From: Study Guide for Hardman, Drew, and Egan’s Human Exceptionality, Society, School, and Family, Seventh Edition prepared by Keith W. Allred, Nevada Department of Education
Match these important terms from Chapter Eleven with the correct information.
a. respite care b. dual diagnosis c. multiple disabilities
d. holistic approach e. norm-referenced assessment
f. criterion-referenced assessment g. academic achievement
h. cognitive functioning i. Authentic assessment j. functional assessment
k. ecological assessment l. multidisciplinary team m. adaptive fit
11.1 __________ Concomitant impairments such the student can not be
accommodated in special education programs solely for one of the impairments.
11.2 __________ Description of persons who have serious emotional problems in conjunction with mental retardation.
11.3 __________ An approach that takes the child into account as a member of the family unit
11.4 __________ Services provided to families of people with severe and multiple disabilities where a trained care-giver periodically assumes responsibility for the individual with severe and multiple disabilities.
11.5 __________ A variety of performance-bases assessments requiring students to demonstrate a response in a real-life conflict
11.6 __________ Assessment with an ecological emphasis that examines the process of learning while focusing on independent living skills.
11.7 __________ Another name for functional assessment..
11.8 __________ Compatibility between demands of a task and needs and abilities of the individual.
11.9 __________ A group comprised of professionals from different fields.
11.10 __________ Level of proficiency in thinking.
11.11 __________ Proficiency in academic areas.
11.12 __________ Assessment by which performance is compared with the average of a group.
11.13 __________ Assessment by which performance is compared to a specific level.
Here's another opportunity to test yourself. Can you match these items quickly and correctly?
a. .0002 percent b. 107,763 c. dual sensory impairment
d. ranges from .1% to 1% e. multidisciplinary team f. 1,604
g. 14,000 h. testing
11.14 __________ Approximate number of individuals in U.S. identified as deaf-blind.
11.15 __________ System by which administration and scoring have been refined into a specified, prescribed routine to assure that the process is constant.
11.16 __________ Group responsible for determining the most appropriate educational program and environment for the student.
11.17 __________ Number of students ages 6-21 labeled as deaf-blind.
11.18 __________ Estimated number of students served under the label multiple
disabilities.
11.19 __________ Estimated proportion of students with severe and multiple
disabilities served under IDEA.
11.20 __________ People who are deaf-blind.
11.21 __________ Estimated prevalence of severe and multiple disabilities.
Complete the sentences with words from Chapter Eleven that best fit the blanks.
11.22 Historically, terminology associated with severe disabilities communicated a sense of despair and ____________.
11.23 The TASH definition of severe disabilities emphasizes the need for “extensive ongoing __________” in life activities.
11.24 Individuals with severe disabilities may be ___________ under any one of
IDEA’s categories.
11.25 Most identifiable causes of severe and mental retardation are ___________ in origin.
11.26 Intellectual functioning for persons who are deaf-blind may range from normal or ___________ to severe mental retardation.
11.27 Self-determination presumes that student ____________ and needs are taken into account in developing educational objectives.
11.28 For students with severe and multiple disabilities, problems are generally evident at _____________________ .
11.29 Students with severe and multiple disabilities may have severe language and ________________ problems.