EDS500 Chapter 3: Multicultural And Bilingual Aspects Of Special Education

1. Each of the following is a misconception about multicultural and bilingual aspects of special education EXCEPT a. It addresses the concerns of ethnic minorities who want their children to learn more about their history. b. Everyone agrees that it is critical to our nation's future. c. Educators must make sure that students understand the language of school, not just informal conversation. d. Disproportionate representation of minorities in special education is no longer a problem.

2. Which one of the following best describes the purpose of multicultural education? a. It teaches children of ethnic minorities about their ancestors. b. It provides bilingual education for non-English speakers. c. It provides equal educational opportunities to all students. d. It involves parents in their child's education.

3. Taking pride in the fact that someone in a group with which you identify yourself has accomplished something notable is referred to as a. collective pride. b. ethnic pride. c. personal pride. d. community pride.

4. Critics of multicultural education claim that it a. seeks to socialize students to a multicultural norm of acceptance and respect for people with different cultures. b. undermines the central purpose of school, which is to ensure academic competence. c. focuses too much on rebuilding the moral foundation of society. d. is undemocratic.

5. Progress in constructing multicultural education has been slow, for all of the following reasons EXCEPT a. Cultural groups have not found common satisfaction in a specific curriculum. b. Cultural groups tend to agree on a standard against which all should be judged. c. Some argue it is more important to identify a common American culture. d. There is disagreement over whether we should achieve the "melting pot" metaphor or recognize each identifiable group.

6. Cultural diversity presents the challenges for special educators in all of these areas EXCEPT? a. instruction b. assessment c. submersion d. socialization

7. In considering cultural differences in the context of education, one should a. realize that the influence of culture on education is a myth. b. advocate for separate special education for minorities. c. be cautious not to stereotype. d. consider charter schools as a viable solution.

8. Each of the following is a major component or element of culture EXCEPT A) skin color. B) values and typical behavior. C) nonverbal communication. D) world views or general perspectives.

9. A culture that is associated with or part of a larger culture, but which is not necessarily small, is a a. subculture. b. macroculture. c. microculture. d. clique or gang.

10. Each of the following is a general purpose of multicultural education EXCEPT a. to promote pride in positive aspects of one's own cultural heritage. b. to foster positive attitudes toward cultural diversity. c. to satisfy a large, tax-paying constituency. d. to ensure equal educational opportunities for all students.

11. Which two issues particularly complicate teaching about cultures and engendering an acceptance of cultural diversity? a. the money and time we have for curriculum changes b. deciding which cultures should be represented and the predominate religious beliefs within a school system c. deciding which cultures best illustrate the concepts of universality of cultural pride and shame d. deciding which cultures should be included and how to teach about them

12. Assuming that a cultural identity is sufficient to explain academic achievement or economic success is a form of a. prognostication. b. ethnicity. c. cultural relativism. d. stereotyping.

13. The use of language is a controversial aspect of multicultural education because of all of the following EXCEPT a. It may not be appropriate to refer to a group as a "minority" if it constitutes half or more of the population in an area. b. It is difficult to determine labels and terms that are acceptable for designating various groups. c. It is generally agreed among professionals that English should be the only language of instruction. d. It is difficult to decide what language(s) or dialect(s) should be used for instruction.

14. A group that shares an historic origin, culture, heritage, and traditions, and that has its own political and economic interests is called a/an a. microcultural group. b. ethnic group. c. exceptionality group. d. macrocultural group.

15. A group sharing a set of specific abilities or disabilities that are especially valued or that require special accommodation within a given subculture is called a/an a. microcultural group. b. ethnic group. c. exceptionality group. d. macrocultural group.

16. Each of the following is TRUE about teachers and teacher training in multicultural and bilingual education EXCEPT a. We know a great deal about how best to train teachers to be aware of their own cultural histories and biases. b. Many people see better teacher education as critically important for improving performance of many students of color. c. No Child Left Behind (NCLB) act's concept of a "highly qualified" teacher is open to question. d. Better training of teachers includes helping them to be more knowledgeable about their own cultures.

17. The two primary objectives of multicultural special education are a. promoting understanding of exceptionality as a microculture and ensuring that exceptionality is included in the multicultural curriculum. b. ensuring that ethnicity is not mistaken for exceptionality and increasing understanding of disability as a microculture. c. increasing visibility of people with disabilities in the macroculture and promoting acceptance of people with disabilities by the majority culture. d. enabling students from culturally diverse backgrounds to succeed in the mainstream and lobbying for services in multicultural educational programs.

18. An example of a culturally linked behavior that might be confused with exceptionality is a. handedness. b. eye contact. c. skin color. d. killing.

19. The disproportionate representation of ethnic minority students in special education points to the need for all of the following EXCEPT to a. make available strong academic programs that foster success for all students regardless of their achievement. b. implement effective procedures for referral, assessment, eligibility, classification, placement, and reevaluation. c. decrease the level of home/community involvement. d. use diverse community resources.

20. An example of a disability with a highly organized subculture is A) mental retardation. B) autism. C) deafness. D) epilepsy.

21. Quick measurements to determine who may need further assessment are a. outcome measures. b. progress monitors. c. diagnoses. d. screening measures.

22. All of the following are common criticisms of standardized tests EXCEPT A) failing to take cultural diversity into account. B) focusing on deficits of the individual. C) underestimating abilities of students from the majority culture. D) failing to provide information useful in teaching.

23. Response to intervention relies a. on the IQ-achievement discrepancy formula. b. more on curriculum-based measurement. c. more on testing accommodations. d. more on standardized tests.

24. Although response to intervention has not been validated for non-English speaking or bilingual students, the method has positive implications for culturally diverse students because a. it relies on quality instruction prior to identification. b. it is part of NCLB, which stipulated that the student's first language must be used for assessment. c. it requires that students who are bilingual remain in regular classrooms for all instruction. d. it uses standardized assessment procedures to enable teachers to understand the students' strengths and weaknesses.

25. The increase in the use of informal measures to assess student progress is beneficial to students from diverse populations because a. they are part of NCLB, so teachers can use ready-made assessment tests. b. informal measures are easy to develop and are more reliable than formal measures. c. progress monitoring assessments may be less biased than traditional standardized tests. d. such assessments cost more, so schools get more federal money for each bilingual student.

26. Which one of the following provides the best description of curriculum-based measurement? a. evaluation of experimental educational programs b. testing that uses actual instructional content and materials c. examination of the effectiveness of a program's scope and sequence d. evaluation of student performance on achievement tests

27. Standardized tests may be biased for all of the following reasons EXCEPT a. Most test items draw on specific experiences that students from some subcultures may not have had. b. Language used may be unfamiliar to members of some subcultures. c. Tests may be administered in ways that penalize students with impaired ability to answer in a standardized way. d. Minority group members are inherently more likely to score lower on any achievement test.

28. Each of the following is TRUE about testing accommodations for students with limited English proficiency and/or disabilities EXCEPT a. They should be given an advantage by providing opportunities with a better chance of demonstrating their knowledge and skills. b. They should reduce the language barriers that may interfere with assessment results. c. They should include administration accommodations and the use of bilingual dictionaries. d. They may include translation of tests to the student's native language or provision of a bilingual version of the test.

29. There is a dilemma in choosing either to ignore or recognize differences because a. either choice can perpetuate inequality for members of a subculture. b. all cultural differences have both advantages and disadvantages, making it difficult to predict how those differences will affect the individual. c. in striving to assert their identity, members of subcultures serve only to perpetuate stereotypes and inequality. d. in order to fit in at school, students must forfeit the values and beliefs that they learned at home.

30. Most authorities agree that in accepting and fostering cultural diversity, schools should a. also provide instruction in skills needed to survive and prosper in the larger context of American culture. b. not require students to learn English if they live in a community that is predominantly non-English speaking. c. identify multiple sets of performance standards so that all students can succeed. d. act as "gatekeepers," requiring that students graduating from high school meet standards of both the dominant culture and the subculture.

31. Cultural sensitivity requires a. choosing activities that "fit" a student's culture. b. using empirically validated instructional strategies. c. adding materials that include examples of contributions by members of all cultural groups. d. being "blind" to differences in the classroom.

32. In the pursuit of equality and fairness, educational reformers are working toward all of the following EXCEPT a. teaching tolerance and appreciation of difference. b. finding ways to work without involving families who seem reluctant to help. c. improving instruction of language-minority students. d. adopting effective teaching practices.

33. Tolerance is best described as A) an appreciation and valuing of difference. B) putting up with a necessary evil. C) enduring others even if they are seen as undesirable. D) acknowledging our legacy of racism and prejudice.

34. Parents have different views of exceptionality and disability and different ways of accommodating these differences in their children because of a. different education levels. B) different beliefs about punishment. C) different cultural traditions. D) different income levels.

35. An approach to teaching language-minority students for most of the day in their native languages and later make the transition to English is a. native-language emphasis. B) sheltered-English approach. C) ESL. D) sheltered-native language approach.

36. Research indicates that a. some instructional approaches, such classwide peer tutoring, allow teachers to provide culturally sensitive instruction to all members of a diverse group at once. b. students with different cultural backgrounds need to be taught differently. c. certain aspects of cultural heritage determine to a significant extent how students learn best. d. African-American boys learn best through project-based, hands-on instruction.

37. We know all of the following to be factors associated with disproportional identification of ethnic minorities identified as needing special education EXCEPT a. Many of the tests used to identify students with disabilities are culturally biased b. Some ethnic groups are visual learners, and public schools put a heavy emphasis on auditory learning. c. Minority children are more likely to attend schools that are underfunded and understaffed. d. Poverty puts children at risk for having disabilities and that some ethnic minorities (e.g., African Americans, Latinos/Hispanics, Native Americans) have higher rates of poverty.

38. Which of the following ethnic groups is/are underrepresented with respect to being identified for special education? a. Whites. b. Whites and Latino/Hispanic. c. Whites and American Indians. d. Blacks.

39. Which of the following statements is true? a. Most of education is appropriately challenging for students. b. Students from cultural minorities, who are at risk for failure or who have disabilities, should not be given challenging tasks. c. Appropriately challenging tasks are those that a given student finds just manageable. d. Teachers tend to overestimate the capabilities of minority and exceptional children.

40. Instruction that is explicit, systematic, intensive, frequent, with an appropriate level of pacing, corrective feedback, and reinforcement and often delivered in small groups a. allows teachers to individualize instruction. b. leads to rote responses. c. does not fit well with culturally responsive teaching. d. is boring.

41. All of the following are flaws associated with standardized testing EXCEPT A) They don't take cultural diversity into account. B) They tend to focus on deficits in the individual. C) They don't provide much information useful for teaching. D) They favor auditory over visual learners.

42. Teachers can create classroom environments that support academic success for English language learners by each of the following EXCEPT a. group English language learning students together, except for special area classes (P.E., art, music) and math. b. select materials relevant to student's experiences. c. establish classroom interactions that are comfortable to the students. d. engage in effective instructional strategies that promote vocabulary and development.

43. With respect to culturally and linguistically diverse learners, response to intervention (RTI) a. has proven a failure when used with this population. b. results in fewer students of color being identified for special education. c. relies heavily on curriculum-based measurement and less on standardized tests, which may contain cultural bias. d. results in more students of color being identified for special education.

44. A viable multicultural curriculum cannot be created and handed out to teachers because a. they must be involved in the process because their values, perspectives, and teaching styles affect what is taught and how it is taught. b. most want to exercise their right to select their own curriculum based on their own beliefs and are resistant to being told what to teach. c. the government has passed legislation banning the teaching of multicultural issues within an integrated curriculum. d. there is not enough money to create such a curriculum nationwide.

45. All of the following are true about multicultural education EXCEPT a. Successful multicultural education is not as complicated as some make it out to be; essentially, it's simply a matter of becoming sensitized to differences. b. Some see it as eroding the moral foundations of society and undermining the central purpose of schooling: ensuring the academic competence of students. c. Progress in constructing multicultural education has been slow. d. It provides the opportunity to develop an appreciation of our individual and shared cultural treasures.

46. Most definitions of culture include all the following elements EXCEPT a. values and typical behavior. b. an inherent sense of superiority and privilege. c. languages or dialects. d. awareness of one's cultural identity.

47. A recommended technique of breaking down prejudice and encouraging positive interactions among students with different characteristics is a. Afrocentrism. b. cooperative learning. c. immersion. d. direct instruction.

48. Each of the following are true regarding the use of response cards EXCEPT a. The teacher should create a streamlined procedure for distribution. b. The teacher must maintain a brisk but reasonable presentation rate. c. The teacher should allow the students to become comfortable with the procedure before using it intensively. d. The teacher should allow the students to share their responses with each other before showing them to her or him.

49. Educators are often ethnocentric with respect to discipline. This means they a. do not share the same beliefs about discipline as parents do. b. believe that their views are correct and others' are inferior. c. adopt different approaches to discipline, depending on the cultural values of the student that they teach. d. use whatever strategy makes classroom management easier for them, with little regard for the effect on their students.

50. Within any shared culture, a. there are many different subcultures. b. there are typically three subcultures. c. there are typically three subcultures and at least two macrocultures. d. there are usually fewer than five subcultures