Learning disabilities account for about 4 of every 10 students with disabilities.

The French psychologist Alfred Binet originated the concept of mental age.

During the late 1800s and early 1900s, services for children with exceptionalities were sporadic and slow to develop. 

The term exceptional children is defined as individuals who deviate from the norm to such an extent that special education services are required.

There are inconsistencies from state to state concerning the definition of developmental delay.

Litigation is the only reason we have recent changes in the procedures and practices currently being instituted in special education.

Schools must justify the exclusion of students with disabilities for any period of time from the general education environment.

All students eligible for special education services under IDEA are also eligible for accommodations under Section 504.

Judicial decisions and legislative enactments have been a major force in transforming the field of special education.

The individualized family service plan must be reviewed every 9 months.

The Common Core State Standards (CCSS) do not apply to students receiving special education. 

Effective teachers are sensitive to the cultural background of each student and provide educational experiences that are culturally relevant and culturally appropriate.

The United States is composed of only a few different cultures.

Traits such as individualism, independence, competitiveness, and ambition are characteristic of the American macroculture.

English learners (ELs) are individuals whose primary or home language is not English and who have yet to achieve proficiency in English.

Students who have disabilities and are culturally and linguistically diverse do not present significant challenges for their teachers.

The research on the effectiveness of bilingual education supports bilingual education as the most appropriate way to provide instruction to students with limited English language skills.

When working with families of a child with a disability, it is important for the professional to focus on the families' strengths and resources and not solely on the challenges of raising such a child.

It is safe to assume that all families will view the diagnosis of their child with a disability as a devastating tragedy.

Researchers believe that a family's adaptation to a child with a disability is closely linked to the level of support received from other family members as well as community resources.

Research has indicated much higher divorce rates among families with children with disabilities compared to families without disabled children.

The family is our most fundamental societal institution; it is the cornerstone of our society.

All families react to having a child with a disability in the same way.

Assistive technology refers only to devices that help improve the functional capabilities of individuals with disabilities.

IDEA 2004 mandates that IEP teams consider assistive technology for all students with disabilities.

Assistive technology was first included in legislation with the passage of PL 94-142 in 1975.

The reauthorization of IDEA in 1997 shifted the focus of assistive technology as primarily for students with more severe or low-incidence disabilities to also include students with high-incidence disabilities.

IDEA 2004 stipulates that parents/guardians must share the cost for assistive technology, including cochlear implants, provided for their child with disabilities.  

IFSP teams (from birth to age 3 years) are not required to consider assistive technology, although it is recommended.

Intelligence is an abstract concept that must be deduced and inferred.

Adaptive behavior is usually measured by observing a student, interviewing persons involved with the student, and completing standardized scales.

Once an individual's IQ score has been established, it will remain constant throughout his or her lifetime.

The 1992 AAIDD classification of intellectual disability, based on levels of support, was a departure from previous classification models of intellectual impairment.

Based on the 1992 AAIDD levels of support classification model, a person with chronic health care needs would be classified as an individual requiring a pervasive level of support.

The deinstitutionalization movement in the United States helped to move persons with intellectual disabilities into residential settings based in the community.

Despite a solid multidisciplinary foundation, individuals with learning disabilities are often an enigma to their parents, teachers, and researchers in the field.

Only 6 of 10 students with learning disabilities graduate from high school with a regular diploma.

Most young students who have a learning disability may “outgrow” it before completing elementary school.

Individuals with learning disabilities experience effects of the disability only during the school-age years.

Students with learning disabilities do not spontaneously use effective learning strategies at the same rate as typically developing peers.

Students with learning disabilities tend to become passive or inactive learners.

Current IDEA legislation recognizes ADHD as a separate disability category.

According to research, ADHD is more often diagnosed in males than in females.

Individuals with ADHD almost always make friends easily because of their outgoing nature.

Behaviors characteristic of ADHD are easy to see, making assessment and identification of the disorder simple.

Bias was an initial concern when using behavior rating scales, but the standardization process used today eliminates the risk of bias.

Self-regulation techniques are useful in both special and general education classrooms.

All students with emotional or behavioral disorders exhibit acting-out, aggressive behaviors.

Autism is categorized as an emotional disturbance according to the most recent federal definition.

Males tend to be at more risk for developing externalizing disorders.

The inclusion of students with emotional and behavioral disorders in public schools is a relatively recent phenomenon.

The identification of students with an emotional or behavioral disorder is consistent from state to state.

Over time, punishment procedures are generally ineffective.

Individuals with Asperger syndrome display no significant delay in language development.

There is a cure for autism spectrum disorders.

A specific medical test has been developed to diagnose autism spectrum disorders.

Most adults with autism spectrum disorders are able to independently maintain employment.

Autism spectrum disorders are generally described as mild, moderate, or severe.

One disadvantage of picture exchange communication systems is that they may interfere with the user's development of spoken language.

Language and communication are synonymous terms.

Speech is the most complex mode for expression of language.

Most young children who do not speak fluently will develop stuttering as they mature.

Children with central auditory processing disorder have difficulty paying attention to a speaker when there is background noise in the room but usually have normal hearing.

Speech has an expressive and receptive component.

IDEA 2004 mandates that professionals must seek information from the parents and include it in the assessment process.

Prelinguistic skills in young children develop differently based on the child's culture.

Sign language is an alternative or augmentative communication.

The least restrictive environment (LRE) for students who are deaf or have a hearing impairment is the same LRE for any student with a disability.

The prevalence of hearing loss increases with age.

Babies who are deaf babble less than babies who can hear.

When deaf and hearing children attempt to play but do not share a common communication system (i.e., both relying on oral skills or both relying on sign skills), they demonstrate a high level of interest in playing together or sustaining a friendship.

Young deaf children typically have less language interaction during play and appear to prefer groups of two rather than larger group sizes.

When children who are deaf are placed in inclusive classroom settings, there is no need to develop communication skills within the peer group of children who are not deaf and among all of the teachers.

Research suggests that older students who have hearing impairments do not have any delays in their overall social-emotional growth (developing friendships) compared to students who do not have hearing impairments.

The Internet does not provide more opportunities for interaction among groups of peers who have hearing impairments.

Some people with visual impairments can see well with appropriate correction.

Hyperopia is also referred to as farsightedness.

A photophobic child will typically prefer to function in brighter settings.

A documented visual impairment by a medical professional is the only requirement for students to receive special education services.

Adults with visual impairments are often isolated from their peers.

There are persistent shortages in trained personnel in the area of visual impairments.

Students with visual impairments often have other disabilities.

Several formal instruments are available to assess students with visual impairments in educational settings.

Augmentative and alternative communication devices should be used with caution as they may inadvertently decrease a student's speech production.

As a result of their experience living with a disability, adults with cerebral palsy tend to obtain routine medical checkups and dental care to prevent further medical problems.

A word prediction program may be useful for a student who writes on the computer at a very slow rate.

Parents of children with degenerative diseases and parents of children with chronic diseases experience similar levels of stress.

 Families from different cultures generally cope with and view disabilities similarly.

 Children with severe physical disabilities cannot have normal or gifted intelligence.

 Children with severe physical disabilities cannot have normal or gifted intelligence.

 A person with cerebral palsy can develop additional disabilities as a result of receiving inadequate services.

 Research suggests that many teachers have negative attitudes toward gifted and talented students.

 As early as the 1920s, “giftedness” was associated with a strength or talent in any area of academics—the relationship between giftedness and high intelligence arose later in the 20th century.

 Each state uses its own definition of giftedness in the schools.

 All states recognize gifted and talented as a category of exceptionality.

 Group measures offer an efficient and effective way to measure intellectual ability in individuals who are gifted and talented.

 Acceleration of the curriculum for students who are gifted and talented often contributes to social and emotional difficulties.

 In young children who are gifted and talented, it is common to see uneven development of skills.

 Children who are gifted and talented and learning disabled are often overlooked because they perform at an average level.