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

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

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Sample Questions Are Posted Below

1. Multicultural education evolved due to
a. societal unrest due to poverty and economic recession.
b. the realization that such students learn better when segregated for academics.
c. a belief that the academic needs of students are best supported when teachers understand students.
d. the emergence of federal funding to support the NCAA.
ANSWER: c
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.04 – Describe how these population trends affect public education.
NATIONAL STANDARDS: United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.
NOTES: English as a second language (ESL)/bilingual education and culturally and linguistically
responsive education evolved from a belief that the academic needs of children whose
linguistic or cultural backgrounds differed from those of the majority are best supported
when we understand who they are, what they and their families bring to the education
enterprise, and how this knowledge influences our instructional decision making
2. A major resistance to bilingual or multilingual educational programs in schools is based on which of the following
assumptions?
a. Cultural differences have no value.
b. Schools are not relevant in society at large.
c. Schools cannot change and promote attitudes.
d. English should be taught quickly to students.
ANSWER: d
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.02 – Describe the purposes and approaches of bilingual/ESL
education and culturally and linguistically responsive education.
NATIONAL STANDARDS: United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.
NOTES: While we have solid research that bilingual or multilingual educational programs work
very well for our EBLs, there are two major reasons why U.S. school systems in
general have resisted this approach. First, there are strongly held beliefs that people
coming to the U.S. speaking languages other than English should learn English and that
this should be a relatively quick process. The second reason is that these types of
programs are generally feasible only with large linguistically similar groups of students.
In addition, finding teachers who are dual immersion trained is also an issue.Copyright Cengage Learning. Powered by Cognero. Page 1
3. Modified cultural pluralism is the view that schools
a. preserve the characteristics of groups and promote interactions between groups.
b. should ignore cultural differences.
c. should not push a melting pot perspective.
d. should not encourage assimilation.
ANSWER: a
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.02 – Describe the purposes and approaches of bilingual/ESL
education and culturally and linguistically responsive education.
NATIONAL STANDARDS: United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.
NOTES: The theory of a modified cultural pluralism encourages the idea of cultural groups
retaining their unique characteristics but also building relationships across cultures.
4. What is the purpose of promoting cultural pluralism?
a. to teach all students about cultural diversity and how to work together to create a richer society
b. to allow students to learn only what their culture values
c. to require teachers to understand and speak multiple languages
d. to provide a method for categorizing students for classroom placement
ANSWER: a
REFERENCES: Bloom’s: Analyzing
LEARNING OBJECTIVES: HESC.HARD.17.05.02 – Describe the purposes and approaches of bilingual/ESL
education and culturally and linguistically responsive education.
NATIONAL STANDARDS: United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.
NOTES: Cultural pluralism promotes the philosophy that collaboration among multiple cultures
creates a stronger, more unified citizenry that can contribute both socially and
economically to the well-being of a community and country.Copyright Cengage Learning. Powered by Cognero. Page 2
5. Which of the following terms describes the number of people in a given population with a specific characteristic?
a. Prevalence
b. Disproportionality
c. Overrepresentation
d. Underrepresentation
ANSWER: a
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.03 – Describe population trends among culturally and linguistically
diverse learners, especially prevalence by race and ethnicity, speakers of other
languages, poverty, and migrancy.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.
6. Overrepresentation means
a. there is too much cultural diversity in schools today.
b. there is a higher percentage of students in within a specified setting than expected based on the population.
c. there is an increasing number of students in special education.
d. students from culturally diverse backgrounds have a higher attendance rate.
ANSWER: b
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.03 – Describe population trends among culturally and linguistically
diverse learners, especially prevalence by race and ethnicity, speakers of other
languages, poverty, and migrancy.
NATIONAL STANDARDS: United States – CEC.4.0 – Beginning special education professionals use multiple
methods of assessment and data sources in making educational decisions.
NOTES: Overrepresentation is the overrepresentation or underrepresentation of a specific
cultural or ethnic group within a specified setting when compared to the percentage of
their representation or prevalence in the general population.Copyright Cengage Learning. Powered by Cognero. Page 3
7. Poverty is found more often in what populations?
a. Mainstream populations
b. Diverse cultural and linguistic populations
c. Ethnic populations
d. Mainstream, diverse cultural and linguistic, and ethnic populations
ANSWER: b
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.03 – Describe population trends among culturally and linguistically
diverse learners, especially prevalence by race and ethnicity, speakers of other
languages, poverty, and migrancy.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.
NOTES: Poverty is found more often in CLDL populations than in mainstream populations and is
also associated with higher risk of academic problems
8. Students from diverse cultural and linguistic backgrounds, and poverty are
a. not at risk for educational difficulties.
b. at a higher risk for educational difficulties.
c. sure to receive special education services.
d. not going to receive special education services.
ANSWER: b
REFERENCES: Bloom’s: Analyzing
LEARNING OBJECTIVES: HESC.HARD.17.05.03 – Describe population trends among culturally and linguistically
diverse learners, especially prevalence by race and ethnicity, speakers of other
languages, poverty, and migrancy.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.
NOTES: Poverty is found more often in CLDL populations than in mainstream populations and is
also associated with higher risk of academic problemsCopyright Cengage Learning. Powered by Cognero. Page 4
9. Culturally responsive early intervention programs provided benefits for students in
a. academic performance.
b. cognitive development.
c. general physical health.
d. academic performace, cognitive development, and general physical health.
ANSWER: d
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.03 – Describe population trends among culturally and linguistically
diverse learners, especially prevalence by race and ethnicity, speakers of other
languages, poverty, and migrancy.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.
10. José is a second grader with limited English proficiency, and he has begun to show serious academic difficulties as the
year progresses. The overall population of emergent bilingual learners at his school is low. He is ________to receive
special education.
a. less likely b. more likely
c. unable d. ineligible
ANSWER: a
REFERENCES: Bloom’s: Applying
LEARNING OBJECTIVES: HESC.HARD.17.05.04 – Describe how these population trends affect public education.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.
United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.Copyright Cengage Learning. Powered by Cognero. Page 5
11. Measurement bias refers to _____ for students from culturally diverse backgrounds.
a. the type of test used
b. inaccurate test results
c. how the test results are used
d. whether the test is administered by a psychologist or by a teacher
ANSWER: b
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.4.0 – Beginning special education professionals use multiple
methods of assessment and data sources in making educational decisions.
NOTES: Measurement bias produces errors during the testing, leading to unfair or inaccurate test
results that do not reflect the student’s actual abilities or skills.
12. Funds of knowledge refers to
a. multidisciplinary collaboration that is culturally responsive.
b. experiences and knowledge parents and children bring to educational settings.
c. monetary resources for learning.
d. resources that help bridge gaps in building productive and satisfactory relationships
ANSWER: b
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.
NOTES: Funds of knowledge are what parents and children bring from their own experiences
and knowledge. Funds of knowledge is a contributor to school success and encompasses
the belief that all families are competent and have important and valuable knowledge
based on their life experiences.Copyright Cengage Learning. Powered by Cognero. Page 6
13. Ajla, a non-English-speaking student has just been moved into your resource classroom. Reading through her file,
which indicates she has a moderate learning disability, you notice that her language diversity was not considered
during her assessment or educational planning. Ajla has
a. received a multicultural education.
b. been appropriately placed.
c. not been appropriately placed.
d. received culturally appropriate assessment.
ANSWER: c
REFERENCES: Bloom’s: Applying
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.
14. Appropriate professional preparation includes training in
a. culturally and linguistically responsive practices.
b. avoidance of cultural concerns.
c. reducing the strategies used in the classroom.
d. refusing to offer intensive special education assistance.
ANSWER: a
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.
15. Recognizing and understanding personal attitudes and students’ background knowledge to strengthen new learning
experiences is the focus of
a. discriminatory assessment.
b. authentic assessment.
c. culturally and linguistically responsive teaching.
d. funds of knowledge.
ANSWER: c
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.Copyright Cengage Learning. Powered by Cognero. Page 7
16. You are beginning the assessment process on May, a student new to your district. To get a better insight into the
student, you should seek out valuable information including languages spoken at home, care outside of school and
languages they speak, and activities. These can all
a. confuse assessment data. b. aid in assessment administration.
c. aid in assessment interpretation. d. aid in assessment administration and aid in assessment interpretation.
ANSWER: d
REFERENCES: Bloom’s: Applying
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.
17. The language barrier and lack of knowledge about American public schooling of a child’s parents does not influence
a. their ability to fully participate in the child’s learning.
b. interactions with school personnel and related systems.
c. the manner is which parents are involved.
d. if a child has a disability .
ANSWER: d
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.
NOTES: The language barrier and lack of knowledge about American public schooling make it
extremely difficult for these parents to fully benefit from public education, thus impacting
their right to fully participate in and support their children’s learning and development.
18. U.S. public education reflects the philosophy of
a. cultural majority. b. linguistic minority
c. cultural minority. d. linguistic minority.
ANSWER: a
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.
United States – CEC.6.0 – Beginning special education professionals use foundational
knowledge of the field and their professional Ethical Principles and Practice Standards
to inform special education practice, to engage in lifelong learning, and to advance their
profession.Copyright Cengage Learning. Powered by Cognero. Page 8
19. What is the primary focus of an IEP for a student from a culturally diverse background?
a. Individual needs of the child b. Language instruction
c. Decreasing cultural diversity d. Academic skills
ANSWER: a
REFERENCES: Bloom’s:Applying
LEARNING OBJECTIVES: HESC.HARD.17.05.06 – Describe culturally and linguistically responsive special
education that supports student learning for CLDLs.
NATIONAL STANDARDS: United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.
NOTES: Intervention strategies that consider multicultural issues must be based on the individual
needs of the child.
20. Susana recently moved to the United States from Spain. Her teacher has asked her to help with a lesson on Spanish
history by having her tell the class about significant Spanish landmarks. This is an example of using
a. responsive teaching.
b. an instructional distraction.
c. a tool for singling out culturally diverse students.
d. inappropriate instruction.
ANSWER: a
REFERENCES: Bloom’s: Applying
LEARNING OBJECTIVES: HESC.HARD.17.05.01 – Describe how the lives of students with disabilities from
culturally and/or linguistically diverse backgrounds have changed since the advent of
IDEA.
NATIONAL STANDARDS: United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.Copyright Cengage Learning. Powered by Cognero. Page 9
21. Impoverished environments may affect children because of
a. inadequate nutrition. b. lack of TV.
c. language diversity. d. genotypic deficiency.
ANSWER: a
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.03 – Describe population trends among culturally and linguistically
diverse learners, especially prevalence by race and ethnicity, speakers of other
languages, poverty, and migrancy.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.
United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.
NOTES: Because of environmental factors, such as nutrition, exposure to risk, and limited health
care, a child from an impoverished environment may be adversely affected.
22. Language acquisition is aided by
a. speaking only one language. b. discounting basic interpersonal
communication skills.
c. the amount and type of language interactions between the
child and parents.
d. limiting linguistic experiences.
ANSWER: c
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.04 – Describe how these population trends affect public education.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.
NOTES: Because all learning is language-based, vocabulary knowledge is a critical element of
the language development and school readiness of young children. Subsequently, another
major risk factor for school success in children from poverty, no matter their race,
gender, or ethnic group, is their reduced number of language interactions with parents
and others.Copyright Cengage Learning. Powered by Cognero. Page 10
23. Moving from city to city can affect a child’s
a. continuity of service. b. academic progress.
c. ability to obtain services. d. continuity of service, academic progress, and ability to obtain services.
ANSWER: d
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.04 – Describe how these population trends affect public education.
NATIONAL STANDARDS: United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.
United States – CEC.4.0 – Beginning special education professionals use multiple
methods of assessment and data sources in making educational decisions.
NOTES: Migrancy poses significant challenges for children, families, and school systems, and
their learning. It is no wonder that migrant children experience major challenges in
achieving solid school success and developing enduring relationships with peers,
teachers, and other adults
24. Which factor contributes to special education placement of students from culturally diverse backgrounds?
a. Family mobility b. Maternal language deficiencies
c. Lack of desire to learn d. Health factors such as toxoplasmosis
ANSWER: a
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.
United States – CEC.6.0 – Beginning special education professionals use foundational
knowledge of the field and their professional Ethical Principles and Practice Standards
to inform special education practice, to engage in lifelong learning, and to advance their
profession.
NOTES: Migrancy may create little access to services because of short-term enrollments that
they are never identified or referred as needing specialized assistance.Copyright Cengage Learning. Powered by Cognero. Page 11
25. Most children from culturally diverse backgrounds
a. require special education.
b. do not require special education.
c. require language instruction and special education.
d. cannot not be served in general education.
ANSWER: b
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
HESC.HARD.17.05.07 – Identify promising changes in public education that support
culturally and linguistically diverse learners with disabilities.
NATIONAL STANDARDS: United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.
NOTES: Most children from culturally diverse backgrounds do not require special education.
Although many factors may place such students at risk for special education referral,
general education may meet their needs.
26. Modified cultural pluralism is the idea that cultural groups maintain their unique characteristics while working across
culture groups to build relationships.
a. True
b. False
a. True
b. False
ANSWER: True
REFERENCES: Bloom’s: Applying
LEARNING OBJECTIVES: HESC.HARD.17.05.06 – Describe culturally and linguistically responsive special
education that supports student learning for CLDLs.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.
United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.Copyright Cengage Learning. Powered by Cognero. Page 12
27. The melting pot perspective reflects the goals of multicultural education.
a. True
b. False
a. True
b. False
ANSWER: False
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.02 – Describe the purposes and approaches of bilingual/ESL
education and culturally and linguistically responsive education.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.
United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.
28. Authentic assessments should not be used when making educational decisions for emergent bilingual learners.
a. True
b. False
a. True
b. False
ANSWER: False
REFERENCES: Bloom’s: Applying
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.4.0 – Beginning special education professionals use multiple
methods of assessment and data sources in making educational decisions.
29. Students who have limited English proficiency are at risk for being disproportionally placed in special education.
a. True
b. False
a. True
b. False
ANSWER: True
REFERENCES: Bloom’s: Analyzing
LEARNING OBJECTIVES: HESC.HARD.17.05.03 – Describe population trends among culturally and linguistically
diverse learners, especially prevalence by race and ethnicity, speakers of other
languages, poverty, and migrancy.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.
United States – CEC.4.0 – Beginning special education professionals use multiple
methods of assessment and data sources in making educational decisions.Copyright Cengage Learning. Powered by Cognero. Page 13
30. Authentic assessment, or performance based assessment, can be a way to reduce bias when determining a student’s
cognitive or language abilities.
a. True
b. False
a. True
b. False
ANSWER: True
REFERENCES: Bloom’s: Applying
LEARNING OBJECTIVES: HESC.HARD.17.05.07 – Identify promising changes in public education that support
culturally and linguistically diverse learners with disabilities.
NATIONAL STANDARDS: United States – CEC.4.0 – Beginning special education professionals use multiple
methods of assessment and data sources in making educational decisions.
31. Parents of children with disabilities who are from culturally or linguistically diverse backgrounds have several
advantages in interacting with the l education system in schools.
a. True
b. False
a. True
b. False
ANSWER: False
REFERENCES: Bloom’s: Analyzing
LEARNING OBJECTIVES: HESC.HARD.17.05.04 – Describe how these population trends affect public education.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.Copyright Cengage Learning. Powered by Cognero. Page 14
32. Migrancy among culturally diverse populations may contribute to academic difficulties.
a. True
b. False
a. True
b. False
ANSWER: True
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.03 – Describe population trends among culturally and linguistically
diverse learners, especially prevalence by race and ethnicity, speakers of other
languages, poverty, and migrancy.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.
United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.
United States – CEC.4.0 – Beginning special education professionals use multiple
methods of assessment and data sources in making educational decisions.
United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.
33. Students from culturally diverse backgrounds must always have an IEP.
a. True
b. False
a. True
b. False
ANSWER: False
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.01 – Describe how the lives of students with disabilities from
culturally and/or linguistically diverse backgrounds have changed since the advent of
IDEA.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.Copyright Cengage Learning. Powered by Cognero. Page 15
34. Most students from culturally different backgrounds will not require special education intervention.
a. True
b. False
a. True
b. False
ANSWER: True
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.01 – Describe how the lives of students with disabilities from
culturally and/or linguistically diverse backgrounds have changed since the advent of
IDEA.
NATIONAL STANDARDS: United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.
35. Cultural or linguistic diversity do not have linking factors with special education.
a. True
b. False
a. True
b. False
ANSWER: False
REFERENCES: Bloom’s: Applying
LEARNING OBJECTIVES: HESC.HARD.17.05.04 – Describe how these population trends affect public education.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.
United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.
36. What supports will emergent bilingual learner need in schools?
ANSWER: There is a need to provide linguistically appropriate assessments and instruction in
classrooms and many will require a substantial amount of supplementary assistance and
support for language development, especially academic language development.
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.02 – Describe the purposes and approaches of bilingual/ESL
education and culturally and linguistically responsive education.
HESC.HARD.17.05.07 – Identify promising changes in public education that support
culturally and linguistically diverse learners with disabilities.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.Copyright Cengage Learning. Powered by Cognero. Page 16
37. What is the overarching focus of culturally responsive education?
ANSWER: The CRT model is vitally important to understanding children in the context of their
families. CRT focuses on the strengths, prior knowledge, and experiences of learners
and their families to create rich learning environments, one of the most important
elements in providing successful interventions is gathering information in a culturally
responsive way by learning who the family and child are without prejudice.
REFERENCES: Bloom’s: Applying
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
HESC.HARD.17.05.07 – Identify promising changes in public education that support
culturally and linguistically diverse learners with disabilities.
NATIONAL STANDARDS: United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.
United States – CEC.6.0 – Beginning special education professionals use foundational
knowledge of the field and their professional Ethical Principles and Practice Standards
to inform special education practice, to engage in lifelong learning, and to advance their
profession.
38. Describe how language diversity may contribute to assessment difficulties with students who are from a variety of
cultures.
ANSWER: When trying to decide whether a child has a language disability, professionals often
mistakenly identify the child as needing special education services when in fact the issue
is a language learning issue. This can happen because of a lack of knowledge about the
difference between language learning and language deficits.
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.
39. Identify two ways in which assessment may contribute to the overrepresentation of culturally diverse students in
special education programs.
ANSWER: 1) Test bias; 2) Assessment errors; 3) Measurement bias.
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.Copyright Cengage Learning. Powered by Cognero. Page 17
40. Describe some factors that interfere with parent involvement in the education of their children.
ANSWER: These factors may include a lack of understanding about culture and processes of public
education in the United States, past negative experiences with education personnel, a
perception that their involvement might place them at risk for legal action, a reluctance
to attend events that do not attend to their needs for interpretation, and potentially
unwelcoming school environments.
REFERENCES: Bloom’s: Applying
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.7.0 – Beginning special education professionals collaborate with
families and other educators, related services providers, individuals with exceptionalities,
and personnel from community agencies in culturally responsive ways to address the
needs of individuals with exceptionalities across a range of learning experiences.
41. Briefly explain the process of culturally responsive teaching.
ANSWER: The process includes; 1) recognized personal attitudes towards differing cultural groups,
2) understanding and using student’s strengths, and funds of knowledge to build new
learning experiences, 3) creating a caring classroom community, 4) building strong
relationships with students and their families, and 5) hold students accountable for their
own learning.
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.
42. Describe how differing sociocultural customs may affect parental involvement in the educational process.
ANSWER: 1) Parents from some cultural backgrounds may view special assistance differently from
the way educational institutions do. 2) Some parents may be reluctant to take an active
role. 3) Certain behaviors that may suggest a disabling condition that calls for special
education are viewed as normal by some cultures.
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.7.0 – Beginning special education professionals collaborate with
families and other educators, related services providers, individuals with exceptionalities,
and personnel from community agencies in culturally responsive ways to address the
needs of individuals with exceptionalities across a range of learning experiences.Copyright Cengage Learning. Powered by Cognero. Page 18
43. Describe how migrancy can contribute to the academic difficulties for children.
ANSWER: Migrancy presents a serious difficulty in that it interrupts the continuity of schooling and
has an impact on learning, teacher and peer relationships, and general academic
progress. Children from migrant families have limited continuity and considerable
inconsistency in educational programming. They often have limited access to services
due to their short-term enrollments or the school’s limited capabilities to deliver services.
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.
44. List the beliefs and assumptions of multicultural education according to the text.
ANSWER: Cultural differences have strength and value.
Schools should be models for the expression of human rights and respect for cultural
differences.
Social justice [fairness] and equal access [based on individual needs rather than the
same for all] for all people should be of paramount importance in the design and delivery
of curricula.
Attitudes and values necessary for the continuation of a democratic society can be
promoted in schools.
Schooling can provide the knowledge, skills, and dispositions—and the values, attitudes,
and commitments—to help students from diverse groups learn.
Educators working with families and communities can create an environment that is
supportive of multiculturalism [cultural responsiveness].
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.02 – Describe the purposes and approaches of bilingual/ESL
education and culturally and linguistically responsive education.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.Copyright Cengage Learning. Powered by Cognero. Page 19
45. Discuss factors that educational professionals must consider when developing and individual educational program for
a children from diverse cultural and linguistic backgrounds.
ANSWER: For all children identified for special education, the first consideration in developing an
individual education program (IEP) are the educational strengths and needs of the child
as established by a collaborative team of professionals in concert with parents.
Education professionals should avoid making conventional assumptions about a child’s
cultural background, which means getting to know the child and their family well. IEPs
written for children from culturally and linguistically diverse backgrounds as well as the
systematic monitoring of language and academic progress must accurately be attended
to in an individualized fashion, perhaps even more so than for children with disabilities
who come from the cultural majority. The guiding principle is that instruction for
students with disabilities should take place in an environment as similar to that of the
educational mainstream as possible, however, supplemental language or cultural
instruction may be needed in addition. Collaboration is absolutely essential in creating
supports and effective interventions for CLDLs with disabilities.
REFERENCES: Bloom’s: Applying
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.
46. Multicultural education is a concept that addresses cultural diversity and is based on which of the following
assumptions?
a. Cultural differences have no value.
b. Schools are not relevant in society at large.
c. Schools cannot change and promote attitudes.
d. Schools must include recognition of the roles of many peoples.
ANSWER: d
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.02 – Describe the purposes and approaches of bilingual/ESL
education and culturally and linguistically responsive education.
NATIONAL STANDARDS: United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.Copyright Cengage Learning. Powered by Cognero. Page 20
47. ________ education values and promotes cultural pluralism or the cultural or linguistic differences of individuals and
how those differences work together to create a richer society.
a. Inclusional
b. Multicultural
c. Pluralistic
d. Diversified
ANSWER: b
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.02 – Describe the purposes and approaches of bilingual/ESL
education and culturally and linguistically responsive education.
NATIONAL STANDARDS: United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.
48. The idea of a modified cultural pluralism approach to multicultural education encourages the idea of various cultural
groups retaining their separate identities within society as parts of a “patchwork quilt,” rather than giving way to the
dominant culture as a(n) ________ that promotes assimilation or homogenization.
a. merger
b. one size fits all
c. law of averages
d. “melting pot”
ANSWER: d
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.02 – Describe the purposes and approaches of bilingual/ESL
education and culturally and linguistically responsive education.
NATIONAL STANDARDS: United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.Copyright Cengage Learning. Powered by Cognero. Page 21
49. Which of the following statements is accurate?
a. Students from some cultural backgrounds are disproportionately placed in special education.
b. A tension that exists between multicultural and special education is the role of educating students who are
failing in general education.
c. Asian/Pacific Islander students are underrepresented in special education, but overrepresented in gifted
education.
d. All of the answers are correct.
ANSWER: d
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.03 – Describe population trends among culturally and linguistically
diverse learners, especially prevalence by race and ethnicity, speakers of other
languages, poverty, and migrancy.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.
50. Which of these statements about prevalence figures is true?
a. A high percentage of special education students are from culturally divergent backgrounds.
b. There is no difference in dropout rates for minority youngsters.
c. Students from culturally divergent backgrounds are equally represented in gifted and talented programs.
d. Dropout rates are not associated with level of income.
ANSWER: a
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.03 – Describe population trends among culturally and linguistically
diverse learners, especially prevalence by race and ethnicity, speakers of other
languages, poverty, and migrancy.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.
NOTES: A high percentage of all special education students are from culturally divergent
backgrounds. Concern is expressed regarding the overrepresentation of students of
color in groups labeled as having disabilities.Copyright Cengage Learning. Powered by Cognero. Page 22
51. ____________ is the over- or underrepresentation of a specific cultural group within a specified setting when
compared to the percentage of representation or prevalence in the general population.
a. Presence
b. Prevalence
c. Disproportionality
d. Proportionality
ANSWER: c
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.03 – Describe population trends among culturally and linguistically
diverse learners, especially prevalence by race and ethnicity, speakers of other
languages, poverty, and migrancy.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.
52. The increase of students from linguistically different backgrounds highlights the need for school districts to provide
a. special education.
b. interpreters in classrooms.
c. textbooks in every language.
d. linguistically appropriate instruction.
ANSWER: d
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.
NOTES: There is insufficient training of teachers in providing appropriate instruction for students
who are EBLs.
53. Nondiscriminatory assessment seeks to eliminate
a. test bias.
b. assessment bias.
c. measurement errors.
d. All of the answers are correct.
ANSWER: b
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.4.0 – Beginning special education professionals use multiple
methods of assessment and data sources in making educational decisions.Copyright Cengage Learning. Powered by Cognero. Page 23
54. Which lawsuit addressed unfair assessment practices on behalf of African American students?
a. Brown v. Board of Education
b. Mills v. Board of Education of the District of Columbia
c. Lau v. Nichols
d. Larry P. v. Riles
ANSWER: d
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.4.0 – Beginning special education professionals use multiple
methods of assessment and data sources in making educational decisions.
NOTES: Some educational and psychological assessments are based on standardized evaluation
of intellectual and social functioning and may discriminate or be biased against children
from ethnically and culturally diverse backgrounds. This issue was presented to the
courts where determination was made that such evaluations were discriminatory to
African-American students in Larry P. v. Riles, (1972, 1979).
55. The case of Diana v. State Board of Education established which precedent that is very prominent in the
Individuals with Disabilities Education Act (IDEA)?
a. Only psychologists from culturally divergent backgrounds should test minority youngsters.
b. Although culturally biased, IQ tests can determine placement of minority youngsters in special education.
c. Children tested for potential placement must be assessed in their native or primary language.
d. Students from culturally divergent backgrounds are not eligible for special education services.
ANSWER: c
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.4.0 – Beginning special education professionals use multiple
methods of assessment and data sources in making educational decisions.
NOTES: Two prominent precedents in IDEA were established in the case of Diana v. State
Board of Education. They were: (1) that children tested for potential placement in
special education must be assessed in their native or primary language, and (2) that
children cannot be placed in special classes on the basis of culturally biased tests.Copyright Cengage Learning. Powered by Cognero. Page 24
56. Jenny, a Speech and Language Pathologist, was assessing a student’s expressive language ability. The student was
known to have limited English proficiency, so Jenny must ensure that _____ are not masking the child’s true abilities
or the assessment would be invalid.
a. phoneme clusters
b. language differences
c. language disorders
d. pragmatic problems
ANSWER: b
REFERENCES: Bloom’s: Applying
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.4.0 – Beginning special education professionals use multiple
methods of assessment and data sources in making educational decisions.
57. It can be said that general education, special education, and multicultural education share the same purpose.
a. True
b. False
ANSWER: False
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.02 – Describe the purposes and approaches of bilingual/ESL
education and culturally and linguistically responsive education.
NATIONAL STANDARDS: United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.
58. Students who have limited English proficiency are at risk for being disproportionally placed in special education.
a. True
b. False
ANSWER: True
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.03 – Describe population trends among culturally and linguistically
diverse learners, especially prevalence by race and ethnicity, speakers of other
languages, poverty, and migrancy.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.Copyright Cengage Learning. Powered by Cognero. Page 25
59. What is the overarching goal of multicultural education?
ANSWER: Multicultural education sees the school as a powerful tool for promoting cultural
differences and cultural pluralism. This may be seen as being at odds with the goals of
general education.
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.02 – Describe the purposes and approaches of bilingual/ESL
education and culturally and linguistically responsive education.
NATIONAL STANDARDS: United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.
60. Describe culturally and linguistically responsive teaching (CRT).
ANSWER: CRT focuses on the strengths, prior knowledge, and experiences of the learner to create
an effective learning environment.
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.02 – Describe the purposes and approaches of bilingual/ESL
education and culturally and linguistically responsive education.
NATIONAL STANDARDS: United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.
61. List two areas that need special attention in the development of an IEP for a student from a culturally diverse
background.
ANSWER: 1) Coordination of services and professionals, 2) Cultural stereotypes that should not be
perpetuated by inappropriate assumptions
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.06 – Describe culturally and linguistically responsive special
education that supports student learning for CLDLs.
NATIONAL STANDARDS: United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.
62. Describe how poverty can contribute to the academic difficulties of children from diverse backgrounds, often resulting
in their referral to special education.
ANSWER: 1) Disadvantaged prenatal development, 2) Environmental characteristics such as
malnutrition and the presence of toxic agents
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.05.03 – Describe population trends among culturally and linguistically
diverse learners, especially prevalence by race and ethnicity, speakers of other
languages, poverty, and migrancy.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.Copyright Cengage Learning. Powered by Cognero. Page 26
63. List the ways in which the cultural background of parents influences their reactions to a child with a disability.
ANSWER: Families from some cultures often have great difficulty accepting disabilities, and
religious beliefs and values tend to have a considerable impact on how well a culturally
diverse family can accept a child’s disability. The extended family structures common in
African American and Hispanic cultures are the foundation for differing beliefs
regarding the provision of care from a larger community as well as anxieties about
adjusting to the new or alien cultural influences that may be represented by special
education. Parents of children with disabilities who are poor, who are from a minority
background, and who have a primary language other than English face enormous
disadvantages interacting with the special education system.
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.05 – Identify ways that public schools can decrease the
disproportionality of culturally and linguistically diverse learners (CDLs) in special
education and significantly improve their education.
NATIONAL STANDARDS: United States – CEC.7.0 – Beginning special education professionals collaborate with
families and other educators, related services providers, individuals with exceptionalities,
and personnel from community agencies in culturally responsive ways to address the
needs of individuals with exceptionalities across a range of learning experiences.
64. What five major elements of the Individuals with Disabilities Education Act (I.D.E.A.) are relevant to multicultural
education? Briefly describe each of these elements.
ANSWER: The four major elements of the Individuals with Disabilities Education Act (IDEA)
relevant to multicultural education are as follows: (1) nondiscriminatory and
multidisciplinary assessment; (2) parental involvement in developing each child’s
educational program; (3) education in the least restrictive environment; (4) a free and
appropriate public education; and (5) an individualized education plan.
Two precedents that are prominent in IDEA were established in the case of Diana v.
State Board of Education. They were (1) that children tested for potential placement in
special education must be assessed in their native or primary language and (2) that
children cannot be placed in special classes on the basis of culturally biased tests. In
order to prevent discriminatory evaluation practices, IDEA includes several safeguards
against discriminatory assessment. To comply with the law, students must be tested in
their native or primary language whenever possible. The evaluation procedures used
must be selected and administered to prevent cultural or racial discrimination, and
assessment tools must be validated for the purpose for which they are being used.
Finally, evaluation should involve a multidisciplinary team using several sources of
information to formulate a placement decision. To place these safeguards in a proper
context, it is necessary to discuss the assessment process generally and examine how
cultural bias can occur.
Parental involvement in the educational process is specifically provided for by IDEA,
and parents have the right to a variety of levels of participation. However, it should be
noted that these rights are based on certain assumptions. Perhaps the most fundamental
assumption is that parents are proactive and inclined to challenge the school if their child
is not being treated properly. While this is true for many parents of children in special
education, the assumption is not universally a good one. Many parents are reluctant or
afraid to interact with the educational system in any way but a passive manner. Most
professional educators agree that parental involvement in the educational process is
beneficial. This is one reason that legislators included such participation as a majorCopyright Cengage Learning. Powered by Cognero. Page 27
element in IDEA. What is not considered in this perspective, however, is that all parents
do not view the educational system in the same way. For whatever reasons, some
parents may not interact effectively with the schools. It is possible that some parents
may be misinterpreting behaviors that reflect differing cultural mores. People from
divergent cultures view the world from a variety of perspectives, and participation in
matters such as planning their child’s education may not be viewed similarly by all
cultures.
Education in the least restrictive environment (LRE) involves a wide variety of
placement options. The guiding principle is that instruction should take place in an
environment that is as similar to that of the educational mainstream as possible. IDEA
required that students with disabilities be taught in settings with non-disabled peers to the
maximum extent appropriate. For the child who is culturally diverse who is also
receiving appropriate special education services, the same is true. However, some
unique circumstances arise that require additional attention. Exceptional children who
also have language differences may well require further consideration, since they may
also receive assistance from bilingual education staff. In some cases, the language
instruction may be incorporated into other teaching that focuses on remediation of a
learning problem. In situations where the disability is more severe or the language
difference is extreme (perhaps little or no English proficiency), the student may be
placed in a separate setting for a portion of the instructional time.
IDEA requires the development of an individualized education plan (IEP) for each
student with a disability. Most school districts have considerable experience in this
process. However, addressing the needs of a child with cultural and/or linguistic
differences will present an additional challenge. Depending on the student’s background
and capabilities, he or she may need remediation for a specific learning disability, catch-
up work in academic subjects, and instruction in English as a second language. The IEP
must consider cultural factors, such as language differences, as well as learning and
behavior problems. FAPE is ensured when the other elements are appropriate.
REFERENCES: Bloom’s: Analyzing
LEARNING OBJECTIVES: HESC.HARD.17.05.01 – Describe how the lives of students with disabilities from
culturally and/or linguistically diverse backgrounds have changed since the advent of
IDEA.
NATIONAL STANDARDS: United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.Copyright Cengage Learning. Powered by Cognero. Page 28
65. Living conditions can cause children from culturally different backgrounds to experience academic difficulties and to
be referred to special education. Discuss two major contributors to the development of a child’s learning problem.
ANSWER: It is important to note that the study of culture and associated variables, such as poverty
and migrancy, is complicated when one attempts to identify simple causal relationships
(e.g., depression occurs more frequently in people of certain ethnic backgrounds, which
may be due to poverty, not culture). In many cases the study of race and culture
involves complex and interacting variables that defy certain simple causative
conclusions. As children develop during the important early years, living in an
impoverished environment places them further at risk due to factors such as
malnutrition, the presence of toxic agents (e.g., lead), and generally insufficient parental
care. The conditions of poverty often contribute to poor academic performance, place
children in at-risk situations, and generate special education referrals. For example, there
is less access to adequate health care and particularly prenatal care, among cultural
minorities, which can present at-risk circumstances. Conditions of poverty are found
more often in populations having multicultural education needs and are associated with
homelessness and academic risk.
Migrancy presents a serious difficulty in that it interrupts the continuity of schooling and
has an impact on learning, teacher and peer relationships, and general academic
progress. Children from migrant families have limited continuity and considerable
inconsistency in educational programming. They often have limited access to services
due to their short-term enrollments or the school’s limited capabilities to deliver services.
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.05.03 – Describe population trends among culturally and linguistically
diverse learners, especially prevalence by race and ethnicity, speakers of other
languages, poverty, and migrancy.
NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
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