Test3

TEST THREE

Content for test three comes from Beirne-Smith, Ittenbach and Patton, Chapters 7, 8, and 12 as well as from the Severson and Anderson manual, Inclusion Strategies for Learners with Severe Disabilities. This web page offers you questions to help you explore these readings. Please use these study questions as your study guide.

Chapter 7-Characteristics of Persons with Mild Forms of Mental Retardation
- MOTIVATIONAL VARIABLES
  - Locus of Control
  - Expectancy for Failure
    - What does this mean in relation to persons with Developmental Disabilities?
    - What impact does this have?
    - How can we address it?
  - Outerdirectedness
    - What does this mean?
    - Why do learners with Developmental Disabilities demonstrate outerdirectedness?
    - How can we address this in our instructional programming and teaching?
- SELF-REGULATION
  - What does this refer to?
  - How will this benefit learners with Developmental Disabilities?
- SOCIOBEHAVIORAL
  - What specific problem areas have been identified for learners with Developmental Disabilities?
  - What limitations results from not demonstrating skills in this area?
  - How can needs in this area be addressed in the educational program?
- LEARNING CHARACTERISTICS
  - Cognitive Development
    - Describe the developmental position.
    - How does an educational program, based on the developmental position, design programs?
    - What is the difference position?
    - Describe the difference position?
    - How does an educational program, based on the difference position, design programs?
  - Processes Involved in Learning
    - How does attention affect learning for persons with Developmental Disabilities?
    - What implications does this have for teaching?
    - What is "input organization"?
    - How is grouping used as an educational strategy?
    - Differentiate between spatial, temporal, perceptual, and categorical grouping.
    - What is a mediator?
    - Provide examples of verbal and visual mediators.
    - Define memory.
    - What is the difference between short-term and long-term memory?
    - What types of memory problems do persons with Developmental Disabilities typically exhibit?
    - How are verbal rehearsal and image rehearsal used to facilitate memory?
    - What is "executive control" and "metacognition"?
    - How can we address these two learning processes?
Chapter 8-Characteristics of Persons with Severe Mental Retardation
How is severe mental retardation defined?
What are the AAMR definitions and the DSM IV definition designed to do?
What type of assessment would be most appropriate for identifying individuals who need extensive support?
Why is it important for persons with severe disabilities to be in the community?
What types of serious/challenging behaviors do individuals with severe cognitive impairments sometimes exhibit? Is the level of mental retardation the sole explanation for these behaviors? Why else might they be occurring?
Review speech/language development, medical conditions, sensory/motor disorders, and psychiatric disorders (pp 285-288).
Identify two central elements of the Developmental Model. What concerning events could occur if educational programs assume a Developmental Perspective?
Describe the Ecological Model. What three phases define this model?
Understand how curriculum would be community-referenced, functional, age-appropriate.
Identify Brown et al.'s four reasons for educating students with disabilities in same school settings as learners without disabilities.
What domains are suggested for developing curricula?
What do the authors view as the most desirable educational outcome?
What factors would be considered in addressing post-school outcomes that address "quality of life"?
What type of activities are involved in "person-centered planning"?
How can a person support them self?
When will a support become a hindrance?
What are some examples of supplementary supports?

Chapter 11 Transitional Planning (this chapter is not on the test, but if you would like to review some transition-related info relative to transition planning with students with Developmental Disabilities, Chapter 11 will be beneficial).

When should transition planning and services begin for learners with Developmental Disabilities?
What does outcome data reflect for learners with Developmental Disabilities?
Research has indicated that parents report what type of skill levels for their son/daughters with a Developmental Disability?
What is the difference between career education and vocational education?
What do the authors suggest about individuals with disabilities futures of living and working in community environments?
What is the survey-train-place-train model?
How can transition needs be assessed?
What four objectives should be addressed by all vocational preparation programs?
What is a job analysis and how is it used?
What are the values that describe supported employment?
What are the four models of "supported employment"?

Chapter 12 Programming and Issues Across the Lifespan

Large institutions
Community Settings-What is an ICF-MR? How do independent living and supervised apartments differ from group home living?
What does the term "community adjustment" mean?
Describe the findings of research relative to social integration of persons with developmental disabilities.
What is meant by "economic integration"? Lack of economic independence leads to what other types of limitations?
What is SSDI?
What is SSI?
What is Medicare?
What is Medicaid?
What comprises "employment integration"? What is the ultimate goal of habilitation?
When is nonemployment appropriate?
What are the differences between sheltered, supported, and competitive employment?
How can an educational program address "recreational/leisure integration"?
What elements would be key to "personal satisfaction"?
How will "community acceptance" impact the adult lives of persons with developmental disabilities?
What controversy surrounds sexuality of learners with developmental disabilities?