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Educators ch.9

Multiple Choice
Identify the choice that best completes the statement or answers the question.
 

 1. 
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.
 

 2. 
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.
 

 3. 
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.
 

 4. 
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.
 

 5. 
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.
 

 6. 
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.
 

 7. 
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.
 

 8. 
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.
 

 9. 
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.
 

 10. 
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.
 

 11. 
If ADHD learners have problems interacting with family or peers, this is called:
a.
socially inept.
b.
inattention.
c.
inconsistency and continuity.
d.
hyperactivity.
 

 12. 
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.
 

 13. 
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.
 

 14. 
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.
 

 15. 
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.
 

 16. 
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.
 

 17. 
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.
 

 18. 
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.
 

 19. 
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.
 

 20. 
Establishing personal contact with the learners will aid in their feelings of:
a.
inferiority.
b.
spirituality.
c.
superiority.
d.
motivation.
 

 21. 
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.
 

 22. 
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.
 

 23. 
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.
 

 24. 
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.
 

 25. 
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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