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Introduction To Young Children With Special Needs Birth Through Age Eight 4Th Edition Gargiulo Test Bank Full Chapter PDF
Introduction To Young Children With Special Needs Birth Through Age Eight 4Th Edition Gargiulo Test Bank Full Chapter PDF
Chapter 7: Designing Learning Environments for Young Children with Special Needs
MATCHING
When educators plan or organize an appropriate environment for young children, what
questions must they consider?
a. Physical environment d. Social environment
b. Visual environment e. Learning areas
c. Auditory environment
1. Are contrasting colors used on edges and when surfaces change?
2. Does the environment have quiet/comfort spaces?
3. Does the schedule provide a range of activity levels?
4. Is background noise dampened by using carpeting and closing windows and doors?
5. Are areas partitioned by using shelving or dividers?
1. ANS: B
2. ANS: A
3. ANS: D
4. ANS: C
5. ANS: E
MULTIPLE CHOICE
2. The _____________ is the sum total of the physical and human qualities that combine to
create a space in which children and adults work and play together (Gordon and Browne,
2008).
a. environment c. community
b. school
ANS: A REF: p. 192
3. The NAEYC recommends that preschools should maintain _____ square feet of space per
child for indoor settings.
a. 35 c. 45
b. 32
ANS: A REF: p. 193
4. The NAEYC recommends that preschools maintain ____ square feet of space per child for
outdoor settings.
a. 70 c. 75
b. 72
ANS: C REF: p. 193 KEY: WWW
5. _______________ tend to give a sense of order to classrooms and can serve as the focal points
of daily scheduling and programming.
a. Lesson plans c. Curriculum
b. Activity areas
ANS: B REF: p. 194
6. Infants and toddlers are at the ______________ of cognitive development and they learn
about their world through touch, taste, sight, smell, and hearing.
a. operational stage c. preoperational stage
b. sensorimotor stage
ANS: B REF: p. 194
8. _____________ consist of environmental clues that a change of area has occurred while
placing no physical barriers to impair mobility.
a. Barriers c. Transition areas
b. Fluid boundaries
ANS: B REF: 196
9. The _______________ should have activities that promote creative expression and real-life
simulations.
a. discovery area c. dramatic play area
b. arts and crafts area
ANS: C REF: 197
10. Children in the early primary grades learn best through _________________ experiences.
a. concrete c. make-believe
b. abstract
ANS: A REF: 198
11. Some children with ________________ impairments may need preferential seating, clear
pathways for movement, different types of lighting, and distinguished landmarks so they can
easily orient themselves in the classroom.
a. hearing c. physical
b. visual
ANS: B REF: p. 199
12. ________________ stimulate children’s thinking, ability to solve problems, make decisions,
socialize, and try new ideas in ways that are often different from indoor environments.
a. Outdoor environments c. Dramatic area activities
b. Physical Education classes
ANS: A REF: p. 199
13. The U.S. Consumer Product Safety Commission recommends ___________ of material to be
effective.
a. 10 inches c. 12 inches
b. 14 inches
ANS: C REF: p. 201 KEY: WWW
14. The U.S. Access Board (2005) has developed specific guidelines for playgrounds that are in
compliance with ____________________.
a. IDEA 2004 c. the American with Disabilities Act
b. Section 504
ANS: C REF: p. 201
15. _____________ refers to the fact that certain behaviors are more likely to occur in the
presence of stimuli present while the behavior is being reinforced.
a. Stimulus-control c. Both A and B
b. Response-control
ANS: A REF: p. 202
16. _______ involves sequencing activities so that less-probable or low probability activities are
followed by high-probability activities.
a. Responsivity c. Reinforcement
b. Premacking
ANS: B REF: p. 204 KEY: WWW
17. A _____________ environment is one that provides the learner with predictable and
immediate outcomes from any environmental interaction.
a. productive c. stimulating
b. responsive
ANS: B REF: p. 204
18. A sense of _________can be an important motivator for young children with disabilities, as a
setting that provides immediate and consistent reinforcement of behaviors will permit children
to acquire a sense of power and security in controlling their environment.
a. autonomy c. responsibility
b. empowerment
ANS: B REF: p. 204
19. The antithesis to the concept of empowerment is __________and is typical of many students
with special needs.
a. learned helplessness c. dependence
b. low self-esteem
ANS: A REF: p. 204
20. The term _______ in educational contexts includes adaptations necessary to ensure successful
goal attainment by children with disabilities.
a. adult guidance c. accommodation
b. accessibility
ANS: B REF: p. 206 KEY: WWW
22. Teachers should only modify the learning environment if children are ___________ to
participate or access an activity without modification
a. able c. hesitant
b. unable
ANS: B REF: p. 206
23. Adaptations to the communication environment may require the use of _____________ that
reduce the impact of a child’s impairment on his or her capacity to participate in the learning
environment.
a. assistive technology c. computers
b. visual icons
ANS: A REF: p. 207
24. Hygiene practices that are effective ways of controlling the spread of disease and illness are
called ____________________.
a. first aid c. CPR
b. universal precautions
ANS: B REF: p. 211 KEY: WWW
25. Both hepatitis B and herpes simplex are incurable and can be spread through __________.
a. bodily fluids c. the air
b. human contact
ANS: A REF: p. 211
TRUE/FALSE
1. Teachers must become “environmental engineers” in their own classroom to maximize the
impact of their instruction.
ANS: T
2. Various aspects of learning environments, such as room design, are predetermined and
established by the size of the learning space.
ANS: F
3. Outdoor play does not greatly contribute to children’s overall development as compared to the
benefits of indoor play.
ANS: F
4. The physical arrangement of the classroom and the organization of materials influence
children’s behavior.
ANS: T
5. In choosing instructional materials, commercial materials are much better than teacher-made
materials.
ANS: F
6. Durability is not a consideration when choosing instructional materials for children as long as
they are developmentally appropriate and keyed to the unique needs of the students.
ANS: F
ANS: T
8. As long as the environment is safe, challenging, and organized, aesthetics are not important.
ANS: F
ANS: T
10. Pairing or grouping children with complementary abilities eases the demands on the teacher
and enables young children to help one another.
ANS: T
SHORT ANSWER
ANS:
Physical attributes (e.g., space, room arrangement, equipment), the human dimension (e.g.,
the atmosphere and interactions among individuals), and the curricular environment (e.g.,
content, routines, goals/outcomes).
2. Give some developmentally appropriate activity areas for infants and toddlers.
ANS:
Typical areas include music, creative play, literacy, construction and blocks, problem solving,
sand and water play, and fine and gross motor activities. Spaces for role playing, outdoor play,
and privacy also are provided.
3. According to Jalongo and Isenberg (2011), what are the five research-based principles of
environmental design?
ANS:
See detailed list on p. 193.
4. Why is designing a learning environment an ongoing process, rather than a onetime event?
ANS:
As the needs of children change, the classroom frequently requires modification.
5. Discuss variables in the environment that strongly influence the learning of children.
ANS:
Answer should include sound, light, color, and temperature.
6. Discuss at least four ways to produce an aesthetically pleasing classroom that is functionally
organized and pleasing to the eye.
ANS:
Answer should include four items from page 194.
ANS:
Examples include colored tape on the floor (if carpeted), or painted lines on the floor,
parachute canopy to lower ceilings, and labels or posters hanging from the ceiling.
ANS:
Answer should include at least two of the following: problem solving, decision making,
socializing, trying new ideas, stimulating children’s thinking.
9. In order to maximize the playground experience for children with disabilities, what should
special educators do?
ANS:
At least three of the following: modeling, additional encouragement, reinforcement, and
modification to accommodate individual needs.
10. What is the definition of the term accessibility in educational contexts? Give one example.
ANS:
Answer should include adaptations necessary to ensure successful goal attainment by children
with disabilities; for example adjustable shelves, lowered sinks and water fountains, lowered
or raised desk tops.
ESSAY
ANS:
See Table 7-5 on page 213.
2. Explain and differentiate the different elements of the learning environment. Give two
examples for each element in terms of providing accessibility for children with special needs.
ANS:
Answer should include definitions of each of the following: physical, social, visual, auditory
and social environments. An accessibility checklist is on pages 209-211.
The economy of Sapyga, the only genus, has been the subject of
difference of opinion. The views of Latreille and others that these
species are parasitic upon bees is confirmed by the observations of
Fabre, from which it appears that S. 5-punctata lives in the burrows
of species of the bee-genus Osmia, consuming the store of
provisions, consisting of honey-paste, that the bee has laid up for its
young. According to the same distinguished observer, the Sapyga
larva exhibits hypermetamorphosis (i.e. two consecutive forms), and
in its young state destroys the egg of the bee; but his observations
on this point are incomplete and need repetition. We have two
species of Sapyga in Britain; they differ in colour, and the sexes of S.
5-punctata also differ in this respect; the abdomen, spotted with
white in both sexes is in the female variegate with red. Smith found
our British Sapyga 5-punctata carrying caterpillars.
Fam. 2. Pompilidae.
The Pompilidae are perhaps the most extensive and important of the
groups of Fossores, and are distributed over all the lands of the
globe, with the exception of some islands and of the inclement arctic
regions. The sting of the Pompilidae, unlike that of most of the
Fossores, inflicts a burning and painful wound; the creatures
sometimes attain a length of two or three inches, and a sting from
one of these giants may have serious results. Although there is
considerable variety in the external form of the members of the
group, the characters given above will enable a Pompilid to be
recognised with approximate certainty. The elongation of the hind
legs includes all the parts, so that while the femur extends nearly as
far back as the extremity of the body—in dried examples at any rate
—the tibiae and the long tarsi extend far beyond it; thus these
Insects have great powers of running; they are indeed remarkable
for extreme activity and vivacity. They may frequently be seen
running rapidly on the surface of the ground, with quivering wings
and vibrating antennae, and are probably then employed in the
search for prey, or some other of the operations connected with
providing a store of food for their young. Spiders appear to be their
special, if not their only, prey. Several authors have recorded details
as to the various ways in which the prey is attacked. Fabre has
observed the habits of several species, and we select his account of
the modus operandi of species of the genera Pompilus and
Calicurgus, in their attacks on poisonous spiders that inhabit holes in
the ground or in walls. The wasp goes to the mouth of the spider's
burrow, and the latter then dashes to the entry, apparently enraged
at the audacity of its persecutor.
The Calicurgus will not actually enter a burrow when there is a spider
in it, because if it did so the spider would speedily dispose of the
aggressor by the aid of its poisonous fangs. The Calicurgus,
therefore, has recourse to strategy with the object of getting the
spider out of its nest; the wasp seizes its redoubtable foe by one foot
and pulls; probably it fails to extract the spider, and in that case
rapidly passes to another burrow to repeat its tactics; sooner or later
a spider is in some moment of inattention or incapacity dragged from
its stronghold, and, being then comparatively helpless, feels itself at
a disadvantage and offers but a feeble resistance to the wasp, which
now pounces on its body and immediately inflicts a sting between
the fangs of the foe, and thus at once paralyses these dangerous
weapons; thereafter it stings the body of the spider near to the
junction of the abdomen and cephalothorax, and so produces
complete inactivity. Having secured its prey, the wasp then seeks a
suitable hole in which to deposit it; probably an empty burrow of a
spider is selected for the purpose, and it may be at a height of
several feet in a wall; the Hymenopteron, walking backwards, drags
its heavy prey up the wall to bring it to the den. When this is
accomplished an egg is deposited on the spider, and the wasp goes
in search of a fragment or two of mortar, with which the mouth of the
burrow is finally blocked. Fabre's accounts refer to the habits of
several species, and give a good insight into some points of the
instincts of both the spider and the wasp. It seems that a sense of
superiority is produced in one or other of the foes, according as it
feels itself in suitable conditions; so that though a spider out of its
burrow and on the ground is speedily vanquished by the Pompilid,
yet if the two be confined together in a vase, both are shy and
inclined to adopt defensive or even evasive tactics, the result
probably being that the wasp will be killed by the spider during the
night, that being the period in which the attacking powers of the
spider are more usually brought into play.
Fam. 3. Sphegidae.
Pronotum free from the tegulae; when the stigmatic lobes extend
as far back as the wing-insertion, they are placed below it and
separated by a space from it.
The habits of one species of this genus have been fully described by
Fabre; he assigns to the species the name of S. flavipennis, but Kohl
considers that it is more probably S. maxillosus. This Insect forms its
nests, in the South of France, in the ground, excavating a main shaft
with which are connected cells intended for the reception of the
provisions for the young. The entrance to the burrow is formed by
piercing a hole in the side of a very slight elevation of the soil. Thus
the entrance to the construction consists of a horizontal gallery,
playing the part of a vestibule, and this is used by the Sphex as a
place of retreat and shelter for itself; at the end of the vestibule,
which may be two or three inches long, the excavation takes an
abrupt turn downwards, extending in this manner another two or
three inches, and terminating in an oval cell the larger diameter of
which is situate in a horizontal plane. When this first cell has been
completed, stored with food, and an egg laid in it, the entrance to it is
blocked up, and another similar cell is formed on one side; a third
and sometimes a fourth are afterwards made and provisioned, then
the Insect commences anew, and a fresh tunnel is formed; ten such
constructions being the number usually prepared by each wasp. The
Insect works with extreme energy, and as the period of its
constructive activity endures only about a month, it can give but two
or three days to the construction and provisioning of each of its ten
subterranean works. The provisions, according to Fabre, consist of a
large species of field-cricket, of which three or four individuals are
placed in each cell. Kohl states, however, that in Eastern Europe an
Insect that he considers to be the same species as Fabre's Sphex,
makes use of locusts as provisions, and he thinks that the habit may
vary according to the locality or to the species of Orthoptera that may
be available in the neighbourhood. However that may be, it is clear
from Fabre's account that this part of the Sphex's duties do not give
rise to much difficulty. The cricket, having been caught, is paralysed
so that it may not by its movements destroy the young larva for
whose benefit it is destined. The Sphex then carries it to the burrow
to store it in one of the cells; before entering the cell the Insect is in
the habit of depositing its prey on the ground, then of turning round,
entering the burrow backwards, seizing as it does so the cricket by
the antennae, and so dragging it into the cell, itself going backwards.
The habit of depositing its prey on the ground enabled Fabre to
observe the process of stinging; this he did by himself capturing a
cricket, and when the wasp had momentarily quitted its prey,
substituting the sound cricket for the paralysed one. The Sphex, on
finding this new and lively victim, proceeds at once to sting it, and
pounces on the cricket, which, after a brief struggle, is overcome by
the wasp; this holds it supine, and then administers three stings, one
in the neck, one in the joint between the pro- and meso-thorax, and a
third at the base of the abdomen, these three spots corresponding
with the situation of the three chief nervous centres governing the
movements of the body. The cricket is thus completely paralysed,
without, however, being killed. Fabre proved that an Insect so treated
would survive for several weeks, though deprived of all power of
movement. Three or four crickets are placed by the wasp in each
cell, 100 individuals or upwards being thus destroyed by a single
wasp. Although the sting has such an immediate and powerful effect
on the cricket, it occasions but a slight and evanescent pain to a
human being; the sting is not barbed, as it is in many bees and true
wasps, and appears to be rarely used by the Insect for any other
purpose than that of paralysing its victims. The egg is laid by the
Sphex on the ventral surface of the victim between the second and
third pairs of legs. In three or four days the young larva makes its
appearance in the form of a feeble little worm, as transparent as
crystal; this larva does not change its place, but there, where it was
hatched, pierces the skin of the cricket with its tiny head, and thus
begins the process of feeding; it does not leave the spot where it first
commenced to feed, but gradually enters by the orifice it has made,
into the interior of the cricket. This is completely emptied in the
course of six or seven days, nothing but its integument remaining;
the wasp-larva has by this time attained a length of about 12
millimetres, and makes its exit through the orifice it entered by,
changing its skin as it does so. Another cricket is then attacked and
rapidly consumed, the whole stock being devoured in ten or twelve
days from the commencement of the feeding operations; the
consumption of the later-eaten crickets is not performed in so
delicate a manner as is the eating of the first victim. When full-grown,
the process of forming a cocoon commences: this is a very elaborate
operation, for the encasement consists of three layers, in addition to
the rough silk that serves as a sort of scaffolding on the exterior: the
internal coat is polished and is of a dark colour, owing to its being
coloured with a matter from the alimentary canal: the other layers of
the cocoon are white or pale yellow. Fabre considers that the outer
layers of the cocoon are formed by matter from the silk-glands, while
the interior dark coat is furnished by the alimentary canal and applied
by the mouth of the larva: the object of this varnish is believed to be
the exclusion of moisture from the interior of the cocoon, the
subterranean tunnels being insufficient for keeping their contents dry
throughout the long months of winter. During the whole of the
process of devouring the four crickets, nothing is ejected from the
alimentary canal of the larva, but after the cocoon is formed the larva
ejects in it, once for all, the surplus contents of the intestine. Nine
months are passed by the Insect in the cocoon, the pupal state being
assumed only towards the close of this period. The pupa is at first
quite colourless, but gradually assumes the black and red colour
characteristic of the perfect wasp. Fabre exposed some specimens
of the pupa to the light in glass tubes, and found that they went
through the pupal metamorphosis in just the same manner as the
pupae that remained in the darkness natural to them during this
stage of their existence.
This is one of the smallest of the divisions of the Sphegidae, but has
a very wide distribution, being represented in both the Eastern and
Western Hemispheres. It is allied to the Sphegides, but differs by the
prolongation of the neck and of the head, and by the articulation
between the petiole and thorax being placed on the under surface of
the body; the wing-nervures are said to be of inferior importance
owing to their frequently differing in individuals of the same species.
These Insects appear to be rare in individuals, as well as few in
species, and but little has been recorded as to their habits; but it is
known that they live on cockroaches. Perkins has given a brief
sketch of the habits of Ampulex sibirica that is of great interest, but
requires confirmation. He says that this Insect, in West Africa, enters
apartments where cockroaches abound, and attacking one, that may
probably be four times its own size, succeeds, after a struggle, in
stinging it; the cockroach instantly becomes quiet and submissive,
and suffers itself to be led away and placed in confinement in some
spot such as a keyhole, and in one case was apparently prevented
from afterwards escaping, by the wasp carrying some heavy nails
into the keyhole. The larva of the Ampulex may be presumed to live
on the Blattid, as it is added that dead bodies of the cockroaches are
frequently found with the empty cocoon protruding from them. This
account, if correct, points to some features in the habits of this Insect
that are unique. A remark made by Rothney in reference to the
habits of A. (Rhinopsis) ruficornis seems to indicate some similar
instinct on the part of that species; he says, "I also saw two or three
of these wasps collar a peculiar cockroach by the antennae and lead
it off into a crack in the bark, but as the cockroach reappeared
smiling each time, I don't know what was up." The same observer
records that this species associates with Sima rufonigra, an ant it
greatly resembles in appearance, as well as with a spider that is also
of similar appearance (Fig. 72). Schurr has given a brief account of
the proceedings of Ampulex compressa, and his statements also
tend to confirm the correctness of Perkins' report. The habits of a
species of Ampulex were partially known to Réaumur, who described
them on the authority of M. Cossigni. The species is believed to be
A. compressa, which occurs not only in East India, but also in the
island of Bourbon, the locality where M. Cossigni made his
observation: his account is, like the others, a mere sketch of certain
points observed, the most important of which is that when Ampulex
cannot introduce the cockroach into a hole that it has selected as
suitable, it bites off some portions of the body in order to reduce the
poor Insect to the necessary extent.