EDU 221 Review Answers Ch 9-11
Ch 9 ANSWERS TO REVIEW QUESTIONS
DEFINE AND GIVE EXAMPLES
1. Extended family—the opposite of the nuclear family, which is limited to mother,
father, and children living together in the same home. An extended family might
consist of a grandparent, a granddaughter, an uncle, a friend, and her teenage
daughter living under the same roof.
2. Family centered practice – families are considered central and the most important
decision makers in their child’s life. When the team meets to develop an IFSP or
IEP, the family is asked first what they desire for outcomes / goals and those
requests are explicitly included on the document.
3. Cultural mediators (as related to PL99-457) – an individual who supports the family to
more fully participate in their child’s school program by being the “go between” from
the family to the school. The cultural mediator can assist the school in
understanding child rearing practices of another culture to understand the family’s
expectations of their child.
4. Respite care—relief from constant care giving of a handicapped child (or any
dependent person); qualified in-home or center-based short-term care designed to
provide the major caregiver much-needed relief. Many communities have organized
respite care services and facilities.
5. Empowering families—when interventions are carried out in a way that will enable
each family member to meet his or her own needs, thereby acquiring a sense of
control and self-reliance and strengthening the family as a whole. Example: the
teacher or service coordinator may enable the family to know their rights for their
child’s education, thus empowering the family to become advocates for their child.
Ch 10 ANSWERS TO REVIEW QUESTIONS
SHORT ANSWERS
1. Child Find is a federal program designed to locate young children with
developmental problems and provide them with special services as needed.
2. The purpose of a screening program is to separate children with developmental
problems from those who are developing normally and do not need further
assessment or special services.
3. Diagnosis of developmental problems is done by certified clinicians such as
physicians, audiologists, and physical therapists.
4. An IFSP is an individualized family service plan. The IFSP is a federal requirement
for children from birth to age three who are receiving early intervention services and
for their families. Its purpose is to identify and organize resources to support the
family.
5. In a norm-referenced test the child’s responses are compared with the average
responses of a large number of same-age children. In a criterion-referenced test, the
child is never compared with another child; instead, some standard of mastery is
selected—e.g., the child can stack six cubes in 30 seconds.
6. The referral process follows Child Find, screening, and assessment. The process
consists of advising parents of the special services needed for the child and helping
them contact the services.
7. The IEP is developed by the child’s teacher (and other school personnel, as deemed
necessary), relevant members of the interdisciplinary child study team, and the
parents or parent surrogate. In some cases, especially among older children, the
child may also be a part of the planning process.
8. Long-term goals are broad statements related to overall developmental functioning:
“Dorrie will learn to play with other children.” Short-term objectives are
miniprograms, step-by-step ways in which long-term goals will be reached: “Dorrie
will play in the sand table for at least three minutes each day with one or more other
children.”
9. It appears that progress is faster when it can be graphed and displayed visually
each day, or at least on a frequent basis. Graphed data on progress appear to be
motivational for both child and teacher.
10. A statement of accountability gives written evidence (charts, observations, test
results) that the IEP is being carried out as planned and that the intervention
services are actually contributing to the child’s progress.
Ch 11 ANSWERS TO REVIEW QUESTIONS
DEFINE TERMS AND GIVE EXAMPLES OF EACH
1. Developmental inconsistency refers to the developmental variations found among
young children of approximately the same age. Example: some three-year-olds use
simple two-word phrases to express whole thoughts; others speak in complex
sentences using all parts of speech; others (oftentimes those with language delays)
still may be babbling and using gestures.
2. Developmentally appropriate practice (DAP) reflects guidelines developed by
NAEYC in 1987 describing appropriate practice. DAPs are practices that are
chronologically age appropriate and individually appropriate.
3. Generalized learning refers to when children learn new skills and behaviors
thoroughly and with adequate fluency to demonstrate them in new settings, with new
materials and with new people.
4. The applied developmental approach to early education refers to the use of
developmental principles to structure curriculum, decide upon individualized goals
for children, and evaluate program effectiveness. Example: a five-year-old who is
still holding a pencil with a whole-hand (fist) grasp should not be expected, at this
point in development, to learn to print his or her own name; instead, the child needs
to develop many other kinds of fine-motor tasks— squeezing, pouring, fitting, and
stacking activities that are prerequisite to more precise eye–hand coordination.
5. Disequilibrium refers to a kind of developmental imbalance or lack of mutual
adjustment between areas of development. Example: a child’s creative ideas may be
far ahead of his or her fine-motor development; consequently, the child is frequently
frustrated because his or her hands cannot yet do what his or her head wants them
to do, as in building a complex block structure. Once the motor skills are there, all is
smooth going once again.
6. Readiness relates to points of time in children’s development when they are
interested in, capable of, and eager for new learnings. Example: the two-year-old
who points to and names objects in a picture book is ready to share in the “reading”
of familiar picture books.
7. A facilitative teacher is one who indirectly helps children learn by providing
developmentally appropriate materials and learning experiences and is a child’s
helper rather than his or her instructor. Example: Julie is learning to get her shoes
on. The teacher is helpful (facilitative) by making sure the laces are well loosened
and the shoe tops are spread wide open.
8. A functional situation describes a real-life setting in which a child is able to apply a
newly learned skill (or a skill that the child is in the process of learning) effectively.
Example: teaching a child to use a spoon should be done with real food that the
child likes, preferably when the child is hungry.
9. Milieu teaching is instruction that follows the child’s lead. Once a child makes an
initiation, teachers respond by asking for an elaboration or expansion of the
response. Incidental teaching is extremely effective because the child is interested
and often motivated by the object of the lesson.
10. Mediated learning is an educational practice in which teachers play the role of
facilitator to help children explore and learn from the environment.
ESSAY
The essay answer must include the first of the following points; it should also include at
least two of the other points.
To teach in an inclusive early childhood program teachers need:
1. training in all aspects of child development.
2. to recognize that a handicapped child is first of all a child with the same needs as
any other child.
3. to understand that a child’s inappropriate behaviors are not necessarily caused by
his or her handicap.
4. additional knowledge about the particular handicaps and problems of children
enrolled in a particular program.
5. to familiarize themselves with the agencies and organizations that offer special
services and materials to teachers and parents of developmentally disabled children.
6. to learn to consult with parents to get firsthand information about their child’s
particular handicap and avenues of learning.