126.Three of the following choices are adaptations that research indicates are effective for working with students having exceptionalities. Which one is not considered to be an effective adaptation?

a.Carefully model solutions to problems and other assignments.

b.Teach in small steps, and provide detailed feedback on homework.

c.Teach learning strategies, such as outlining, summarizing, and self-questioning.

d.Avoid calling on students with exceptionalities to prevent possible embarrassment.

Use the following information for items 127 and 128.

Four teachers each have learners with exceptionalities in their classrooms, and each is attempting to adapt instruction to best meet the students’ needs.

Mr. Robinson works hard to help his students learn study strategies, such as outlining, highlighting descriptions of examples in the information his students read, summarizing, and self-questioning.

Mrs. Lake goes over each math homework assignment with her students and gives the students feedback on problems that are frequently missed.

Mrs. Weber separates her students with exceptionalities from the rest of the class during learning activities and gives them seat-work assignments to complete until she can work with them in a small group.

Mr. Edwards calls on his students with exceptionalities when he is conducting learning activities, but he avoids calling on them too much to prevent them from possibly being embarrassed if they’re unable to answer.

  127. The teacher who is most effective in adapting instruction to meet the needs of his or her students with exceptionalities is:

a.Mr. Robinson.

b.Mrs. Lake.

c.Mrs. Weber.

d.Mr. Edwards

  128. The teacher who is least effective in adapting instruction to meet the needs of his or her students with exceptionalities is:

a.Mr. Robinson.

b.Mrs. Lake.

c.Mrs. Weber.

d.Mr. Edwards

  129.  Mr. Mussi has a student in his secondary social studies class who has a writing disability.  Writing is a critical component of his class plan.  Which of the following is not an adaptation that he might consider for the student?

a.He might decide not to assign any writing to the student.

b.He might provide the student with additional time to write.

c.He might allow the student to type on a computer vs. write it out.

d.He might allow the student to dictate his “writing” into a tape recorder.

Items 130 and 131 are related.

  130.Greg, one of your students, has been diagnosed as having an exceptionality. If your class is typical of patterns identified by research, which of the following is the best description of your other students’ attitudes toward Greg?

a.The other students are unlikely to notice that Greg has an exceptionality.

b.The other students will know that Greg has an exceptionality, but this knowledge won’t impact their behavior one way or the other.

c.The other students will know that Greg has an exceptionality, and they will react negatively to him.

d.The other students will know that Greg has an exceptionality, and they will react sympathetically to him, treating him with compassion.

  131.  If Greg’s confidence and self-esteem are typical of patterns for students with exceptionalities as identified by research, which of the following is the most likely description?

a.Greg will be virtually unaware of his exceptionality and will behave as a typical fifth grader.

b.Greg will be aware of his exceptionality, but it won’t significantly impact his confidence and self-esteem one way or the other.

c.Greg will be aware of his exceptionality, and his confidence and self-esteem are likely to be adversely affected by the negative attitudes of his peers.

d.In an effort to compensate for his exceptionality, Greg’s confidence and self-esteem are likely to be slightly higher than that of average students in his class but lower than the brightest students in his class.

  132.  Tommy, one of your students, stutters.  His exceptionality has been identified, and he works with a speech therapist twice a week.  Which of the following is the most important responsibility you have in working with Tommy?

a.Display behaviors indicating that Tommy is an integral part of the class and should be accepted as such.

b.Avoid ever calling on Tommy for fear of embarrassing him in case he will be unable to form the words for the answer.

c.Avoid any discussion of students with exceptionalities to prevent attention being focused on Tommy’s speech problem.

d.Be sure that verbal interaction in the class is limited to prevent Tommy from being put at a disadvantage.

  133.Promoting the social integration and growth of students with exceptionalities is an important role for the general education classroom teacher. Which of the following is likely to be the most important strategy for promoting social integration of students with exceptionalities?

a.Avoid any discussion of exceptionalities in your classroom, and behave as if all students are very similar.

b.Openly discuss and provide information about exceptionalities, and remind students that learners with exceptionalities want to have friends and be accepted just as everyone does.

c.Identify and quickly reprimand any student who mistreats a student with an exceptionality, and use this student as an example of unacceptable behavior in your classroom.

d.During cooperative learning activities, place your students with exceptionalities together, so they will feel comfortable in offering their ideas in the group activity.

    134. Students with exceptionalities sometimes lack the social skills needed to interact effectively with their classmates. Which of the following is likely to be the most effective way to help them initially acquire these skills?

a.Praise them, and provide other rewards when they display acceptable behaviors.

b.Use accepted forms of punishment, such as timeout, when they fail to display the skills.

c.Call parents, and solicit the parents’ help when the students fail to behave in acceptable ways.

d.Model social skills for students, and coach them as they practice the skills.

  135.You have six students with exceptionalities in your class of 24. You are designing a cooperative learning activity, and you want to break your class into groups of four. Of the following, which is the most desirable way to place your students with exceptionalities in the groups?

a.Place one student with an exceptionality into each of the six groups.

b.Place two students with exceptionalities into three of the groups, and organize the other three groups as you normally would.

c.Place three students with exceptionalities into two groups, and organize the other four groups as you normally would.

d.Since you are trying to treat your students with exceptionalities the way you would treat any other student, don’t consider exceptionalities when organizing your groups.

Essay Items

  136.You almost certainly will have learners with exceptionalities in you class or classes. You are responsible for aiding in identifying these students so their needs can be more nearly met, and you are also responsible for adapting your instruction when they are mainstreamed into your class.  There is a third important responsibility that you have to each of these students.  Identify this responsibility, and give a specific, classroom example of how you would meet the responsibility.

  137.Explain how effective teaching for students with exceptionalities compares to effective teaching for students placed at risk.