsibility for a community's children and youth.

True

True or False: The Individualized Written Rehabilitation Program (IWRP) is similar to the Individualized Education Program (IEP) and is developed under a similar process.

True

True or False: Collaboration involves schools mentoring community agencies on how to serve children and families.

False

True or False: The decision to collaborate may be reached by one set of professionals although the implementation of a collaborative effort is the responsibility of a different set of individuals.

True