This activity contains 14 questions.
In the area of multiple disabilities, the one statement that is true is
children can be reliably grouped into specific disability classifications.
the similarities among students are greater than the differences.
the differences among students are greater than the similarities.
the population is extremely homogeneous.
all children with multiple disabilities are also mentally retarded.
The best description of developmental consequences of multiple disabilities is that multiple disabilities
all of the above.
show varied consequences.
are so varied that it is impossible to make generalizations.
are closely related to the type and depth of the combination of conditions.
depend largely on the etiology of the condition.
Only one conclusion can be drawn about educational intervention for students with severe and multiple disabilities. That is,
the goals of education tend to be the same as those for children with mild disabilities.
all children with severe and multiple disabilities can be efficiently served in general classrooms with support.
education must extend beyond its traditional goals.
all educators agree that the general classroom is the best place to achieve these goals.
all educators agree that the special school is the most appropriate setting to reach educational goals.
Under the United States definition of severe handicaps, a child so classified would demonstrate which of the following behaviour(s)?
all of the above
failure to respond to social stimuli
self-mutilation and self-stimulation
severe language deficits or absence of forms of verbal contact
Developmental scales are used to
predict future school achievement.
determine educational placement.
find where a child is functioning within a curriculum.
indicate a child's IQ level.
indicate whether a child is reaching developmental milestones.
The best indicators of the level of skills and awareness in a child with multiple disabilities are
observational data and IQ tests.
observational data and achievement tests.
observational data and parent interviews.
IQ tests and curriculum-based assessment.
For a sixteen-year-old student who is multiply disabled, which of the following skills is the most functional?
making papier mâché puppets
putting coins in a vending machine
placing pegs in a pegboard
all are equally functional skills
winding a toy
Children with multiple disabilities have special problems with communication because
all of the above.
they often do not have the purposive gaze or hearing acuity needed to acquire language.
they do not have the actions that act as functional units of communication.
they often have no modality through which to communicate.
there is not enough sensory input on which to form a symbol system.
Blissymbolics were originally designed for use as a universal language.
A child who is deaf-blind cannot be included in a regular school program because of the child's severe communication and behavioural problems.
Psycho-educational assessment of children with multiple disabilities is carried out so as to obtain an IQ score.
Owing to the fact that language is a product of all aspects of development, the development of communication skills is not a simultaneous activity.
Infant screening measures are generally regarded as good predictors of later development in disabled and nondisabled children.
Discuss the developmental consequences associated with severe and multiple disabilities, and, be sure to provide examples.
To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.
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