Human Exceptionality School Community And Family 12th Edition by Michael L. Hardman – Test Bank

Description

Test Bank For Human Diversity in Education 9th Edition By Kenneth Cushner

Table Of Content

• Part 1. Through the Lifespan
  • Chapter 1. Understanding Exceptionalities in the 21st Century
    • A Changing Era in the Lives of People with Disabilities
    • 1-1. Why Label People?
    • 1-2. Three Approaches to Understanding Human Differences
      • 1-2a. A Developmental Approach
      • 1-2b. A Cultural Approach
      • 1-2c. Self-Labeling
      • 1-2d. The Effects of Being Labeled
    • 1-3. Changing Societal Views on People with Disabilities: From Discrimination to Inclusion
      • 1-3a. Advocating for Change
    • 1-4. The Americans with Disabilities Act (ADA)
      • 1-4a. The ADA Definition of Disability
      • 1-4b. Major Provisions of ADA
    • 1-5. The Role of Health Care, Psychology, and Social Services Professionals in the Lives of People with Disabilities
      • 1-5a. The Role of Health Care Professionals
      • 1-5b. The Role of Psychologists
      • 1-5c. The Role of Social Services Professionals
    • Looking toward a Bright Future
    • Chapter Review
    • Council for Exceptional Children (CEC) Standards to Accompany Chapter 1
    • Mastery Activities and Assignments
  • Chapter 2. Education for All
    • A Changing Era in the Lives of Students with Disabilities
    • 2-1. Educational Services for Students with Disabilities in the 20th Century
      • 2-1a. Early Special Education Programs
      • 2-1b. Education as a Privilege but Not a Right
      • 2-1c. John F. Kennedy and the Expanding Role of National Government
    • 2-2. The Right to Education
    • 2-3. The Individuals with Disabilities Education Act (IDEA)
      • 2-3a. What Are Special Education and Related Services?
      • 2-3b. Who Is Eligible for Special Education and Related Services?
      • 2-3c. Major Provisions of IDEA
    • 2-4. The Special Education Referral, Assessment, Planning, and Placement Process
      • 2-4a. Phase 1: Initiating the Referral
      • 2-4b. Phase 2: Assessing Student Eligibility and Educational Need
      • 2-4c. Phase 3: Developing the Individualized Education Program (IEP)
      • 2-4d. Phase 4: Determining the Student’s Educational Placement in the Least Restrictive Environment (LRE)
    • 2-5. Educating Students with Disabilities in the 21st Century: From Access to Accountability
    • 2-6. Section 504/ADA and Reasonable Accommodations
    • Looking toward a Bright Future
    • Chapter Review
    • Council for Exceptional Children (CEC) Standards to Accompany Chapter 2
    • Mastery Activities and Assignments
  • Chapter 3. Inclusion and Multidisciplinary Collaboration in the Early Childhood and Elementary School Years
    • A Changing Era in the Lives of Students with Disabilities
    • 3-1. Inclusive Education
    • 3-2. Characteristics of Evidence-Based Inclusive Schools
      • 3-2a. Diversity, Acceptance, and Belonging
      • 3-2b. Formal and Natural Supports
      • 3-2c. Age-Appropriate Classrooms in a Neighborhood School
    • 3-3. Multidisciplinary Collaboration
      • 3-3a. Parents as Valued Partners
      • 3-3b. Sharing the Responsibility
      • 3-3c. Multidisciplinary School-Wide Assistance Teams
      • 3-3d. Working Together as a Professional and Parent Team
      • 3-3e. Peer Support and Cooperative Learning
    • 3-4. The Early Childhood Years
      • 3-4a. Importance of Early Intervention for Young Children and Families
      • 3-4b. Evidence-Based Instructional Approaches for Preschool-Age Children
    • 3-5. The Elementary School Years
      • 3-5a. Meeting Student Needs in an Inclusive Classroom through a General Education/Special Education Partnership
      • 3-5b. Evidence-Based Practices in Inclusive Elementary School Programs
    • Looking toward a Bright Future
    • Chapter Review
    • Council for Exceptional Children (CEC) Standards to Accompany Chapter 3
    • Mastery Activities and Assignments
  • Chapter 4. Secondary Education and Transition Planning
    • A Changing Era in the Lives of People with Disabilities
    • 4-1. Research on the Lives of Adults with Disabilities
      • 4-1a. High School Completion and Access to Valued Postschool Outcomes
      • 4-1b. Employment
      • 4-1c. Closing the Gap: Transition Planning and Services
    • 4-2. IDEA Transition Planning Requirements
      • 4-2a. Other Federal Laws Linked to IDEA and Transition Planning
    • 4-3. Person-Centered Transition Planning
      • 4-3a. Facilitating Student and Parent Involvement
      • 4-3b. Working with Adult Services
    • 4-4. Preparing Students for Adult Life: Instructional Focus for College and Career Readiness
      • 4-4a. Teaching Self-Determination
      • 4-4b. Teaching Academic Skills and Access to the General Curriculum
      • 4-4c. Teaching Adaptive and Functional Life Skills
      • 4-4d. College Preparation
      • 4-4e. Employment Preparation
    • Looking toward a Bright Future
    • Chapter Review
    • Council for Exceptional Children (CEC) Standards to Accompany Chapter 4
    • Mastery Activities and Assignments
• Part 2. Perspectives on Diversity and the Family
  • Chapter 5. Cultural and Linguistic Diversity
    • 5-1. A Changing Era in the Lives of Students with Disabilities from Culturally and/or Linguistically Diverse Backgrounds
    • 5-2. The Purposes and Approaches of Bilingual/ESL Education and Culturally and Linguistically Responsive Education
      • 5-2a. Dual-Language Immersion/ESL Education and Its Role
      • 5-2b. Culturally and Linguistically Responsive Education and Its Role
    • 5-3. Population Trends among Culturally and Linguistically Diverse Learners in the United States
      • 5-3a. Cultural and Ethnic Diversity
      • 5-3b. Language Diversity
      • 5-3c. Poverty
      • 5-3d. Migrancy
    • 5-4. Effect of Population Trends on Schools
      • 5-4a. Language Learning and Schools
      • 5-4b. Poverty and Schools
      • 5-4c. Migrancy and Schools
    • 5-5. Decreasing Disproportionality of Culturally and Linguistically Diverse Children in Special Education
      • 5-5a. Culturally and Linguistically Responsive Teaching
      • 5-5b. Increasing Parent Involvement
      • 5-5c. Nondiscriminatory and Multidisciplinary Collaboration
      • 5-5d. Culturally and Linguistically Responsive Assessment
      • 5-5e. Language Acquisition
      • 5-5f. Proper Training of Professionals
    • 5-6. Culturally Responsive Special Education
    • Looking toward a Bright Future
    • Chapter Review
    • Council for Exceptional Children (CEC) Standards to Accompany Chapter 5
    • Mastery Activities and Assignments
  • Chapter 6. Exceptionalities and Families
    • 6-1. A Changing Era in the Lives of People with Disabilities
    • 6-2. Family Systems Approach
      • 6-2a. Positive Impacts of Children with Disabilities on Their Families
      • 6-2b. Family Challenges Related to Raising Children with Disabilities
    • 6-3. Parental Reactions
      • 6-3a. Determining a Diagnosis
      • 6-3b. Experiencing Shock
      • 6-3c. Coming to a Realization
      • 6-3d. Moving away from Retreat
      • 6-3e. Coming to Acknowledgment
    • 6-4. Family Relationships
      • 6-4a. Spousal or Partner Relationships
      • 6-4b. Mother–Child Relationships
      • 6-4c. Father–Child Relationships
      • 6-4d. Sibling Relationships
      • 6-4e. Extended Family Relationships
    • 6-5. Providing Nurturing and Competent Family Support
      • 6-5a. Family-Centered Support, Services, and Programs
      • 6-5b. Early Childhood Years
      • 6-5c. Elementary School Years
      • 6-5d. Secondary School Years
      • 6-5e. Transition to the Adult Years
      • 6-5f. Parents, Families, and Partnerships
      • 6-5g. Strengthening Family Supports
      • 6-5h. Positive Behavior Support
      • 6-5i. Elements of Successful Partnerships
      • 6-5j. Training for Families
      • 6-5k. Training for Siblings, Grandparents, and Extended Family Members
      • 6-5l. Training for Professionals
      • 6-5m. Cultures and Disability Perspectives for Professionals
    • Looking toward a Bright Future
    • Chapter Review
    • Council for Exceptional Children (CEC) Standards to Accompany Chapter 6
    • Mastery Activities and Assignments
• Part 3. People who Are Exceptional
  • Chapter 7. Learning Disabilities
    • 7-1. A Changing Era in the Lives of People with Learning Disabilities
    • 7-2. Definitions and Classifications of Learning Disabilities
      • 7-2a. Definitions
      • 7-2b. Classification
    • 7-3. Characteristics and Prevalence of Learning Disabilities
      • 7-3a. Academic Achievement
      • 7-3b. Intelligence
      • 7-3c. Learning Characteristics
      • 7-3d. Social and Emotional Characteristics
      • 7-3e. Hyperactivity
    • 7-4. Causes of Learning Disabilities
      • 7-4a. Neurological Factors
      • 7-4b. Maturational Delay
      • 7-4c. Genetic Factors
      • 7-4d. Environmental Factors
    • 7-5. Identification and Assessment of Learning Disabilities
      • 7-5a. Formal and Informal Assessment
      • 7-5b. Screening
      • 7-5c. Intelligence
      • 7-5d. Adaptive Skills
      • 7-5e. Academic Achievement
    • 7-6. Interventions and Treatments for People with Learning Disabilities
      • 7-6a. Elementary Education Programs
      • 7-6b. Adolescent Education and Transition to Adulthood
      • 7-6c. Multidisciplinary Collaboration: Education and Other Services
    • Looking toward a Bright Future
    • Chapter Review
    • Council for Exceptional Children (CEC) Standards to Accompany Chapter 7
    • Mastery Activities and Assignments
  • Chapter 8. Emotional/Behavioral Disorders
    • 8-1. A Changing Era in the Lives of People with Emotional/Behavioral Disorders
    • 8-2. Definitions and Classifications of Emotional/Behavioral Disorders
      • 8-2a. Classification Systems
      • 8-2b. A Statistically Derived Classification System
      • 8-2c. Clinically Derived Classification Systems
    • 8-3. Characteristics and Prevalence of Emotional/Behavioral Disorders
      • 8-3a. Intelligence
      • 8-3b. Social–Adaptive Behavior
      • 8-3c. Academic Achievement
    • 8-4. Causes of Emotional/Behavioral Disorders
    • 8-5. Identification and Assessment of Emotional/Behavioral Disorders
      • 8-5a. Screening, Pre-Referral Interventions, and Referral for Assessment
    • 8-6. Interventions and Treatments for Emotional/Behavioral Disorders
      • 8-6a. Multidisciplinary Collaboration: Systems of Care
      • 8-6b. Early Childhood Education
      • 8-6c. Elementary Education
      • 8-6d. Adolescent Education and Transition to Adulthood
    • Looking toward a Bright Future
    • Chapter Review
    • Council for Exceptional Children (CEC) Standards to Accompany Chapter 8
    • Mastery Activities and Assignments
  • Chapter 9. Intellectual and Developmental Disabilities
    • 9-1. A Changing Era in the Lives of People with Intellectual Disabilities
    • 9-2. Definitions and Classification of Intellectual Disabilities
      • 9-2a. Definition
      • 9-2b. Classification
    • 9-3. Characteristics and Prevalence of Intellectual Disabilities
      • 9-3a. Characteristics Common to Children and Youth with Intellectual Disabilities
      • 9-3b. Prevalence of Intellectual Disabilities
    • 9-4. Causes of Intellectual Disabilities
      • 9-4a. Genetic Conditions
      • 9-4b. Problems during Pregnancy
      • 9-4c. Problems during Birth
      • 9-4d. Problems after Birth
      • 9-4e. Poverty-Related Deprivation
    • 9-5. Identification and Assessment of Intellectual Disabilties
    • 9-6. Interventions and Treatments for Intellectual Disability
      • 9-6a. Early Childhood Education
      • 9-6b. Elementary Education
      • 9-6c. Adolescent Education and Transition to Adulthood
    • Looking toward a Bright Future
    • Chapter Review
    • Council for Exceptional Children (CEC) Standards to Accompany Chapter 9
    • Mastery Activities and Assignments
  • Chapter 10. Communication Disorders
    • 10-1. A Changing Era in the Lives of People with Communication Disorders
    • 10-2. Communication Development
      • 10-2a. Expressive and Receptive Language
      • 10-2b. Speech and Language
      • 10-2c. Speech and Language Development
    • 10-3. Language Disorders
      • 10-3a. Definitions and Classifications of Language Disorders
      • 10-3b. Characteristics and Prevalence of Language Disorders
      • 10-3c. Causes and Risk Factors of Language Disorders
      • 10-3d. Identification and Assessment of Language Disorders
      • 10-3e. Interventions and Treatments for Language Disorders
    • 10-4. Speech Sound Disorders
      • 10-4a. Definitions and Classifications of Speech Sound Disorders
      • 10-4b. Characteristics and Prevalence of Speech Sound Disorders
      • 10-4c. Causes and Risk Factors of Speech Sound Disorders
      • 10-4d. Identification and Assessment of Speech Sound Disorders
      • 10-4e. Interventions and Treatments for Speech Sound Disorders
    • 10-5. Child Onset Fluency Disorder
      • 10-5a. Definitions and Classifications of Child Onset Fluency Disorder
      • 10-5b. Characteristics and Prevalence of Child Onset Fluency Disorder
      • 10-5c. Causes and Risk Factors of Child Onset Fluency Disorder
      • 10-5d. Identification and Assessment of Child Onset Fluency Disorder
      • 10-5e. Interventions and Treatments for Child Onset Fluency Disorder
    • 10-6. Social (Pragmatic) Communication Disorder
      • 10-6a. Definitions and Classifications of Social (Pragmatic) Communication Disorder
      • 10-6b. Characteristics and Prevalence of Social (Pragmatic) Communication Disorder
      • 10-6c. Causes and Risk Factors of Social (Pragmatic) Communication Disorder
      • 10-6d. Identification and Assessment of Social (Pragmatic) Communication Disorder
      • 10-6e. Interventions and Treatments for Social (Pragmatic) Communication Disorder
    • 10-7. Voice and Resonance Disorders
      • 10-7a. Definitions and Classifications of Voice and Resonance Disorders
      • 10-7b. Characteristics and Prevalence of Voice and Resonance Disorders
      • 10-7c. Causes and Risk Factors of Voice and Resonance Disorders
      • 10-7d. Identification and Assessment of Voice and Resonance Disorders
      • 10-7e. Interventions and Treatments for Voice and Resonance Disorders
    • Looking toward a Bright Future
    • Chapter Review
    • Council for Exceptional Children (CEC) Standards to Accompany Chapter 10
    • Mastery Activities and Assignments
  • Chapter 11. Autism Spectrum Disorders
    • 11-1. A Changing Era in the Lives of People with Autism Spectrum Disorders
    • 11-2. Definitions and Classification of Autism Spectrum Disorders
      • 11-2a. Definitions of Autism Spectrum Disorders
      • 11-2b. Educational Classification of Autism Spectrum Disorders
    • 11-3. Characteristics and Prevalence of Autism Spectrum Disorders
      • 11-3a. Characteristics of Autism Spectrum Disorders
      • 11-3b. Other Conditions Associated with Autism Spectrum Disorders
      • 11-3c. Unique Strengths
      • 11-3d. Prevalence of Autism Spectrum Disorders
    • 11-4. Causes and Risk Factors of Autism Spectrum Disorders
    • 11-5. Identification and Assessment of Autism Spectrum Disorders
    • 11-6. Interventions and Treatments for Autism Spectrum Disorders
      • 11-6a. Early Childhood Education
      • 11-6b. Elementary Education
      • 11-6c. Adolescent Education and Transition to Adulthood
      • 11-6d. Evidence-Based Practices
      • 11-6e. Psychological and Medical Interventions
    • Looking toward a Bright Future
    • Chapter Review
    • Council for Exceptional Children (CEC) Standards to Accompany Chapter 11
    • Mastery Activities and Assignments
  • Chapter 12. Severe and Multiple Disabilities
    • 12-1. A Changing Era in the Lives of People with Multiple Disabilities
    • 12-2. Definitions of People with Severe and Multiple Disabilities
      • 12-2a. The IDEA Definitions of Multiple Disabilities
      • 12-2b. Deaf–Blindness
    • 12-3. Characteristics and Prevalence
      • 12-3a. Characteristics of Individuals with Severe and Multiple Disabilities
      • 12-3b. Prevalence of Multiple Disability
    • 12-4. Causes and Risk Factors Associated with Multiple Disabilities
    • 12-5. Assessment Procedures Used to Identify Severe and Multiple Disabilities
    • 12-6. Interventions for Children and Youth with Multiple Disabilities
      • 12-6a. The Early Childhood Years
      • 12-6b. The Elementary School Years
      • 12-6c. The Adolescent Years
      • 12-6d. Inclusive Education
    • Looking toward a Bright Future
    • Chapter Review
    • Council for Exceptional Children (CEC) Standards to Accompany Chapter 12
    • Mastery Activities and Assignments
  • Chapter 13. Sensory Disabilities: Hearing and Vision Loss
    • 13-1. A Changing Era in the Lives of People with Sensory Disabilities
    • 13-2. Definitions and Classifications of Sensory Disabilities
      • 13-2a. Hearing Loss
      • 13-2b. Vision Loss
    • 13-3. Characteristics and Prevalence of Sensory Disabilities
      • 13-3a. Characteristics of Hearing Loss
      • 13-3b. Prevalence of Hearing Loss
      • 13-3c. Characteristics of Vision Loss
      • 13-3d. Prevalence of Vision Loss
    • 13-4. Causes Associated with Sensory Disabilities
      • 13-4a. Hearing Loss: Causes and Risk Factors
      • 13-4b. Vision Loss: Causes and Risk Factors
    • 13-5. Identification and Assessment of Sensory Disabilities in Children and Youth
      • 13-5a. Assessment of Hearing Loss
      • 13-5b. Assessment of Vision Loss
    • 13-6. Interventions and Treatments for Sensory Disabilities from Early Childhood through Adulthood
      • 13-6a. Intervention Strategies for Youth who Are Deaf or Hard of Hearing
      • 13-6b. Intervention Strategies for Youth who Are Blind or Have Low Vision
    • Looking toward a Bright Future
    • Chapter Review
    • Council for Exceptional Children (CEC) Standards to AccompanyChapter 13
    • Mastery Activities and Assignments
  • Chapter 14. Physical Disabilities and Other Health Disorders
    • 14-1. A Changing Era in the Lives of People with Physical Disabilities and Other Health Disorders
    • 14-2. Cerebral Palsy
      • 14-2a. Prevalence and Causation
      • 14-2b. Interventions
    • 14-3. Spina Bifida
      • 14-3a. Prevalence and Causation
      • 14-3b. Interventions
    • 14-4. Spinal Cord Injury
      • 14-4a. Prevalence and Causation
      • 14-4b. Interventions
    • 14-5. Muscular Dystrophy
      • 14-5a. Prevalence and Causation
      • 14-5b. Interventions
    • 14-6. Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS)
      • 14-6a. Prevalence and Causation
      • 14-6b. Interventions
    • 14-7. Asthma
      • 14-7a. Prevalence and Causation
      • 14-7b. Interventions
    • 14-8. Seizure Disorders (Epilepsy)
      • 14-8a. Prevalence and Causation
      • 14-8b. Interventions
    • 14-9. Diabetes
      • 14-9a. Prevalence and Causation
      • 14-9b. Interventions
    • 14-10. Cystic Fibrosis
      • 14-10a. Prevalence and Causation
      • 14-10b. Interventions
    • 14-11. Sickle-Cell Disease
      • 14-11a. Prevalence and Causation
      • 14-11b. Interventions
    • 14-12. Traumatic Brain Injuries
      • 14-12a. Prevalence and Causation
      • 14-12b. Interventions
    • 14-13. Attention Deficit/Hyperactivity Disorder
      • 14-13a. Prevalence and Causation
      • 14-13b. Interventions
      • 14-13c. Adolescence and Adulthood
    • Looking toward a Bright Future
    • Chapter Review
    • Council for Exceptional Children (CEC) Standards to Accompany Chapter 14
    • Mastery Activities and Assignments
• Part 4. Exceptional Gifts and Talents
  • Chapter 15. Gifted, Creative, and Talented
    • 15-1. A Changing Era in the Lives of People who Are Gifted, Creative, and Talented
      • 15-1a. Historical Developments
    • 15-2. Definitions and Classifications of People who Are Gifted, Creative, and Talented
    • 15-3. Characteristics and Prevalence of People who Are Gifted, Creative, and Talented
    • 15-4. Causes Associated with People who Are Gifted, Creative, and Talented
    • 15-5. Identification and Assessment of People who Are Gifted, Creative, and Talented
      • 15-5a. Teacher Nomination
      • 15-5b. Intelligence and Achievement Tests
      • 15-5c. Creativity Tests
    • 15-6. Interventions and Treatment for People who Are Gifted, Creative, and Talented
      • 15-6a. Early Childhood Education
      • 15-6b. Elementary Education
      • 15-6c. Adolescent Education and Transition to Adulthood
      • 15-6d. Problems and Challenges of Giftedness
      • 15-6e. Historically Neglected Groups

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