Exam (elaborations)

Test Bank for Inclusion In Action, 6th Edition by Iva Strnadová. A+ Grade. isbn: 9780170449342.

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Tb, Test Bank for Inclusion In Action, 6th Edition by Iva Strnadová, Michael Arthur-Kelly, Phil Foreman. Inclusion In Action 6e test bank. Strnadová 6e test bank for Inclusion In Action.

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Uploaded on February 19, 2024
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TEST BANK Inclusion In Action 6/E Iva Strnadová

CHAPTER 01. Introducing inclusion in Education.

Multiple Choice Problem
<header>
Assignment Title: Test bank
Author: Stranadova
Print ISBN: 9780170449342
Title: Inclusion in action
eBooks 13 digit ISBN: N/A
Chapter Name: Introducing inclusion in education Chapter Number: 1
Content Development Contact: Raymond Williams Content Creator
Name: Foreman
Creation Date: 10/09/2021
</header>

<question type="mc">
1. The term ‘diversity’ can be applied to students’:

a. cultural backgrounds, social and family backgrounds, ethnicity and level of disability
b. cultural backgrounds, socio-ethnic backgrounds, family backgrounds and ability level
c. cultural backgrounds, social and family backgrounds only
d. cultural backgrounds, social and family backgrounds, ethnicity and their ability level.

ANS: d

<metadata>
Difficulty: Easy
A-head: Introduction
</metadata>

<question type="mc">
2. itTeachers
a. must
is the right cater
thing to for
do diversity in their classrooms because:
b. classroom participation rates have changed in the twenty-first century
c. students with a disability are now more likely to attend regular schools
d. classroom participation rates have changed in the twenty-first century and students with a
disability attend regular schools.

ANS: d

<metadata>
Difficulty: Moderate
A-head: Introduction
</metadata>

<question type="mc">
3. The term ‘learning disability’ is not as preferable to ‘learning difficulty’ because:

,CHAPTER 01. Introducing inclusion in Education.

a. a difficulty can usually be overcome with assistance, whereas a disability appears to be less
amenable to change
b. students are worried about being labelled as disabled
c. students identified as gifted and talented can have a learning difficulty
d. none of these choices.

ANS: a

<metadata>
Difficulty: Moderate
A-head: Introduction
</metadata>

<question type="mc">
4. The reasons segregated special education was encouraged in earlier times was to:

a. protect vulnerable people from possible harm or abuse in the wider community
b. allow families to get on with their lives
c. allow society in general to not have to worry about those individuals with disability
d. all of these choices.

ANS: d

<metadata>
Difficulty: Moderate
A-head: Introduction
</metadata>

<question type="mc">
5. It is now understood that people with disability would like:

a. to be recognised as people first
b. to be involved in decisions about their own lives
c. decisions made about them not to be based solely on their disability
d. all of these choices

ANS: d

<metadata>
Difficulty: Moderate
A-head: Introduction
</metadata>

<question type="mc">
6. Social justice is the term used to describe human rights based on:

a. gender, religion, race, ethnicity, sexuality or disability

,CHAPTER 01. Introducing inclusion in Education.

b. gender, religion, race, ethnicity or disability
c. gender, sexuality, race, ethnicity or disability
d. disability only.

ANS: a

<metadata>
Difficulty: Easy
A-head: Principles of social justice and human rights
</metadata>

<question type="mc">
7. The principle that all children can learn means that all students should:

a. receive exactly the same education
b. be able to express their basic needs for food, shelter and water
c. receive an education that is relevant to their needs
d. receive an education that helps them express their needs in exactly the same way as other
students.

ANS: c

<metadata>
Difficulty: Easy
A-head: All children can learn
</metadata>

<question type="mc">
8. The principle of normalisation is to ensure that:

a. students with disabilities in the classroom have little choice about their learning
b. all children in the classroom are normal
c. all children are entitled to have as normal as possible learning experiences as others
d. students with disabilities have normal learning experiences and are as normal as others.

ANS: c

<metadata>
Difficulty: Easy
A-head: Normalisation
</metadata>

<question type="mc">
9. In practice normalisation means that students can:

a. attend a school of their choosing
b. grow to take on the social roles available to others
c. attend a school of their choosing and take on the social roles available to others

, CHAPTER 01. Introducing inclusion in Education.

d. not attend a school of their choosing but take on the social roles available to others.

ANS: c

<metadata>
Difficulty: Easy
A-head: Normalisation
</metadata>

<question type="mc">
10. Students who have physical impairments can often find schools restrictive due poor classroom
configurations and difficulties associated with moving around the campus. In response what should
a school do?

a. Recommend an alternative placement.
b. Ensure all staff have completed appropriate Professional Learning.
c. Simply improve school accessibility.
d. None of these choices.

ANS: c
<metadata>
Difficulty: Easy
A-head: Normalisation
</metadata>

<question type="mc">
11. Age-appropriate behaviour is based on the concept of:

a. normalisation
b. normalisation and social role valorisation
c. social role valorisation
d. normalisation and levels of achievement.

ANS: b

<metadata>
Difficulty: Moderate
A-head: Age-appropriate behaviour
</metadata>

<question type="mc">
12. Wolfensberger theorised the way society values the roles undertaken by individuals with
disability is important. He referred to the valuing of societal roles as:

a. normalisation
b. social role valorisation
c. role participation theory
d. none of these choices.

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Exam (elaborations)

Test Bank for Inclusion In Action, 6th Edition by Iva Strnadová. A+ Grade. isbn: 9780170449342.

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