Chapter Thirteen:  Teaching Students with Special Needs in Elementary Schools Multiple-Choice Directions:

Question : Chapter Thirteen:  Teaching Students with Special Needs in Elementary Schools Multiple-Choice Directions: : 1987701

Chapter Thirteen:  Teaching Students with Special Needs in Elementary Schools


Directions: Indicate the appropriate response to each item below.

1.Which of the following statements is true regarding the elementary general education curriculum?

a.There is more curricular differentiation at the elementary level than the secondary level.

b.Curriculum content at the elementary level is widely disparate, making it difficult to include students with special needs in inclusive settings.

c.There is less curricular differentiation at the elementary level than at the secondary level.

d.None of the above

P357, R, D1

2.An important feature of any comprehensive curriculum should be a focus on the future environments that students will need to adapt to in order to function successfully. This focus is referred to as ____________________ by the authors of your textbook.

a.a transition curriculum emphasis

b.an outcomes orientation

c.a functional curriculum

d.a spiral approach

P360, R, D1

3.The needs of elementary students can typically be met by a _______________ approach to instruction, supplemented as needed by a _________________ focus.

a.developmental - remedial

b.transition - supplemental

c.cognitive - behavioural

d.learning – social

P360, R, D2

4.When teaching mathematics, teachers should first focus on

a.facilitating the student’s achievement of automaticity of the skill

b.integrating the student’s conceptual understanding with automaticity

c.increasing the student’s conceptual understanding of a particular skill

d.None of the above

P363, R, D1

5.A student’s performance in the _____________ domain is often predictive of success or failure in inclusive settings.





P365-366, R, D1

6.Ms. Faber, a school counsellor, teaches a first-grade class to say “please” and “thank-you.” This is an example of

a.direct social skills instruction

b.affective education

c.a behavioural change strategy

d.a cognitive intervention

P366, A, D3

7.Whereas __________________ facilitate(s) individual interpersonal interactions, ___________________ involve(s) the broader ability to use skills at the right times and places, showing social perception, cognition, and judgment of how to act in different situations.

a.social competence - school adjustment

b.social skills - social competence

c.adaptive behaviour - social skills

d.behaviour - social skills

P366, R, D2

8.Which of the following is a variable that is predictive of success for those students with exceptionalities who make the transition from preschool to primary school?

a.academic readiness

b.social skills

c.responsiveness to instructional style

d.all of the above

P368, R, D1

9.Ms. Liebert and Mr. Michaelis are co-teachers in an inclusive third-grade classroom. Both teachers are concerned about Matthew’s acting-out behaviors. Ms. Liebert proposes that a token economy be developed for Matthew. Mr. Michaelis believes that this approach is too intrusive. This scenario reflects a concern with

a.behaviour management

b.benign interventions

c.treatment acceptability

d.behavioural technology

P375, A, D3

10.Seven-year-old Tyler has difficulty focusing on relevant detail in his classroom. This is reflective of a problem with

a.focused attention

b.sustained attention

c.selective attention

d.divided attention

P375, A, D2


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