Self-Advocacy for Students with Impairments Chapter Exam

Exam Instructions:

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

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Question 1 1. Self-awareness is the knowledge of:

Question 2 2. Which of the following is not on the awareness wheel?

Question 3 3. Being self-aware can:

Question 4 4. Why should teachers have students complete Multiple Intelligence Assessments and Interest Inventories?

Question 5 5. What is the importance of developing student self-esteem in the special education classroom?

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Question 6 6. Which is NOT a way to celebrate individuality in the classroom?

Question 7 7. Which of these is NOT needed to self-advocate for the learning disabled student?

Question 8 8. What does self-advocacy do for learning disabled students?

Question 9 9. Which of these is NOT a characteristic of a student who self-advocates?

Question 10 10. Which of the following is an example of maintenance?

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Question 11 11. You have been teaching your students to tie their shoes in your classroom, and you want to make sure they generalize this skill. You could include all of the following suggestions EXCEPT which to help them generalize this skill?

Question 12 12. Which of the following suggestions will help you include maintenance and generalization in your daily instruction?

Question 13 13. Which of the following is characteristic of respectful self-advocacy?

Question 14 14. Which of the following is true of forceful self-advocacy?

Question 15 15. What is the identification of feelings?

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Question 16 16. Which of the following tasks would be appropriate for an independent workstation?

Question 17 17. It's important for students with disabilities to learn self-management skills for all of the following reasons EXCEPT?

Question 18 18.

Which of these steps does NOT belong in a successful on-task check-up system?

A) Teach students the questions to ask themselves about their eyes, hands, voice, and work status.

B) Set a timer to ding periodically throughout the work session.

C) Periodically ask each student some check-up questions individually.

D) Reward students who pass on-task check-ups.

Question 19 19. What are ways you can build self-awareness?

Question 20 20. How can listening to your student help build up his or her self-esteem?

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Question 21 21. How does self-reflection help aid self-advocacy in learning disabled students?

Question 22 22. Which of the following would be the most appropriate way to help Jenny generalize the skill of introducing herself to others?

Question 23 23. What is self-advocacy?

Question 24 24. Self-management refers to a student's ability to

Question 25 25. Growing up in a family where feelings were not talked about is an example of:

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Question 26 26. Why should teachers allow students to have input, jobs, and responsibilities in the classroom?

Question 27 27. How does self-advocacy and self-reflection help a learning disabled student ask questions?

Question 28 28. Students with disabilities need special practice with generalization because __________.

Question 29 29. What should students do if they try self-advocacy once and nothing seems to change?

Question 30 30. How do checklists help students manage their own behavior?

Self-Advocacy for Students with Impairments Chapter Exam Instructions

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

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