Human Exceptionality School Community and Family 11th Edition Hardman Test Bank 1

Human Exceptionality School Community and
Family 11th Edition Hardman Drew and Egan

1133589839 9781133589839
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Chapter 5: Cultural and Linguistic Diversity
MULTIPLE CHOICE
1. Multicultural education began as a result of

a. societal unrest due to poverty and economic recession.
b. the realization that such students learn better when segregated for academics.
c. the perception that needs of students with cultural differences were not met.
d. the emergence of federal funding to support the NCAA.
ANS: C REF: 104 MSC: Knowledge
NOT: Multicultural education arose from a belief that the needs of certain children those with
cultural backgrounds that differ from those of the majority were not being appropriately met.
Other societal unrest related to racial discrimination also fueled and augmented this belief.
2. A major purpose of general education is to

a. prepare students for college. c. promote individual differences.
b. presumably provide education d. keep teenagers off the street.
for everyone.
ANS: B REF: 104 MSC: Conceptual
NOT: General education in the United States is basically aimed at producing a literate citizenry.
To achieve this end, education in the United States is presumably intended for everyone.
3. General education attempts to

a. encourage a base of literacy or bring most to a similar point in knowledge.
b. encourage and promote the growth of individualized interests and skills.
c. remediate and ameliorate learning difficulties for most children.
d. stimulate creative thinking in our most talented.
ANS: A REF: 104-105 MSC: Conceptual
NOT: General education in America is aimed at the masses, and performance is judged on an
Copyright © Cengage Learning. All rights reserved.

TB 5-2
average. The purpose of this system is to bring most students to a similar level of knowledge, at
least to a minimum.
4. Multicultural education is a concept that addresses cultural diversity and is based on which of the
following assumptions?
a. Cultural differences have no value.
b. Schools are not relevant in society at large.
c. Schools cannot change and promote attitudes.
d. Schools must include recognition of the roles of many peoples.
ANS: D REF: 104-105 MSC: Conceptual
5. Modified cultural pluralism is the view that

a. schools preserve the characteristics of groups and promote interactions between groups.
b. schools should ignore cultural differences.
c. schools should not push a melting pot perspective.
d. schools should not encourage assimilation.
ANS: A REF: 105 MSC: Knowledge
6. What is the purpose of promoting cultural pluralism?

a. to teach all students about cultural diversity and how to work together to create a richer
society
b. to allow students to learn only what their culture values
c. to require teachers to understand and speak multiple languages
d. to provide a method for categorizing students for classroom placement
ANS: A REF: 105 MSC: Conceptual
NOT: Multicultural education is viewed as education that values and promotes cultural
pluralism, and is not intended to be limited to those of cultural or racial minorities but more
appropriately teaches all students about cultural diversity. It is intended to value the cultural and
linguistic differences and how these differences can work together.
7. Special education attempts to

a. bring all students to the same educational level.
b. teach the same skills to all students.
c. focus on individual strengths, needs, and preferences.
d. keep students academically engaged until they are sixteen.
ANS: C REF: 106 MSC: Conceptual
NOT: The basic purpose of special education in contemporary society is to provide an
education that maximizes the development of each student with a disability, given his or her
individual potential. The current manner in which special education is implemented focuses on
individual needs, strengths and preferences.
8. Which of the following statements is accurate?

a. Students from some cultural backgrounds are disproportionately placed in special
education
b. A tension that exists between multicultural and special education is the role of educating
students who are failing in general education.
c. Asian/Pacific Islander students are underrepresented in special education, but
overrepresented in gifted education.
d. All of the above.
ANS: D REF: 106 MSC: Knowledge

TB 5-3
9. Which of these statements about prevalence figures is true?

a. A high percentage of special education students are from culturally divergent
backgrounds.
b. There is no difference in dropout rates for minority youngsters.
c. Students from culturally divergent backgrounds are equally represented in gifted and
talented programs.
d. Dropout rates are not associated with level of income.
NOT: A high percentage of all special education students are from culturally divergent
backgrounds. Concern is expressed regarding the overrepresentation of students of color in
groups labeled as having disabilities.
10. Overrepresentation means

a. there is too much cultural diversity in schools today.
b. there is a higher percentage of students in special education from minorities than
expected based on the population.
c. there is an increasing number of students with mental retardation.
d. students from culturally diverse backgrounds have a higher attendance rate.
NOT: Overrepresentation, in the context of this chapter, refers to students from culturally
diverse backgrounds appearing in special education classes more frequently than would be
expected based on the population.
11. Which of the following terms describes the number of people in a given population with a
specific characteristic?
a. prevalence
b. disproportionality
c. overrepresentation
d. underrepresentation
12. Students from diverse cultural backgrounds, limited English proficiency, and poverty are
a. not at risk for educational difficulties.
b. at a higher risk for educational difficulties.
c. sure to receive special education services.
d. not going to receive special education services.
13. Dropping out of school occurs most frequently for which group?
a. Caucasians c. Chinese
b. Hispanics d. African Americans
ANS: B REF: 111 MSC: Knowledge
NOT: Students from cultural minorities do not complete school as frequently as their peers from
the cultural majority. School completion rates are about 86.93% for Blacks and 78.5% for
Hispanics, as compared to 94.2% for Caucasian children of the same age.
14. The increase of students from linguistically different backgrounds highlights the need for school
districts to provide
a. special education. c. text books in every language.

TB 5-4
b. interpreters in classrooms. d. linguistically appropriate instruction.
ANS: D REF: 111 MSC: Conceptual
NOT: There is insufficient training of teachers in providing appropriate instruction for students
who are ELL .
15. José is a second grader with limited English proficiency, and he has begun to show serious
academic difficulties as the year progresses. The overall population of English language learners
at his school is low. He is ________to receive special education.
a. less likely c. unable
b. more likely d. ineligible
ANS: A REF: 111 MSC: Applied
16. Nondiscriminatory assessment seeks to eliminate

a. test bias. c. measurement bias.
b. assessment errors. d. all of the above.
17. Which lawsuit addressed unfair assessment practices on behalf of African American students?
a. Brown v. Board of Education
b. Mills v. Board of Education of the District of Columbia
c. Lau v. Nichols
d. Larry P. v. Riles
NOT: Some educational and psychological assessments are based on standardized evaluation of
intellectual and social functioning and may discriminate or be biased against children from
ethnically and culturally diverse backgrounds. This issue was presented to the courts where
determination was made that such evaluations were discriminatory to African-American students
in Larry P. v. Riles, (1972, 1979).
18. The case of Diana v. State Board of Education established which precedent that is very prominent
in the Individuals with Disabilities Education Act (I.D.E.A.)?
a. Only psychologists from culturally divergent backgrounds should test minority
youngsters.
b. Although culturally biased, IQ tests can determine placement of minority youngsters in
special education.
c. Children tested for potential placement must be assessed in their native or primary
language.
d. Students from culturally divergent backgrounds are not eligible for special education
services.
NOT: Two prominent precedents in IDEA were established in the case of Diana v. State Board
of Education. They were: (1) that children tested for potential placement in special education
must be assessed in their native or primary language, and (2) that children cannot be placed in
special classes on the basis of culturally biased tests.
19. Measurement bias refers to _____ for students from culturally diverse backgrounds.
a. the type of test used
b. inaccurate test results
c. how the test results are used
d. whether the test is administered by a psychologist or by a teacher

TB 5-5
NOT: Measurement bias, in the context of this chapter, refers to error introduced during testing
when results are unfair or inaccurate due to the student's cultural background, reflecting artifacts
of the test, or artificial results, rather than actual mental abilities or skills.
20. Test bias refers to

a. the type of test used.
b. inaccurate test results.
c. how the test results are used.
d. whether the test is administered by a psychologist or by a teacher.
NOT: Test bias, in the context of this chapter, refers to error introduced during testing when the
test itself is believed to be the culprit for introducing the inaccuracy. Thus test bias is a type of
measurement bias where results are unfair or inaccurate due to the student's cultural background,
and the error is attributed to artifacts of the test.
21. Ajla, a non-English-speaking student has just been moved into your resource classroom. Reading
through her file, which indicates she has a moderate learning disability, you notice that her
language diversity was not considered during her assessment or educational planning. Ajla has
a. received a multicultural c. not been appropriately placed.
education.
b. been appropriately placed. d. received culturally appropriate
assessment.
ANS: C REF: 112-114 MSC: Applied
22. The IDEA legislation defines native language as that which is normally used by the youngster in
which setting?
a. school c. native country
b. home d. community
NOT: Specifically, IDEA defines native language as that used in the home, although some
difficulties have emerged because some regulations implementing the law defined it as that which
is normally used by the youngster in school.
23. Jenny, a Speech and Language Pathologist, was assessing a student's expressive language ability.
The student was known to have limited English proficiency, so Jenny must ensure that _____ are
not masking the child's true abilities or the assessment would be invalid.
a. phoneme clusters c. language disorders
b. language differences d. pragmatic problems
ANS: B REF: 114 MSC: Applied
24. Appropriate professional preparation includes training in

a. culturally and linguistically c. reducing the strategies used in the
responsive practices. classroom.
b. avoidance of cultural concerns. d. refusing to offer intensive special
education assistance.

TB 5-6
25. Recognizing and understanding personal attitudes and students’ background knowledge to
strengthen new learning experiences is the focus of
a. discriminatory assessment. c. culturally and linguistically responsive
teaching.
b. authentic assessment. d. funds of knowledge.
26. You are beginning the assessment process on May, a student new to your district. To get a better
insight into the student, you should seek out valuable information including languages spoken at
home, care outside of school and languages they speak, and activities. These can all
a. confuse assessment data. c. aid in assessment interpretation.
b. aid in assessment d. B and C
administration.
ANS: D REF: 115 MSC: Applied
27. The cultural background of a child's parents does not influence

a. the level of acceptance of a child with a disability.
b. interactions with the special education system and the educational system in general.
c. the type of disability that is acceptable.
d. paratypic transmission of traits.
28. U.S. public education reflects the philosophy of

a. cultural majority. c. cultural minority.
b. linguistic minority d. linguistic minority.
29. Parents from some cultures may not seek extra assistance for their child because of
a. the belief that education is best conducted at home.
b. concern about immigration status.
c. poverty.
d. migrancy.
NOT: Professionals should keep in mind that the immigration status of some families may
influence the manner in which they react to attempts to provide services for their children. A
family who is residing in the United States illegally or who is somewhat unsure about its
residency status will likely avoid interacting with an educational system.
30. What is the primary focus of an IEP for a student from a culturally diverse background?
a. individual needs of the child c. decreasing cultural diversity
b. language instruction d. academic skills
ANS: A REF: 117-118 MSC: Applied
NOT: Intervention strategies that consider multicultural issues must be based on the individual
needs of the child.
31. Susana recently moved to the United States from Spain. Her teacher has asked her to help with a
lesson on Spanish history by having her tell the class about significant Spanish landmarks. This is
an example of using
a. responsive teaching.

TB 5-7
b. an instructional distraction.
c. a tool for singling out culturally diverse students.
d. inappropriate instruction.
ANS: A REF: 115 MSC: Applied
32. Research on race and culture involve complex and interacting variables that
a. are easily quantified. c. defy simple conclusions.
b. lead to simple conclusions. d. divide all people.
33. Impoverished environments may affect children because of

a. inadequate nutrition. c. language diversity.
b. lack of TV. d. genotypic deficiency.
NOT: Because of environmental factors, such as nutrition, exposure to risk, and limited health
care, a child from an impoverished environment may be adversely affected.
34. Language acquisition is aided by

a. speaking only one language. c. the amount and type of language
interactions between the child and
parents.
b. discounting basic interpersonal d. limiting linguistic experiences.
communication skills.
ANS: C REF: 120-121 MSC: Knowledge
NOT: Because all learning is language – based vocabulary knowledge is a critical element. The
amount and time of language interactions used with children is important. Vocabulary-rich homes
increase children’s exposure to a quantity and quality of different words.
35. Language acquisition is aided by

a. speaking only one language. c. the amount and type of language
interactions between the child and
parents.
b. discounting basic interpersonal d. limiting linguistic experiences.
communication skills.
ANS: C REF: 120-121 MSC: Knowledge
NOT: Because all learning is language – based vocabulary knowledge is a critical element. The
amount and time of language interactions used with children in important. Vocabulary – rich
homes increase children’s exposure to a quantity and quality of different words.
36. Moving from city to city can affect a child's

a. continuity of service. c. ability to obtain services.
b. academic progress. d. All of the above
NOT: Migrant children have limited continuity and considerable inconsistency in educational
programming. They often have limited access to services due to their short-term enrollment.
37. Which factor contributes to special education placement of students from culturally diverse
backgrounds?
a. family mobility c. lack of desire to learn

TB 5-8
b. maternal language deficiencies d. health factors such as toxoplasmosis
ANS: A REF: 122-123 MSC: Knowledge
NOT: Migrancy may create little access to services because of short-term enrollments that they
are never identified or referred as needing specialized assistance.
38. Most children from culturally diverse backgrounds

a. require special education.
b. do not require special education.
c. require language instruction and special education.
d. cannot not be served in general education.
NOT: Most children from culturally diverse backgrounds do not require special education.
Although many factors may place such students at risk for special education referral, general
education may meet their needs.
39. An IEP for students with disabilities who come from culturally diverse backgrounds
a. must be based on individual needs.
b. must include specific cultural or linguistic considerations that are relevant.
c. must be provided in the LRE.
d. All of the above.
40. Denise has had poor academic and social performance due to cultural differences. If her initial
assessment inaccurately indicated a low level of ability, and she was turned into a poor student by
the system itself, then she is an example of
a. self-awareness. c. self-determination.
b. self-actualization. d. self-fulfilling prophecy.
ANS: D REF: 124 MSC: Applied
41. The term "self-fulfilling prophecy" refers to which of the following statements?
a. You are what you eat. c. All you need in life is yourself.
b. You become what you are d. All of us should become what we desire.
labeled.
NOT: The term self-fulfilling prophecy is used here to suggest that a student may become what
he or she is labeled.
TRUE/FALSE
___ 1. Modified cultural pluralism is the idea that cultural groups maintain their unique
characteristics while working across culture groups to build relationships.
ANS: T REF: 105
___ 2. The melting pot perspective reflects the goals of multicultural education.
ANS: F REF: 105
___ 3. It can be said that general education, special education, and multicultural education share the
same purpose.

TB 5-9
ANS: F REF: 106
___ 4. Students who have limited English proficiency are at risk for being disproportionally placed
in special education.
ANS: T REF: 111
___ 5. Authentic assessment, or performance based assessment, can be a way to reduce bias when
determining a student’s cognitive or language abilities.
ANS: T REF: 115
___ 6. Parents of children with disabilities who are from culturally or linguistically diverse
backgrounds have several advantages in interacting with the special education system in
schools.
ANS: F REF: 117
___ 7. Migrancy among culturally diverse populations may contribute to academic difficulties.
ANS: T REF: 122
___ 8. Students from culturally diverse backgrounds must always have an IEP.
ANS: F REF: 123
___ 9. Most students from culturally different backgrounds will not require special education
intervention.
ANS: T REF: 123
___ 10. Cultural or linguistic diversity do not have linking factors with special education.
ANS: F REF: 124
SHORT ANSWER
1. What is the primary purpose of general education in the United States?
ANS:
To provide education for everyone and to bring all students to a similar level of competence and
to produce literate citizens.
REF: 104
2. What is the overarching goal of multicultural education?
ANS:
Multicultural education sees the school as a powerful tool for promoting cultural differences and
cultural pluralism. This may be seen as being at odds with the goals of general education.

TB 5-10
REF: 104-105
3. How does special education differ from general education?
ANS:
The primary purpose of general education is to provide education for everyone and to bring all
students to a similar level of competence and to produce literate citizens. Special education
focuses on individual differences and often evaluates performance in terms of individually set
performance levels.
REF: 104-106
4. Describe one way in which language diversity may contribute to assessment difficulties with
students who are from a variety of cultures.
ANS:
1) Students who are linguistically diverse may be thought to have a speech or language disorder
and may be referred for special education placement. 2) Conversational fluency may mask a lack
of language proficiency for academics and assessment. 3) Assessment may be inaccurate due to
language differences.
REF: 108
5. Identify two ways in which assessment may contribute to the overrepresentation of culturally
diverse students in special education programs.
ANS:
1) Test bias; 2) Assessment errors; 3) Measurement bias.
REF: 112-113
6. Describe culturally and linguistically responsive teaching (CRT).
CRT focuses on the strengths, prior knowledge, and experiences of the learner to create an
effective learning environment.
REF: 115
7. Briefly explain the process of culturally responsive teaching.
ANS:
The process includes; 1) recognized personal attitudes towards differing cultural groups, 2)
understanding and using student’s strengths, and funds of knowledge to build new learning
experiences, 3) creating a caring classroom community, 4) building strong relationships with
students and their families, and 5) hold students accountable for their own learning.
REF: 115
8. Describe how differing sociocultural customs may affect parental involvement in the educational
process.
ANS:

TB 5-11
1) Parents from some cultural backgrounds may view special assistance differently from the way
educational institutions do. 2) Some parents may be reluctant to take an active role. 3) Certain
behaviors that may suggest a disabling condition that calls for special education are viewed as
normal by some cultures.
REF: 117-118
9. List two areas that need special attention in the development of an IEP for a student from a
culturally diverse background.
ANS:
1) Coordination of services and professionals, 2) Cultural stereotypes that should not be
perpetuated by inappropriate assumptions.
REF: 119
10. Describe how poverty can contribute to the academic difficulties of children from diverse
backgrounds, often resulting in their referral to special education.
ANS:
1) Disadvantaged prenatal development, 2) Environmental characteristics such as malnutrition
and the presence of toxic agents.
REF: 121
ESSAY
1. List the ways in which the cultural background of parents influences their reactions to a child
with a disability.
ANS:
Families from some cultures often have great difficulty accepting disabilities, and religious
beliefs and values tend to have a considerable impact on how well a culturally diverse family can
accept a child's disability. The extended family structures common in African American and
Hispanic cultures are the foundation for differing beliefs regarding the provision of care from a
larger community as well as anxieties about adjusting to the new or alien cultural influences that
may be represented by special education. Parents of children with disabilities who are poor, who
are from a minority background, and who have a primary language other than English face
enormous disadvantages interacting with the special education system.
REF: 116-117
2. What five major elements of the Individuals with Disabilities Education Act (I.D.E.A.) are
relevant to multicultural education? Briefly describe each of these elements.
ANS:
The four major elements of the Individuals with Disabilities Education Act (IDEA) relevant to
multicultural education are as follows: (1) nondiscriminatory and multidisciplinary assessment;
(2) parental involvement in developing each child's educational program; (3) education in the
least restrictive environment; (4) a free and appropriate public education; and (5) an
individualized education plan.

TB 5-12
Two precedents that are prominent in IDEA were established in the case of Diana v. State Board
of Education. They were (1) that children tested for potential placement in special education must
be assessed in their native or primary language and (2) that children cannot be placed in special
classes on the basis of culturally biased tests. In order to prevent discriminatory evaluation
practices, IDEA includes several safeguards against discriminatory assessment. To comply with
the law, students must be tested in their native or primary language whenever possible. The
evaluation procedures used must be selected and administered to prevent cultural or racial
discrimination, and assessment tools must be validated for the purpose for which they are being
used. Finally, evaluation should involve a multidisciplinary team using several sources of
information to formulate a placement decision. To place these safeguards in a proper context, it is
necessary to discuss the assessment process generally and examine how cultural bias can occur.
Parental involvement in the educational process is specifically provided for by IDEA, and parents
have the right to a variety of levels of participation. However, it should be noted that these rights
are based on certain assumptions. Perhaps the most fundamental assumption is that parents are
proactive and inclined to challenge the school if their child is not being treated properly. While
this is true for many parents of children in special education, the assumption is not universally a
good one. Many parents are reluctant or afraid to interact with the educational system in any way
but a passive manner. Most professional educators agree that parental involvement in the
educational process is beneficial. This is one reason that legislators included such participation as
a major element in IDEA. What is not considered in this perspective, however, is that all parents
do not view the educational system in the same way. For whatever reasons, some parents may not
interact effectively with the schools. It is possible that some parents may be misinterpreting
behaviors that reflect differing cultural mores. People from divergent cultures view the world
from a variety of perspectives, and participation in matters such as planning their child's
education may not be viewed similarly by all cultures.
Education in the least restrictive environment (LRE) involves a wide variety of placement
options. The guiding principle is that instruction should take place in an environment that is as
similar to that of the educational mainstream as possible. IDEA required that students with
disabilities be taught in settings with non-disabled peers to the maximum extent appropriate. For
the child who is culturally diverse who is also receiving appropriate special education services,
the same is true. However, some unique circumstances arise that require additional attention.
Exceptional children who also have language differences may well require further consideration,
since they may also receive assistance from bilingual education staff. In some cases, the language
instruction may be incorporated into other teaching that focuses on remediation of a learning
problem. In situations where the disability is more severe or the language difference is extreme
(perhaps little or no English proficiency), the student may be placed in a separate setting for a
portion of the instructional time.
IDEA requires the development of an individualized education plan (IEP) for each student with a
disability. Most school districts have considerable experience in this process. However,
addressing the needs of a child with cultural and/or linguistic differences will present an
additional challenge. Depending on the student's background and capabilities, he or she may need
remediation for a specific learning disability, catch-up work in academic subjects, and instruction
in English as a second language. The IEP must consider cultural factors, such as language
differences, as well as learning and behavior problems. FAPE is ensured when the other elements
are appropriate.
REF: 118-120

TB 5-13
3. Living conditions can cause children from culturally different backgrounds to experience
academic difficulties and to be referred to special education. Discuss two major contributors to
the development of a child's learning problem.
ANS:
It is important to note that the study of culture and associated variables, such as poverty and
migrancy, is complicated when one attempts to identify simple causal relationships (e.g.,
depression occurs more frequently in people of certain ethnic backgrounds, which may be due to
poverty, not culture). In many cases the study of race and culture involves complex and
interacting variables that defy certain simple causative conclusions. As children develop during
the important early years, living in an impoverished environment places them further at risk due
to factors such as malnutrition, the presence of toxic agents (e.g., lead), and generally insufficient
parental care. The conditions of poverty often contribute to poor academic performance, place
children in at-risk situations, and generate special education referrals. For example, there is less
access to adequate health care and particularly prenatal care, among cultural minorities, which
can present at-risk circumstances. Conditions of poverty are found more often in populations
having multicultural education needs and are associated with homelessness and academic risk.
Migrancy presents a serious difficulty in that it interrupts the continuity of schooling and has an
impact on learning, teacher and peer relationships, and general academic progress. Children from
migrant families have limited continuity and considerable inconsistency in educational
programming. They often have limited access to services due to their short-term enrollments or
the school's limited capabilities to deliver services.
REF: 120-123

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Human Exceptionality School Community and

Family 11th Edition Hardman Drew and Egan

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Chapter 5: Cultural and Linguistic Diversity

1. Multicultural education began as a result of

2. A major purpose of general education is to

3. General education attempts to

Copyright © Cengage Learning. All rights reserved.

5. Modified cultural pluralism is the view that

6. What is the purpose of promoting cultural pluralism?

7. Special education attempts to

8. Which of the following statements is accurate?

Copyright © Cengage Learning. All rights reserved.

9. Which of these statements about prevalence figures is true?

10. Overrepresentation means

Copyright © Cengage Learning. All rights reserved.

16. Nondiscriminatory assessment seeks to eliminate

Copyright © Cengage Learning. All rights reserved.

20. Test bias refers to

24. Appropriate professional preparation includes training in

Copyright © Cengage Learning. All rights reserved.

27. The cultural background of a child's parents does not influence

28. U.S. public education reflects the philosophy of

Copyright © Cengage Learning. All rights reserved.

33. Impoverished environments may affect children because of

34. Language acquisition is aided by

35. Language acquisition is aided by

36. Moving from city to city can affect a child's

Copyright © Cengage Learning. All rights reserved.

38. Most children from culturally diverse backgrounds

ANS: T REF: 105

ANS: F REF: 105

Copyright © Cengage Learning. All rights reserved.

ANS: F REF: 106

ANS: T REF: 111

ANS: T REF: 115

ANS: F REF: 117

ANS: T REF: 122

ANS: F REF: 123

ANS: T REF: 123

ANS: F REF: 124

1. What is the primary purpose of general education in the United States?

2. What is the overarching goal of multicultural education?

Copyright © Cengage Learning. All rights reserved.

3. How does special education differ from general education?

6. Describe culturally and linguistically responsive teaching (CRT).

7. Briefly explain the process of culturally responsive teaching.

Copyright © Cengage Learning. All rights reserved.

Copyright © Cengage Learning. All rights reserved.

Copyright © Cengage Learning. All rights reserved.

Copyright © Cengage Learning. All rights reserved.

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