Multiple Choice Identify the
choice that best completes the statement or answers the question.
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1.
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Individuals who are not protected by the ADA are the following:
a. | current illegal drug users. | b. | those with major sight
impairments. | c. | those with major hearing impairments. | d. | those with major walking
impairments. |
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2.
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Unless there is undue burden or fundamental alteration would result, auxiliary
aids must be furnished to those with sensory or cognitive disabilities to ensure:
a. | nonverbal communication. | b. | written communication. | c. | effective
communication. | d. | effective listening. |
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3.
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Examples of possible modifications that might be required for persons with
disabilities include:
a. | class handouts in Braille. | b. | audiocassettes for the visually
impaired. | c. | extended time for course completion. | d. | all of the
above. |
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4.
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Persons with disabilities who desire to enroll in a postsecondary institution
have the responsibility of providing:
a. | their own accommodations. | b. | documentation of their
disability. | c. | their own education. | d. | their own
transportation. |
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5.
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When disabled students make a formal report of their disability and request
accommodations it is the responsibility:
a. | of the institution to provide an individual accommodation plan for those
learners. | b. | of the ADA to provide an individual accommodation plan for those
learners. | c. | of the oversight agency to provide an individual accommodation plan for those
learners. | d. | of the learners’ physicians to provide an individual accommodation plan for
those learners. |
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6.
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A learning disability refers to a group of disorders and is not necessarily
indicative of:
a. | low intelligence. | b. | superior intelligence. | c. | high
intelligence. | d. | fast intelligence. |
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7.
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A common problem with dyslexic learners is that they often appear to be:
a. | lazy and careless. | b. | industrious and practical. | c. | imaginative and
creative. | d. | skillful and practical. |
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8.
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Multisensory learning, student logs, and color-coded files are all strategies
for the:
a. | average learner. | b. | above-average learner. | c. | dyslexic
learner. | d. | hearing-impaired learner. |
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9.
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To gain a clear understanding of the student’s specific difficulties and
individual learning style the educator should review the learner’s:
a. | social history. | b. | past academic file. | c. | medical
history. | d. | family history. |
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10.
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Students who are natural multitaskers and pay attention to everything
simultaneously are grouped into a category known as:
a. | Tourette’s syndrome. | b. | ADHD/ADD. | c. | dyslexic. | d. | gifted. |
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11.
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If ADHD learners have problems interacting with family or peers, this is
called:
a. | socially inept. | b. | inattention. | c. | inconsistency and
continuity. | d. | hyperactivity. |
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12.
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The behaviors that ADHD learners experience usually continue over a long period
of time and are variable and inconsistent; they may be a model student and then not; we term
this:
a. | socially inept. | b. | inattentive. | c. | inconsistency and
continuity. | d. | hyperactivity. |
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13.
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If not treated properly, ADHD individuals develop poor coping strategies; thus,
the master educator will effectively deal with:
a. | fidgeting. | b. | building self-esteem and setting
goals. | c. | twitches. | d. | movements. |
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14.
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Chronic behaviors reported by the Substance Abuse and Mental Health Services
Administration include:
a. | good diet. | b. | good attendance. | c. | inability to reason
adequately. | d. | proper motivation. |
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15.
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With regard to the accommodation plan, whose responsibility is it to formally
notify the school of the learner’s disability?
a. | It is the learner advocate’s responsibility. | b. | It is the
registrar’s responsibility. | c. | It is the ADA’s
responsibility. | d. | It is the learner’s responsibility. |
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16.
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Learners who have anxiety in the classroom when answering questions or even
asking a question need educators who are:
a. | energetic. | b. | empathetic. | c. | intrapersonal. | d. | behaviorist. |
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17.
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By reassuring each learner in the class the master educator is:
a. | making learners feel uncomfortable. | b. | making learners feel
foolish. | c. | making learners feel threatened. | d. | treating each learner as an
individual. |
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18.
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Adult learners are sensitive and exceptionally quick to recognize condescending
attitudes; thus, as a master educator:
a. | you never act superior and never talk down to your students. | b. | you are smarter than
students and you show it. | c. | you are the educator, and you don’t have
to listen to the students. | d. | you tell students they don’t know as much
as you do. |
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19.
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To limit the anxiety that students often experience during testing, limit the
use of evaluating the learning activities and use:
a. | rubrics. | b. | portfolio assessment. | c. | self-evaluation or
peer assessment. | d. | computer testing. |
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20.
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Establishing personal contact with the learners will aid in their feelings
of:
a. | inferiority. | b. | spirituality. | c. | superiority. | d. | motivation. |
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21.
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Learners should be put in an active mood by:
a. | not changing the atmosphere. | b. | varying the stimuli and making the class
interesting. | c. | varying the stimuli and making the temperature very cold in the room so students
don’t fall asleep. | d. | varying the facility and making the
illustrations busy with content. |
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22.
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To alleviate the pressure of being available for each and every student at all
times, the master educator knows the importance of:
a. | study time. | b. | untimed testing. | c. | networking and peer
support. | d. | break time. |
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23.
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The master educator should take all steps possible to create a(n):
a. | safe learning environment. | b. | physically comfortable
environment. | c. | environment free from interference. | d. | all of the
above. |
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24.
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A significant barrier to learning is:
a. | to criticize a learner in public. | b. | to praise a learner
sincerely. | c. | to be friendly to a learner. | d. | to be encouraging to a
learner. |
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25.
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When requesting responses from learners:
a. | eliminate rapid response. | b. | practice rapid response. | c. | play “beat the
clock.” | d. | forget the three-second pause. |
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