CH-9-13 Characteristics of Persons With Severe Mental Retardation – Mental Retardation: An Introduction to Intellectual Disability : Exam Guide

This Document Contains Chapters 9 to 13 Chapter 9 Characteristics of Persons With Severe Mental Retardation Evaluation Questions Multiple Choice 1. Individuals who require extensive supports are referred to as persons with A. mild mental retardation B. severe mental retardation C. disabilities D. mental disabilities 2. The advocacy leader for persons with severe disabilities is known as A. TASH B. The Committee for the Advocacy of Persons with Severe Handicaps. C. Parents and Advocates for Persons with Severe Handicaps. D. The Advocacy Committee for Persons with Severe and Multiple Handicaps. 3. The “severe” label encompasses the group or groups specifically designated as having A. moderate mental retardation B. severe mental retardation C. profound mental retardation D. all of the above 4. Approximately 1–3% of the total population have intellectual disabilities, but only ____ experience the need for extensive supports. A. 15% B. 10% C. 3% D. 2% 5. Generally, severe forms of intellectual disabilities are recognized when the child A. begins preschool or kindergarten B. enters middle or high school C. graduates from high school and enters the workplace D. is within the first year of life 6. Severe forms of intellectual disabilities are generally recognized A. later in life than milder cases B. earlier in life than milder cases C. at the same rate as milder cases D. none of the above 7. Most of the literature on intellectual disabilities was written with which group of people in mind? A. individuals with borderline cognitive impairment B. individuals with mild cognitive impairment C. individuals with severe cognitive impairment D. a & b 8. People with severe intellectual disabilities can be described as A. athletic B. immobile C. mobile to incapacitated D. their range of motor ability stretches from very athletic to immobile 9. Medical conditions that are present from birth are known as A. genetic B. acquired C. progressive D. congenital 10. Severe intellectual disabilities is usually biologically based, and these individuals often experience A. few disabilities B. multiple disabilities C. no disabilities D. lung and heart problems 11. People with severe intellectual disabilities sometimes develop A. serious cancers of the skin B. academic skills to the extent they no longer need specialized instruction C. physical symptoms such as cerebral palsy or spina bifida D. difficult behaviors such as aggression and self-injury 12. Janet demonstrates a repetitive pattern of rocking back and forth while flipping her hair. The behavior she is engaging in is termed A. agitation B. self-injury C. self-stimulation D. adaptive behavior 13. The study of environmental events that change behavior is known as A. functional assessment B. behavioral psychology C. behavior analysis D. environmental analysis 14. Social attention, escape from demands, access to tangibles, and self-stimulation or sensory reinforcement are known as A. functions of behavior B. aberrant behaviors C. inappropriate behaviors D. all of the above 15. Keisha’s psychologist directly observes her behavior while she is in the classroom setting. She also interviews Keisha’s teacher and parents concerning her maladaptive behaviors. Keisha’s psychologist is conducting a(n) A. outcomes-based assessment B. environmental analysis C. functional assessment D. ecological model 16. The first step in developing a behavior modification plan is A. functional assessment B. behavioral psychology C. behavior analysis D. environmental analysis 17. Mental illness is thought to occur at a _____ in individuals with intellectual disabilities than in the general population A. lower rate B. higher rate C. later age D. none of the above 18. The definitive diagnostic source for psychiatric disorders is A. The Diagnostic and Statistical Manual–IV B. The New England Encyclopedia of Disorders–Revised C. The Psychiatric Disorders Manual–V D. The Encyclopedia of Diagnoses and Treatment–III 19. The rate of speech and language disorders among individuals with severe mental retardation is estimated at A. 100 % B. 90 % C. 80% D. 65% 20. Among individuals with intellectual disabilities communication attempts are more likely to occur when the person A. is irritable B. is hungry C. wants to access an object or request assistance D. is in a home setting 21. The most commonly used methods of non-verbal communication among individuals with intellectual disabilities are A. crying and tantrumming B. aggression and self-injurious behaviors C. self-stimulatory behaviors D. gesturing and manual signing 22. Research indicates that communication skills are learned more quickly and are retained for longer period of time when A. simulated approaches are used B. naturalistic approaches are used C. community-based approaches are used D. home-based approaches are used 23. Teaching everyday life skills in order to maximize the student’s potential for independence is termed A. task analysis B. functional curriculum C. educational needs D. skills training 24. Applying skills learned in one setting to other situations is known as A. generalization B. modeling C. adaptation D. adaptive learning 25. Mark is learning how to tie his shoes. While learning how to tie his shoes, his teacher gives him a peppermint each time he completes a step. This process is called A. modeling B. gestural prompts C. task analysis D. functional analysis 26. The fading process involved in physical assistance is termed A. priming B. graduated guidance C. gestural prompt D. shaping 27. A student who takes part in _______ may actually go to a grocery store to shop during school hours A. community-referenced instruction B. community-based instruction C. functional curriculum D. generalization 28. A policy of all students being educated in inclusive environments 100% of the time, without regard to the severity of the disability is termed A. right to education act B. full inclusion C. no child left behind act D. special accommodations 29. Joshua is learning to identify price tags in the classroom. This training is called A. community-referenced instruction B. task analysis C. community-based instruction D. graduated guidance 30. The practice of judging the value of an educational program by the progress each child makes is called A. educational outcomes B. outcomes-based assessment C. equal evaluation D. natural consequences True or False Directions: If the statement is true, simply mark True. If the statement is false, mark False and rewrite the statement so that it is true. 1. Positive inclusion experiences can benefit non-disabled peers as well as students with severe intellectual disabilities. A. True B. False 2. Impulse control disorders, anxiety disorders, and mood disorders are cited as having a high rate of occurrence in individuals with severe to profound intellectual disabilities. A. True B. False 3. Environmental deprivation is not usually an associated factor for people with severe intellectual disabilities. A. True B. False 4. Severe mental retardation is usually environmentally based, and people with severe mental retardation often experience few disabilities. A. True B. False 5. Challenging behaviors are often eliminated by teaching adaptive behaviors such as communication, choice-making, and social skills. A. True B. False 6. When conducting behavioral assessments, it is important to disregard factors such as relationships and pleasure activities. A. True B. False 7. The development of language has an impact on other cognitive processes such as memory and problem solving. A. True B. False 8. The tools of behavioral psychology have demonstrated minimal success in teaching a wide array of adaptive behaviors and decreasing challenging behaviors. A. True B. False 9. People with severe intellectual disabilities experience many life stressors that show a low correlation with emotional health. A. True B. False 10. Physical inclusion of persons with severe intellectual disabilities leads naturally to peer acceptance. A. True B. False Discussion 1. Discuss some common behavioral, communication, and functional characteristics of people with severe intellectual disabilities. 2. Discuss some common physical and emotional characteristics of people with severe intellectual disabilities. 3. Discuss the role mental illness plays in individuals with severe intellectual disabilities. 4. Explain the basic demographic information about persons with severe intellectual disabilities. 5. Discuss the advantages and disadvantages of an integrated learning setting. 6. Discuss the rationale for using functional assessments with individuals who exhibit challenging behaviors. Answer Key Multiple Choice 1. b 2. a 3. d 4. a 5. d 6. b 7. c 8. d 9. d 10. b 11. d 12. c 13. c 14. a 15. c 16. a 17. b 18. a 19. b 20. c 21. d 22. b 23. b 24. a 25. c 26. b 27. b 28. b 29. a 30. b True or False 1. True 2. True 3. True 4. False 5. True 6. False 7. True 8. False 9. False 10. False Discussion 1. Behavioral, Communication, and Functional Characteristics: • Behavioral: Individuals may exhibit repetitive behaviors, difficulty with impulse control, and limited social interactions. They might also display challenging behaviors such as aggression or self-injury. • Communication: Communication may be limited to basic gestures, non-verbal cues, or assistive devices. Many may use simple words or phrases, and understanding of complex language is often minimal. • Functional: Individuals may require significant support with daily living skills such as personal hygiene, dressing, and meal preparation. They often need structured environments and routine assistance. 2. Physical and Emotional Characteristics: • Physical: There may be co-occurring physical disabilities or health issues, such as mobility impairments or sensory deficits. Some individuals might have a higher incidence of medical conditions like epilepsy. • Emotional: Emotional regulation can be challenging, leading to heightened anxiety, frustration, or depression. Emotional responses may be less predictable or harder to manage without appropriate support. 3. Role of Mental Illness: Mental illness can complicate the lives of individuals with severe intellectual disabilities, exacerbating behavioral challenges and impairing overall functioning. Conditions such as depression or anxiety may be underdiagnosed due to communication barriers, but can significantly impact quality of life and require targeted treatment strategies. 4. Demographic Information: Persons with severe intellectual disabilities represent a smaller subset of the overall population with intellectual disabilities. They typically require extensive support throughout life and often experience more significant challenges in terms of mobility, communication, and self-care. Prevalence rates are generally low compared to milder forms of intellectual disabilities. 5. Integrated Learning Setting: • Advantages: Provides opportunities for social interaction with peers, promotes inclusivity, and can improve self-esteem and social skills. It fosters a diverse learning environment and prepares individuals for community life. • Disadvantages: May require substantial support and resources to address diverse needs, potentially leading to challenges in meeting individual educational goals. There might be insufficient specialized support within general education settings. 6. Rationale for Functional Assessments: Functional assessments are crucial for understanding the underlying causes of challenging behaviors by examining the context in which they occur. These assessments help identify triggers, functions, and consequences of behaviors, guiding the development of effective, individualized interventions that address the root causes and promote positive behavioral changes. Chapter 10 Infancy and Early Childhood Evaluation Questions Multiple Choice 1. In recent years early childhood special education has experienced phenomenal growth due to A. research support for early education B. evolving social policies on early education C. expanding legislation and an increasing number of early intervention programs D. all of the above 2. A system of services for special needs children, birth through 5 years of age is called A. early childhood special education B. early intervention C. transition D. special needs services 3. What percentage of a child’s total intellectual capacity has been developed by age four? A. 20% B. 30% C. 40% D. 50% 4. What is the period of utmost importance in the development of intellectual and social skills? A. birth to six months B. eight months to three years C. eighteen months to two years D. one to three years 5. The system of services that is usually provided for children and families in need is called A. mastery learning B. Individualized Education Program C. family-directed assessment D. early intervention 6. The amendment that extended special education services to children who were 3 to 5 years old was A. PL 94-142 B. PL 99-457 C. PL 104-14 D. PL 105-17 7. The amendment that extended the developmental delay state option for children aged 3 to 9 was A. PL 94-142 B. PL 99-457 C. PL 104-14 D. PL 105-17 8. The preschool component of IDEA is A. mandatory and now includes children ages 3 to 5 B. voluntary and now includes children ages 3 to 9 C. mandatory and now includes children ages birth to 5 D. voluntary and now includes children ages birth to 5 9. Jonah is a five-year-old boy with an intellectual disability in need of programs and services for his special needs. Which of the following should be developed for him? A. Individual Family Service Plan B. Individualized Education Program C. early intervention D. curriculum-based assessment 10. Part C of IDEA emphasizes the role of the A. school in the education of the infant or toddler who has special needs B. parents in the education of the infant or toddler who has special needs C. hospital in the education of the infant or toddler who has special needs D. social services in the education of the infant or toddler who has special needs 11. Children who have known genetic and biomedical conditions that affect their lives are categorized as A. a biological risk B. an economic and social risk C. an environmental risk D. an established risk 12. At birth Brandon only weighed 3 pounds. This is an example of a child that presents with A. a biological risk B. an economic and social risk C. an environmental risk D. an established risk 13. Michaela lives in an extremely impoverished neighborhood with an abusive mother. This is an example of a child that presents with A. a biological risk B. an economic and social risk C. an environmental risk D. an established risk 14. The process of collecting information about a child for the purpose of making critical decisions regarding the child is known as A. evaluation B. assessment C. program planning D. none of the above 15. An ongoing and informal process in which workers from many disciplines contribute information is known as A. assessment B. qualification C. evaluation D. screening 16. A child who is in danger of substantial developmental delay because of medical, biological, or environmental factors if early intervention services are not provided is A. at risk B. mentally retarded C. disabled D. behavior disordered 17. In order for the term developmental delay to be used the child must have delays in which of the following areas? A. emotional, familial, language, physical, social, or speech B. familial, language, physical, self-help, social, or speech C. behavioral, community, language, physical, psychological, or speech D. cognitive, language, physical, psychosocial, self-help, or speech 18. Valdia began speaking at three years old and took her first steps at age four. She can be described as A. at risk B. mentally retarded C. developmentally delayed D. autistic 19. An objective, systematic procedure for determining the progress of the children and the effectiveness of the total intervention program is known as A. assessment B. summative evaluation C. program evaluation D. none of the above 20. What type of measurement compares a child’s performance to a norm group, comprised of children with many similar attributes of the child being tested? A. norm-referenced tests B. criterion-referenced tests C. intellectual tests D. achievement tests 21. Tests which measure a child’s mastery of a specific set of tasks or skills and are useful for program planning are termed A. curriculum-based instruments B. norm-referenced tests C. achievement tests D. adaptive tests 22. Measuring the child’s skills against pre-established levels of mastery is called A. early intervention B. criterion-referenced testing C. early childhood special education D. play-based assessment 23. _______ offers a useful, natural method for evaluating young children who have disabilities or who are at risk. A. judgment based assessment B. curriculum-based assessment C. norm-referenced testing D. play-based assessment 24. An ecological approach that evaluates the child’s ability to learn in a teaching situation rather than evaluating what the child already knows in a testing situation is termed A. play-based assessment B. dynamic assessment C. family assessment D. judgment based assessment 25. What is developed by a multidisciplinary team with the assistance of the child’s parents or guardians, and detailing the year’s plan for the child with disabilities aged birth to two and their families? A. Individual Family Service Plan (IFSP) B. precision teaching C. family-directed assessment D. Individualized Education Program 26. Newborns who are at high risk and who may be placed in a neonatal intensive care unit for specialized care are receiving A. hospital-based services B. home-based services C. center-based services D. a combination of home-and-center based services 27. Professionals consider center-based programs most appropriate for A. newborns B. preschool-age children C. adults D. adolescents 28. A set of experiences that are designed to accomplish specific developmental or learning objectives is termed A. curriculum B. Individual Family Service Plan (IFSP) C. Individualized Education Program (IEP) D. education plan 29. Noah is taught at home, school, and is also involved in lessons at the neighboring church. This intervention package is based on a(n) A. behavioral curriculum B. cognitive-developmental curriculum C. ecological/functional curriculum D. environmental curriculum 30. Guidelines recommended for early childhood education programs by the National Association for the Education of Young Children (NAEYC) are referred to as A. Developmentally Appropriate Practices (DAP) B. Division for Early Childhood with the Council for Exceptional Children (DEC) C. Individualized Education Plan (IEP) D. Individualized Family Service Plan (IFSP) True or False Directions: If the statement is true, simply mark True. If the statement is false, mark False and rewrite the statement so that it is true. 1. Montessori, Forebel, and Hall were among the first researchers to recognize the significance of a child’s early years. A. True B. False 2. According to Barnett high-quality early education programs positively affect children’s intelligence quotient, school achievement, grade retention, placement in special education, and social competence. A. True B. False 3. Research shows that the benefits of daily early educational intervention in the first 5 years of life can improve a child’s intellectual performance and academic performance at least until early adolescence. A. True B. False 4. The Infant Component of Part B of IDEA requires states to serve children at risk for substantial development delay. A. True B. False 5. Early intervention services may proceed even without the written consent of parents if the child’s health or life is at risk. A. True B. False 6. It is not necessary to use both formal and informal methods of assessment with infants and young children with disabilities. A. True B. False 7. One of the common factors affecting children who are at risk include the socioeconomic status of the family. A. True B. False 8. A disadvantage of the ecological/functional curriculum is that it does not recognize diversities in family cultures, languages, values, and ethnic backgrounds. A. True B. False 9. The majority of young children enter preschool with effective communication skills. A. True B. False 10. Behavioral curricula are based on the theory that a child‘s learning can be enhanced by manipulating the events in the child‘s environment. A. True B. False Discussion 1. Discuss the purpose and major components of PL 99-457 and PL 102-119. 2. Discuss the rationale for early childhood special education. 3. Discuss Part B of IDEA. 4. Discuss the provision of services for infants and toddlers with disabilities. 5. Compare and contrast the four settings used to provide services to young children with disabilities. 6. Discuss the types of assessment instruments used to obtain information about young children with disabilities. 7. Discuss the components involved in creating a curriculum for young children with disabilities. 8. Discuss the seven roles that parents of children with special needs fulfill according to Heward. Answer Key Multiple Choice 1. d 2. a 3. d 4. b 5. d 6. b 7. d 8. a 9. b 10. b 11. d 12. a 13. b 14. b 15. a 16. a 17. d 18. c 19. c 20. a 21. a 22. b 23. d 24. b 25. a 26. a 27. b 28. a 29. c 30. a True or False 1. True 2. True 3. True 4. False 5. False 6. False 7. True 8. False 9. False 10. True Discussion 1. PL 99-457 and PL 102-119: • PL 99-457 (1986): Expanded the Education for All Handicapped Children Act (EAHCA) to include early intervention services for infants and toddlers (birth to age 2) with disabilities. It mandated Individualized Family Service Plans (IFSPs) and emphasized family involvement and coordination of services. • PL 102-119 (1991): Amendments to IDEA (Individuals with Disabilities Education Act) that further refined early intervention provisions, ensuring that services were effectively implemented and increasing support for transition planning from early intervention to preschool services. 2. Rationale for Early Childhood Special Education: Early childhood special education is vital for addressing developmental delays and disabilities as early as possible, which can significantly enhance developmental outcomes. Early intervention helps mitigate long-term effects, promotes better learning and social skills, and supports families by providing resources and strategies to manage their child’s needs effectively. 3. Part B of IDEA: Part B of the Individuals with Disabilities Education Act (IDEA) focuses on the education of children aged 3 to 21 with disabilities. It requires states to provide Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) and outlines the process for creating Individualized Education Programs (IEPs) to meet the unique educational needs of students. 4. Services for Infants and Toddlers: Under Part C of IDEA, services for infants and toddlers include early intervention programs designed to support development through therapies, educational services, and family training. Services are provided through Individualized Family Service Plans (IFSPs) and aim to enhance developmental skills and support family needs. 5. Settings for Services: • Home-Based: Services provided in the child’s home, offering a familiar environment and integrating interventions into daily routines. • Center-Based: Services delivered in specialized centers with structured programs and resources tailored to developmental needs. • Inclusive Settings: Services provided in community or preschool settings with typically developing peers, promoting social integration and learning opportunities. • Hybrid Settings: A combination of home, center, and inclusive environments, allowing for flexibility and individualized support based on the child's and family's needs. 6. Assessment Instruments: Common instruments include developmental checklists, standardized tests (e.g., Bayley Scales of Infant Development), observational assessments, and parent interviews. These tools help evaluate developmental milestones, cognitive, motor, and language skills, and identify areas requiring intervention. 7. Curriculum Components: Creating a curriculum involves setting specific developmental goals, selecting appropriate activities and materials, adapting teaching strategies to individual needs, and incorporating family input. It also includes ongoing assessment to adjust the curriculum based on the child's progress and changing needs. 8. Seven Roles of Parents (Heward): • Advocate: Advocating for appropriate services and supports for their child. • Teacher: Providing education and skills training within the home environment. • Mediator: Navigating between services, professionals, and educational systems. • Support Provider: Offering emotional and practical support to their child and family. • Collaborator: Working with professionals to develop and implement individualized plans. • Coordinator: Managing appointments, therapies, and interventions. • Decision Maker: Making informed choices about their child’s education and care based on available information. Chapter 11 School Years Evaluation Questions Multiple Choice 1. A written document summarizing a student’s learning program is called a (n) A. individualized education program (IEP) B. Regular Education Initiative (REI) C. curriculum D. special service plan 2. Dylan is an individual with borderline mental retardation. He attends public school in a regular class setting due to his ability to interact in a socially acceptable manner and maintain average grades with the assistance of a private tutor. Most special educators would agree that Dylan is in his A. comfort zone B. least restrictive environment C. most restrictive setting D. least restrictive curriculum 3. The goal of the movement toward more _____ education for students with mental retardation is to provide them with educational opportunities that will maximize their potential. A. exclusive B. inclusive C. appropriate D. special 4. The Twenty Fourth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (2004) reflects a significant increase in the number of students with disabilities currently being served in A. private settings B. institutions C. general education settings D. special education settings 5. A programmed reader, a job-related mathematics book, or any material or hardware that allows the teacher to individualize instruction is called A. personnel supports B. individualized education plans C. resource plans D. instructional supports 6. Mrs. Blache travels weekly to several schools providing instructional services as needed to students who have special needs. Ms. Blache is most likely a A. itinerant teacher B. special instructions teacher C. tutor D. general education teacher 7. The ______ room provides supplemental instruction after the individual with mental retardation has spent the majority of his or her day in the general education classroom. A. resource B. instructional C. personnel D. special services 8. The disadvantage of special schools is the absence of A. new technology B. updated textbooks C. recreational activities D. contact with peers 9. Homebound instruction should be considered A. a first option B. a last resort C. for long-term services D. in conjunction with special education 10. ______ proposed a merger of special and general education services that would result in providing educational services to students with disabilities within the framework of the general education system. A. individualized education program (IEP) B. Individuals with Disabilities Education Act (IDEA) C. Regular Education Initiative (REI) D. Americans with Disabilities Act (ADA) 11. Murrell is a ten year-old male with intellectual disabilities who spends half of his day in a general education classroom and the other half of the day utilizing the resource room. Murrell is most likely involved in the process of A. inclusion B. natural supports C. special services D. mainstreaming 12. ______ is based on the premise that students with disabilities are welcomed and embraced as participating and contributing members of the general education classroom. A. inclusion B. natural supports C. special services D. mainstreaming 13. Which of the following is charged with the task of developing a comprehensive and appropriate educational program for a student with a disability? A. related services B. REI C. collaborative teaming D. IEP team 14. ______ are statements of what the student can reasonably be expected to achieve in the course of a school year. A. short-term objectives B. annual goals C. behavioral objectives D. benchmarks 15. ______ are behaviorally stated objectives, based on the annual goals, which provide a clear direction for instruction and ongoing evaluation of student progress. A. benchmarks B. baselines C. behavioral goals D. annual objectives 16. ______ refer to additional services needed to ensure that the program meets all of the student’s educational needs. A. natural supports B. transition services C. related services D. annual goals 17. When attempting to access the teacher‘s attention, Anita will raise her hand three out of five trials. This statement is an example of a(n) A. academic objective B. goal statement C. benchmark D. behavioral objective 18. ______ is “an ongoing process whereby educators with different areas of expertise voluntarily work together to create solutions to problems that are impeding students’ success, as well as to carefully monitor and refine these solutions.” A. collaborative consultation B. collaborative teaming C. reciprocity D. peer collaboration 19. ______ is an interactive process that enables people with diverse expertise to generate creative solutions to mutually defined problems. A. collaborative consultation B. collaborative teaming C. reciprocity D. peer collaboration 20. ______ means that all members are accorded equal status. A. reciprocity B. parity C. collaboration D. equal bearing 21. Armstrong (1990) defines ______ as a “master plan for selecting content and organizing learning experiences for the purpose of changing and developing learners’ behavior and insights.” A. annual goals B. collaboration C. behavioral objectives D. curriculum 22. Who firmly stated that occupational preparation should have a place in educational programs? A. Hungerford B. Itard C. Seguin D. Doll 23. ______ program was entitled “Occupational Education” and was designed to build vocational and social competence skills. A. Hungerford’s B. Itard’s C. Seguin’s D. Doll’s 24. The Division on Career Development and Transition (DCDT) of the Council for Exceptional Children, refers to ______ as a change in status from behaving primarily as a student to assuming emergent adult roles in the community. A. crossing over B. transition C. vocational outcome D. none of the above 25. What programs are not present in public schools to the extent they were in the 1960s? A. vocational training programs B. school-to-work programs C. supported employment programs D. work-study programs 26. A discipline on the secondary level designed to prepare students for employment as skilled or semiskilled workers is A. work-based learning B. school-to-work programs C. supported employment D. vocational education 27. Congress passed the School-to-Work Opportunities Act in A. 2000 B. 1994 C. 1988 D. 1972 28. An individual who provides on-the-job training to others is called a A. job trainer B. workplace employer C. vocational instructor D. job coach 29. Vocational assessments commonly take the form of A. written tests B. observation of work samples C. interviews D. all of the above 30. What type of assessment is derived from an evaluation of a student’s performance within the vocational curriculum? A. curriculum-based vocational assessment B. criterion-based assessment C. both a & b D. none of the above True or False Directions: If the statement is true, simply mark True. If the statement is false, mark False and rewrite the statement so that it is true. 1. The free public school system in the New World was established in 1642. A. True B. False 2. An IEP is required only for students who are served in the resource classroom for the majority of the day. A. True B. False 3. Parental consent must accompany every decision affecting a child or youth with disabilities. A. True B. False 4. The vast majority of special educators believe that individuals with intellectual disabilities should be served in strictly special education classes. A. True B. False 5. A very small number of students have needs so severe that highly specialized treatment offered in residential facilities is warranted. A. True B. False 6. Most students with intellectual disabilities in the public school system are in general education classrooms for the greater part of their instructional day. A. True B. False 7. Instructing students with intellectual disabilities in the general education classroom requires highly skilled teachers who are sensitive to learners’ needs. A. True B. False 8. Program planning with secondary students requires less assessment than with elementary students. A. True B. False 9. Special class students who participate in general physical education, art, and music classes maintain very close contact with the larger school environment. A. True B. False 10. Teacher-developed assessment tools often reflect what is being taught in the classroom and thus are useful in guiding the teacher in planning instruction and measuring student progress. A. True B. False Discussion 1. Discuss the provisions of IDEA. 2. Discuss the evolution of educational service delivery. 3. Discuss the three types of resource programs that are available to students with disabilities. 4. Create a scenario of a child with mild intellectual disabilities who is in need of educational services. Then discuss the educational environment options which are most appropriate for him or her. 5. Discuss educational assessment and program planning procedures used with students with intellectual disabilities. 6. Discuss key elements of educational programming for elementary-age learners with intellectual disabilities. 7. Discuss key elements of educational programming for secondary-age learners with intellectual disabilities. 8. Compare and contrast the concepts of mainstreaming and inclusion. Answer Key Multiple Choice 1. a 2. b 3. b 4. c 5. d 6. a 7. a 8. d 9. b 10. c 11. d 12. a 13. d 14. b 15. a 16. c 17. d 18. b 19. a 20. b 21. d 22. c 23. a 24. b 25. d 26. d 27. b 28. d 29. d 30. a True or False 1. True 2. False 3. True 4. False 5. True 6. False 7. True 8. False 9. False 10. True Discussion 1. Provisions of IDEA: • Free Appropriate Public Education (FAPE): Ensures that students with disabilities receive educational services tailored to their needs at no cost to families. • Least Restrictive Environment (LRE): Requires that students with disabilities be educated alongside their peers to the maximum extent appropriate. • Individualized Education Program (IEP): Mandates the development of a personalized education plan for each student, outlining specific goals, accommodations, and services. • Parental Involvement: Guarantees that parents are active participants in the decision-making process and development of their child's educational plan. • Procedural Safeguards: Provides protections for students and families, including the right to challenge decisions and seek resolution through due process. 2. Evolution of Educational Service Delivery: • Early 20th Century: Focused on institutionalization and segregation of individuals with disabilities. • Mid-20th Century: Shift towards integrating students with disabilities into public schools with special education classes. • Late 20th Century: Implementation of IDEA and increased emphasis on inclusion and FAPE. • 21st Century: Further advancements in inclusive practices, individualized supports, and transition planning for students with disabilities. 3. Three Types of Resource Programs: • Resource Room Programs: Provide specialized instruction and support in a separate room for part of the day, while students remain in general education classrooms for other activities. • Self-Contained Classrooms: Offer intensive instruction in a separate classroom for most of the day, designed for students with more significant needs. • Consultative Services: Involve special education teachers or therapists working with general education teachers to adapt instruction and strategies within the regular classroom setting. 4. Scenario and Educational Environment Options: • Scenario: Alex, a 10-year-old with mild intellectual disabilities, struggles with reading and math but excels in social interactions and physical activities. • Educational Environment Options: An inclusive classroom with differentiated instruction could provide Alex with personalized support while benefiting from peer interactions. Additionally, a resource room for targeted help in reading and math can complement the general education setting, offering a balance of integration and specialized assistance. 5. Educational Assessment and Program Planning: • Assessment: Involves standardized tests, observational assessments, and functional assessments to understand academic and behavioral needs. • Program Planning: Develops an IEP based on assessment results, setting specific, measurable goals and identifying necessary supports, accommodations, and modifications. Continuous monitoring and reevaluation ensure that the program meets the student's evolving needs. 6. Key Elements for Elementary-Age Learners: • Individualized Instruction: Tailored lessons and activities that address specific developmental and learning needs. • Skill Building: Focus on foundational skills in literacy, numeracy, and social-emotional development. • Support Services: Access to speech therapy, occupational therapy, or behavioral supports as needed. • Parental Involvement: Engaging families in the learning process and ensuring consistent communication between home and school. 7. Key Elements for Secondary-Age Learners: • Transition Planning: Preparing students for life after school, including vocational training, job readiness, and independent living skills. • Academic Rigor: Providing opportunities to engage in meaningful academic content while accommodating individual needs. • Career Exploration: Offering work experience, internships, and career counseling to build practical skills and interests. • Self-Advocacy: Teaching students to understand their rights, communicate their needs, and make informed decisions about their future. 8. Mainstreaming vs. Inclusion: • Mainstreaming: Refers to placing students with disabilities in general education classrooms for specific subjects or activities, while they may receive specialized instruction elsewhere. • Inclusion: Involves integrating students with disabilities into general education classrooms for the majority of their school day, with appropriate supports and modifications to ensure participation and success. Inclusion emphasizes collaborative teaching and shared responsibility for all students' learning. Chapter 12 Adult Years Evaluation Questions Multiple Choice 1. Today ______ of people with intellectual disabilities reside in traditional homes outside the service delivery system. A. 85 % B. 75 % C. 65 % D. 55 % 2. The most restrictive type of setting for individuals with intellectual disabilities is the A. community home B. group home C. institutional life D. foster home 3. ______ are state supported facilities designed to accommodate sixteen or more live-in residents at any one time. A. community homes B. group homes C. public residential facilities (PRFs) D. community residential settings (CRS) 4. Large group facilities offering medical, nursing, and personal care to individuals with and without intellectual disabilities are called A. group homes B. nursing homes C. community homes D. retirement homes 5. Usually ______ care is provided to elderly persons or to people with medically fragile conditions. A. group home B. nursing home C. home-based D. supervised 6. According to data, there has been a (n) ______ drop in residency in institutional settings from the year 1967 to 2000. A. 81 % B. 70 % C. 63 % D. 43 % 7. In 2002, only ______ of all PRF residents were 21 years of age or younger, compared to 49 % in 1965. A. 30 % B. 20 % C. 15.5 % D. 4.5 % 8. More than half of today’s PRF residents are between the ages of ______ years old. A. 65-80 B. 40-62 C. 35-40 D. 25-35 9. Both new admissions and readmission to PRFs tend to have higher levels of A. health problems B. supports C. cognitive functioning D. emotional maturity 10. ______ are located in a traditional residential neighborhood and have 15 or fewer residents. A. community residential setting (CRS) B. public residential facilities (PRFs) C. private homes D. all of the above 11. Facilities that serve as a residential hybrid between the large PRFs and the small family-type homes are A. nursing homes B. ICF/MRs C. community homes D. CRS 12. Kyunghee lives in a supervised apartment with her roommate Linda. This arrangement is most appropriately called A. ICF/MR placement B. CRS C. community home placement D. supported living setting 13. Traditional family homes that are licensed by the state to provide care for a person who cannot live in their own family home are called A. adoptive homes B. foster homes C. group homes D. community homes 14. The most common community living arrangement available to adults with mental retardation and developmental disabilities are A. foster homes B. adoptive homes C. group homes D. community homes 15. Inez is a female with an intellectual disability who lives in a house in a residential neighborhood with eight other women. She and her house-mates receive assistance from two live-in counselors. Inez lives in a A. foster home B. halfway house C. group home D. community home 16. Henry is a sixty-one year-old man who lives at home with his sister. Henry is able to receive nursing care for hypertension and behavioral intervention for problems with anger. Henry is most likely receiving A. home and community -based services (HCBS) B. community service systems C. nursing care D. ICF/.MR services 17. Nia would like to buy a home, but she is an individual with an intellectual disability. Who should Nia contact to help her with this feat? A. HCBS B. community service systems C. ICF/MR services D. HOYO 18. Which of the following programs provide daytime activities for individuals who require continuous supervision? A. day habilitation programs B. HOYO C. community outreach D. sheltered workshops 19. Which of the following are designed to meet the needs of adults who do not yet have the skills for the workplace? A. day habilitation programs B. supported employment C. community outreach D. sheltered workshops 20. George is an individual with mild intellectual disabilities who just obtained a job in a local movie theater. He has a job coach to assist him with learning the new tasks of the job, such as safe food handing and operating the cash register. George is most likely receiving A. day habilitation services B. supported employment C. community outreach D. workshop training 21. Rabasca (1999) reported that as many as 70% of persons with severe cognitive and physical disabilities are A. unemployed B. employed C. receiving supports D. institutionalized 22. According to data, as recently as the 1930s life expectancy was nineteen years. In 1993 it was estimated at A. 72 years B. 66 years C. 54 years D. 40 years 23. One of every three persons with intellectual disabilities in the United States has expressed a need for ______, but is unable to acquire it. A. love B. friendship C. recreation D. employment 24. In _______ the person should be enabled to express his or her own goals and outcome assessment should be based upon the movement made toward attaining these goals. A. quality of life B. self-determination C. goal orientation D. person-centered planning 25. What program offers monthly cash benefits to persons and the dependents of persons sixty-five years of age and younger who were previously insured and who left the workforce because of a disability? A. Social Security Disability Insurance Program (SSDI) B. Supplemental Social Security Income (SSI) C. Medicare D. Medicaid 26. Ethel is sixty-eight years old and in hospice care. She left the workforce at age 50 due to health. Ethel would most likely receive health insurance coverage through A. private insurance B. Medicaid C. Medicare D. SSI 27. Mental retardation increases the risk for all types of A. criminal activities B. abuse C. sexual behaviors D. all of the above 28. The degree to which a person feels in control of his or her life, and is happy with the way life is going is called A. quality of life B. locus of control C. contentment D. self-determination 29. Brad is a thirty-six year-old man with mild intellectual disabilities who would like to make decisions for his future, such as where he should live and work. This is called A. person-centered planning B. quality of life C. self-determination D. all of the above 30. Mr. Lee has assisted Cecily, an individual with intellectual disabilities in obtaining employment at a restaurant, as well as finding transportation to and from work. In addition, he has introduced her to her best friend. Mr. Lee is most likely Cecily’s A. advocate B. counselor C. attorney D. supervisor True or False Directions: If the statement is true, simply mark True. If the statement is false, mark False and rewrite the statement so that it is true. 1. Today’s institutional residents are more likely to have severe forms of intellectual disabilities or to have significant functional impairments or concurrent sensory, neurological, or psychiatric conditions. A. True B. False 2. Persons with intellectual disabilities have fewer friends than persons without intellectual disabilities. A. True B. False 3. Recreational services are readily available and often acquired by persons with intellectual disabilities who want them. A. True B. False 4. The majority of adults with intellectual disabilities live in regular homes outside the realm of any residential service system. A. True B. False 5. People with intellectual disabilities are not appropriate for a college or university setting. A. True B. False 6. For individuals with intellectual disabilities, sex education has often centered around body part identification and personal hygiene. A. True B. False 7. There are findings that people with intellectual disabilities are at an increased risk for pregnancy and sexually transmitted diseases. A. True B. False 8. Individuals with intellectual disabilities have organized themselves into an advocacy group called People First. A. True B. False 9. People with intellectual disabilities are experimenting with drugs at a higher rate than those without intellectual disabilities. A. True B. False 10. Supported employment provides services to individuals with intellectual disabilities as well as other disabilities. A. True B. False Discussion 1. Discuss the difference between Social Security Disability Income (SSDI) and Supplemental Social Security Income (SSI) programs. 2. Discuss the difference between Medicare and Medicaid. 3. Discuss the various types of advocacy services used for individuals with intellectual disabilities. 4. Discuss the various types of residential arrangements available to people with intellectual disabilities. 5. Discuss the major changes that have occurred in the residential living patterns of adults with intellectual disabilities. 6. Discuss how the graying of America is affecting individuals with intellectual disabilities and their caregivers. 7. Discuss factors that contribute to a person’s likelihood for success in community residential environments. 8. Corinne is a thirty-year-old female with mild intellectual disabilities and Down syndrome. She currently lives with her parents. Although Corinne is capable of doing things for herself, her mother usually takes charge in every aspect of her life. Corinne has verbalized to her mother that she would like to move into supervised apartments and join the workforce. Identify risks to self-determination and quality of life for Corinne in her current life situation. Answer Key Multiple Choice 1. a 2. c 3. c 4. b 5. b 6. a 7. d 8. b 9. c 10. a 11. b 12. d 13. b 14. c 15. c 16. a 17. d 18. d 19. a 20. b 21. a 22. b 23. c 24. d 25. a 26. c 27. b 28. a 29. c 30. a True or False 1. True 2. True 3. False 4. True 5. False 6. True 7. True 8. True 9. False 10. True Discussion 1. SSDI vs. SSI: • Social Security Disability Income (SSDI): Provides financial benefits to individuals who have a work history and have paid into Social Security through payroll taxes. Eligibility is based on having a qualifying disability and sufficient work credits. • Supplemental Security Income (SSI): Offers financial assistance to low-income individuals who are disabled, blind, or aged, regardless of their work history. Eligibility is based on financial need and disability status. 2. Medicare vs. Medicaid: • Medicare: A federal program providing health insurance primarily for individuals aged 65 and older, and for some younger people with disabilities. It includes hospital (Part A) and medical (Part B) coverage, with optional prescription drug coverage (Part D). • Medicaid: A joint federal and state program offering health coverage to low-income individuals, including families, children, and people with disabilities. Medicaid covers a broader range of services compared to Medicare and can include long-term care. 3. Advocacy Services: • Self-Advocacy: Programs and organizations that empower individuals with intellectual disabilities to speak up for their own needs and rights. • Legal Advocacy: Provides assistance with legal issues, including discrimination or guardianship matters, often through legal aid or advocacy organizations. • Professional Advocacy: Involves case managers or social workers who advocate on behalf of individuals to ensure access to services and supports. 4. Residential Arrangements: • Group Homes: Provide community-based living with several individuals sharing a home and receiving support from staff. • Supervised Apartments: Offer more independent living with staff support as needed, often for individuals who can manage daily tasks but require occasional assistance. • Supported Living: Involves living in regular housing with individualized support services tailored to the person’s needs. • Institutional Care: Larger, often state-run facilities providing comprehensive care, although these are less common due to a shift towards community-based settings. 5. Changes in Residential Living Patterns: • Deinstitutionalization: Significant shift from large institutional settings to community-based living arrangements over recent decades. • Increased Community Integration: Emphasis on providing support within the community, promoting independence, and integration with non-disabled peers. • Personalized Supports: Growing trend towards tailored support plans that match individual needs and preferences, enhancing quality of life. 6. Graying of America Impact: • Increased Demand for Care: As the population ages, there is a greater need for caregivers, including those for individuals with intellectual disabilities, which can strain resources. • Shifts in Caregiving Dynamics: Older caregivers may face challenges in providing care, leading to greater need for supportive services and planning for long-term care options. 7. Factors for Success in Community Residential Environments: • Support Networks: Availability of appropriate social, emotional, and practical support from family, friends, and community services. • Person-Centered Planning: Tailoring services and supports to individual needs and preferences to enhance satisfaction and engagement. • Skill Development: Ensuring individuals have the skills necessary for independence, including daily living, social, and vocational skills. 8. Risks to Self-Determination and Quality of Life for Corinne: • Overdependence: Corinne’s reliance on her mother for decision-making may hinder her ability to develop self-determination skills and independence. • Limited Opportunities: Living with her parents may restrict her access to experiences and opportunities for personal growth and social engagement. • Lack of Autonomy: Without moving to supervised apartments and joining the workforce, Corinne may miss out on building autonomy, self-confidence, and a sense of accomplishment. Chapter 13 Assistive Technology for Individuals with Mental Retardation Evaluation Questions Multiple Choice 1. Any device used to increase, maintain or improve the functional capabilities of a child with a disability is called A. unaided systems B. touch screens C. assistive technology D. communication board 2. Positioning equipment, mobility devices, computer applications, and battery-powered toys are examples of A. conversation aids B. assistive technology C. aided systems D. speech input and recognition programs 3. Typically a device is rated on the low-tech/high-tech continuum based on the A. size of the device. B. type of technology in the device. C. cost of the device. D. accessibility of the device. 4. Initially when choosing a technology to be used by an individual with an intellectual disability the two components that must be considered are the A. exhibited needs of the individual and the potential benefits of the technology. B. sophistication and cost of the technology. C. accessibility and potential benefits of the technology. D. exhibited needs of the individual and the accessibility of the technology. 5. In 1993, the National Council on Disability conducted a 19-month survey summarizing the benefits of assistive technology devices and services. They found that almost _____ of school age children with disabilities were able to remain in general education classes. A. one-third B. one-half C. three-quarters D. none of the above6. To ensure a free and appropriate public education IDEA requires schools A. to provide assistive technologies for students with disabilities if the services and equipment are necessary. B. to provide assistive technologies for all students enrolled in school who would benefit from the services and equipment. C. to include all available assistive technologies in the IEP. D. to have a current list of the available assistive technologies to which the school has access that the members of the IEP committee can choose to incorporate into the IEP, if needed. 7. When planning for technologies for the IFSP some considerations are A. teacher preferences, availability, and cost. B. student preferences, teacher preferences, availability. C. resources, logistics, and cost. D. family routines, values, and resources. 8. Problems can occur when families are not A. properly trained on the equipment and given financial assistance. B. provided support services or trained in methods for integrating the device into the child’s natural environment. C. given financial assistance and provided support services. D. properly trained on the equipment and given time to integrate the equipment into the family situation in their own manner. 9. The act that directly addresses the need for increased access to technology by individuals with disabilities and their families is the A. Individuals with Disabilities Education Act. B. Americans with Disabilities Act. C. Technology Related Assistance for Individuals with Disabilities Act. D. Individuals with Disabilities Access to Technology Act. 10. The ______ provides financial assistance to states to engage in activities that assist each state in maintaining and strengthening a permanent comprehensive statewide program of technology- related assistance. A. Individuals with Disabilities Education Act B. Americans with Disabilities Act C. Technology Related Assistance for Individuals with Disabilities Act D. Individuals with Disabilities Access to Technology Act 11. Although the ______ does not focus directly on technology, the law places requirements on public schools to provide access to the same services for individuals with and without special needs. A. Americans with Disabilities Education Act B. Civil Rights of Amendment Bill C. Technology-Related Assistance for Individuals with Disabilities Act D. Civil Rights Act 12. The most effective teacher trainers are A. highly skilled technology experts. B. instructors who model the use of technology in their own teaching. C. peer instructors who have attended technology workshops and conferences. D. central office personnel who have attended technology workshops and conferences. 13. Most teachers seem to learn computer skills through A. colleague interaction B. collaboration C. information sharing D. all of the above 14. What barrier(s) prevent novice teachers from using technologies or cause teachers to abandon technologies altogether? A. limited access to technology B. limited professional development opportunities C. lack of incentives D. all of the above 15. An example of a low-tech modification is A. a computer B. a word processor C. a highlighter D. a communication board 16. Low-tech modifications are beneficial to the teacher because A. they require minimal time and training in the classroom B. they are cost effective C. students feel more comfortable with low-tech modifications D. all of the above 17. The individual interacts with a computer-simulated environment in detail when applying A. keyguards B. virtual reality C. touch screens D. technical reality 18. A set of approaches used to improve the communication skills of individuals who do not speak or whose speech is not intelligible is called A. speech input and recognition system B. augmentative communication C. communicative boards D. none of the above 19. An augmentation board is an example of A. an aided system. B. an unaided system. C. virtual reality. D. a speech input and recognition system. 20. ________ require the use of a picture or word board, a notebook, or a computerized aid A. aided systems B. unaided systems C. a & b D. augmentative communications 21. ________ require(s) a person to use only hand or body motions to communicate A. conversation aids B. virtual reality C. gestures D. unaided systems 22. Sign language is an example of A. an aided system. B. an unaided system. C. virtual reality. D. a speech input and recognition system. 23. Mary does not speak, but wishes to communicate with her peers. Which of the following would be a logical first step to assist her? A. keyguards B. virtual reality C. communication boards D. a computer 24. Functional evaluations must be conducted A. in the child’s customary environment. B. in a neutral environment. C. in a school setting. D. in a clinic setting. 25. The person(s) responsible for remaining current on the progression of assistive technology is A. special education teachers. B. general education teachers. C. the resident computer education teacher. D. all educators. 26. Technology should be viewed as a A. method. B. material. C. tool. D. technique 27. Kwame has Cerebral Palsy which makes it difficult for him to maintain control of his hands and fingers while typing. Which of the following would be most beneficial to him? A. keyguards B. virtual reality C. unaided systems D. coaching 28. ________ allow students to enter information into the computer by simply pointing at the computer screen with a finger or pointing device A. aided systems B. keyguards C. touch screens D. none of the above 29. A special software that allows students to enter their ideas into the computer using their voices is termed A. instructional programs B. special voice programs C. voice activators D. speech input and recognition programs 30. Carlos is a child who is blind with an intellectual disability. Which of the following devices would be most beneficial to him? A. a touch screen B. a keyguard C. voice recognition software D. a communication board True or False Directions: If the statement is true, simply mark True. If the statement is false, mark False and rewrite the statement so that it is true. 1. Assistive technology can range from high-tech solutions to no-tech solutions. A. True B. False 2. Assistive technologies affect only the individual with an intellectual disability. A. True B. False 3. The Tech Act targets school-aged children and their family members. A. True B. False 4. In most cases individuals with disabilities and their families are usually aware of the possible benefits that they could receive from assistive technology. A. True B. False 5. It is common for parents who provide support to have unrealistic expectations that technology will cure disabilities. A. True B. False 6. Recent data indicates that special education programs on the college and university levels are not providing adequate training in assistive technology. A. True B. False 7. In order for a student to use computer technology for a given task, they must be able to type on the keyboard. A. True B. False 8. Computers can assist young children with intellectual disabilities in developing language. A. True B. False 9. Grammar checkers have been found to be of great help with students who have communication disorders. A. True B. False 10. Present software programs are easily learned by individuals with intellectual disabilities. A. True B. False Discussion 1. Discuss the teacher’s role in providing instruction in assistive technology to individuals with intellectual disabilities. 2. Discuss assistive technology modifications that can be used in the classroom. 3. Discuss the benefits of assistive technology. 4. Discuss the policies and legalities surrounding assistive technology. 5. Discuss the current trends and issues surrounding assistive technology. 6. Discuss the barriers to implementing technology in the classroom. 7. Discuss the continuum of technologies as described by Blackhurst. 8. Compare and contrast issues surrounding assistive technology at the preschool, school age, and postschool levels. Answer Key Multiple Choice 1. c 2. b 3. c 4. a 5. c 6. a 7. d 8. b 9. c 10. c 11. a 12. b 13. d 14. d 15. c 16. d 17. b 18. b 19. a 20. a 21. d 22. b 23. c 24. a 25. d 26. c 27. a 28. c 29. d 30. c True or False 1. True 2. False 3. False 4. False 5. True 6. True 7. False 8. True 9. False 10. False Discussion 1. Teacher’s Role in Assistive Technology: • Teachers are responsible for identifying students' needs for assistive technology and integrating these tools into their instruction. They must understand how to use and customize technology to meet individual needs, train students to effectively use these tools, and collaborate with specialists and families to ensure successful implementation. 2. Assistive Technology Modifications: • Communication Aids: Devices like speech-generating apps or communication boards to support verbal expression. • Adapted Input Devices: Keyboards with larger keys, touch screens, or alternative mouse devices to facilitate computer use. • Educational Software: Programs that offer text-to-speech, graphic organizers, or customizable fonts to enhance learning. 3. Benefits of Assistive Technology: • Enhances learning opportunities by providing alternative ways to access content and demonstrate understanding. • Supports independence and self-advocacy by enabling students to perform tasks they might otherwise struggle with. • Improves engagement and motivation by using tools that make learning more accessible and enjoyable. 4. Policies and Legalities: • Under IDEA, schools are required to consider assistive technology as part of the Individualized Education Program (IEP) process. The Assistive Technology Act also provides funding and support for technology services. Schools must ensure that technology meets students' needs and is provided at no cost to families. 5. Current Trends and Issues: • Increased Integration: Greater emphasis on integrating assistive technology into general education settings. • Accessibility: Ongoing efforts to improve the affordability and accessibility of technology. • Personalization: Growing focus on customizing technology to fit individual learning styles and needs. 6. Barriers to Implementation: • Cost: High expense of assistive technology and related training can be prohibitive. • Training: Lack of training for teachers and staff on how to effectively use and integrate technology. • Resistance to Change: Some educators may resist adopting new technology due to familiarity with traditional methods or skepticism about its effectiveness. 7. Continuum of Technologies (Blackhurst): • Low-Tech: Simple, non-electronic tools like pencil grips or visual schedules. • Mid-Tech: Battery-operated devices such as talking calculators or voice recorders. • High-Tech: Advanced electronic devices and software like computer-based communication devices or specialized educational apps. 8. Assistive Technology Across Educational Levels: • Preschool: Focus on basic communication aids and simple adaptive tools to support early learning and development. • School Age: Emphasis on academic tools, like reading software or note-taking devices, to support curriculum access and skill development. • Postschool: Use of technology for vocational training, independent living, and accessing community resources, with a focus on preparing for adult life and employment. Test Bank for Mental Retardation: An Introduction to Intellectual Disability Mary Beirne-Smith, James Patton, Shannon Kim 9780131181892