選擇題(單選題,每題1分,共50分)

1、一、 選擇題（單選題，每題1分，共50分）（ ） (Individualized Family Service Plan)的特性敘述，下列何者有誤?（A）服務(wù)的單位是整個(gè)家庭（B）專業(yè)人員的選擇而非家庭的選擇（C）家庭的長(zhǎng)處而非家庭的需求（D）個(gè)別化的服務(wù)而非統(tǒng)一性的服務(wù)（ ） 2.在資優(yōu)課程設(shè)計(jì)模式中，下列何者較不適宜提供資優(yōu)生學(xué)習(xí)？（A）內(nèi)容模式（B）過(guò)程模式（C）成果模式（D）概念模式（ ） 3. IFSP與IEP（Individualized Educational Plan）的最大差異在於（A）服務(wù)對(duì)象（B）教學(xué)者（C）經(jīng)濟(jì)支援（D）服務(wù)場(chǎng)所之不同（ ） 4.常用以檢查嬰兒的聽力的方

2、法有哪些？（甲）膚電反應(yīng)（乙）反射行為觀察（丙）語(yǔ)音聽力檢查（?。┠X波檢查（A）甲乙丙（B）乙丙?。–）甲丙丁（D）甲乙?。?） 5.對(duì)糖尿病的敘述，下列何者正確？（A）只會(huì)發(fā)生於老人（B）人體無(wú)法代謝醣類、脂肪、蛋白質(zhì)（C）只會(huì)發(fā)生於小孩（C）與家庭飲食、環(huán)境無(wú)關(guān)（ ） 6.下列何者不屬於無(wú)限才能模式所要發(fā)展的能力（A）服從（B）批判性思考（C）做決定（D）創(chuàng)造思考（ ） 7.對(duì)於習(xí)癖（mannerisms）的敘述，下列何者有誤？（A）是無(wú)法矯治的（B）是障礙兒童尋求自我刺激的一種方式（C）常以擠眼、擺動(dòng)身體、繞圈子、玩弄手指等方式呈現(xiàn)（D）自閉癥學(xué)生也會(huì)出現(xiàn)此行為（ ） 8.對(duì)於發(fā)展遲緩的

3、敘述，下列何者有誤？（A）兒童之障礙類別無(wú)法確定（B）常出現(xiàn)於未滿七足歲之嬰幼兒 （C）嬰幼兒在各方面之發(fā)展較同年齡顯著遲緩（D）其鑑定需依嬰幼兒發(fā)展及養(yǎng)育環(huán)境評(píng)估等資料綜合研判之（ ） 9.對(duì)於我國(guó)特殊教育法（民93）的敘述，下列何者錯(cuò)誤？（A）將身心障礙兒童分為十二類（B）特殊教育之課程、教材及教法，應(yīng)保持彈性，適合學(xué)生身心特性及需要（C）所謂資優(yōu)兒童包含六種領(lǐng)域（D）在中央政府之特殊教育預(yù)算不得低於當(dāng)年度教育主管預(yù)算百分之五（ ）10.毛連塭（2001）認(rèn)為資優(yōu)教育的目標(biāo)首在何處？（A）培養(yǎng)學(xué)生主動(dòng)學(xué)習(xí)之精神（B）培養(yǎng)健全的人格 （C）培養(yǎng)積極的人生觀（D）培養(yǎng)學(xué)者的精神（ ）11.關(guān)於

4、學(xué)習(xí)障礙成因的敘述，下列何者有誤？（A）因神經(jīng)心理功能異常而出現(xiàn)障礙（B）非因感官、智能、情緒等障礙因素所致（C）非文化刺激不足所致（D）與教師教學(xué)不力有關(guān)（ ）12.依據(jù)我國(guó)身心障礙及資賦優(yōu)異學(xué)生鑑定標(biāo)準(zhǔn)（民95），語(yǔ)言障礙包含哪些狀況？（甲）語(yǔ)言發(fā)展遲緩（乙）閱讀理解困難（丙）聲音異常（丁）構(gòu)音障礙 （A）甲乙丙（B）甲乙?。–）甲丙?。―）乙丙?。?）13.推展早期療育的主要目的在於（甲）及早發(fā)現(xiàn)障礙幼兒 （乙）減少國(guó)家未來(lái)負(fù)擔(dān)（丙）早期介入（丁）強(qiáng)化教師教學(xué)功能（A）甲乙丙（B）甲乙?。–）甲丙?。―）乙丙丁（ ）14.對(duì)於罕見疾病的敘述，下列何者有誤？（A）治療的藥物大多已納入健保給

5、付（B）出現(xiàn)率約為1%（C）致病的原因部分與遺傳有關(guān)部分則不明（D）很多罕見疾病目前仍無(wú)藥物可醫(yī)治（ ）15.鑑定學(xué)習(xí)障礙需排除哪些因哪些素？（甲）教學(xué)不力（乙）高智商者（丙）文化刺激不足（?。┚裥睦砉δ墚惓＃ˋ）甲乙丙（B）甲乙丁（C）甲丙?。―）乙丙丁（ ）16.我國(guó)身心障礙及資賦優(yōu)異學(xué)生鑑定標(biāo)準(zhǔn)（民95）中規(guī)定，情緒障礙之癥狀包括（甲）情感性疾患（乙）神經(jīng)性疾患（丙）畏懼性疾患（?。┳⒁饬θ毕葸^(guò)動(dòng)癥（A）甲乙丙（B）甲乙?。–）甲丙丁（D）乙丙?。?）17.對(duì)於資優(yōu)學(xué)生輔導(dǎo)的敘述，下列何者有誤？（A）家庭學(xué)校需給予資優(yōu)生接納與輔導(dǎo)（B）環(huán)境支持是促進(jìn)資優(yōu)生情緒統(tǒng)整的助力（C）資優(yōu)生本身

6、需不斷自我反省及調(diào)整（D）對(duì)資優(yōu)學(xué)生給予高度的期望值（ ）18.我國(guó)身心障礙及資賦優(yōu)異學(xué)生鑑定標(biāo)準(zhǔn)（民95）中指出，自閉癥患者常因神經(jīng)心理功能異常而顯現(xiàn)出哪些問(wèn)題？（甲）興趣表現(xiàn)（乙）社會(huì)互動(dòng)（丙）行為（?。┱J(rèn)知 （A）甲乙丙（B）甲乙?。–）甲丙丁 （D）乙丙丁（ ）19.對(duì)於語(yǔ)言發(fā)展遲緩的補(bǔ)救，一般常採(cǎi)用的方法為（甲）發(fā)展法（乙）認(rèn)知法（丙）遊戲法（丁）行為改變法（A）甲乙丙（B）甲乙?。–）甲丙?。―）乙丙丁（ ）20.對(duì)於資優(yōu)學(xué)生教學(xué)策略的敘述，下列何者有誤？（A）應(yīng)以提升學(xué)生學(xué)習(xí)成就為第一要?jiǎng)?wù)（B）選擇教學(xué)策略應(yīng)考量學(xué)生學(xué)習(xí)動(dòng)機(jī)（C）應(yīng)以發(fā)展學(xué)校特色為主（D）應(yīng)和終身學(xué)習(xí)結(jié)合在一起（

7、 ）2，下列何者為非？（A）由於發(fā)展遲緩，導(dǎo)致年紀(jì)愈大障礙愈嚴(yán)重（B）身心障礙兒童往往需要依賴他人（C）兒童的障礙經(jīng)常妨礙他們從一般環(huán)境架構(gòu)和互動(dòng)中學(xué)習(xí)（D）兒童的障礙會(huì)隨著年齡的增長(zhǎng)而減輕（ ）22.關(guān)於學(xué)習(xí)障礙學(xué)生的行為敘述，下列何者為非？（A）認(rèn)知行為與普通學(xué)生無(wú)異（B）社會(huì)情緒行為不良 （C）注意力及活動(dòng)缺陷（D）視、聽知覺(jué)及語(yǔ)言能力不佳（ ）23.由Renzulli(1977)所提出的三合式充實(shí)方案（the Enrichment Triad Model）中，哪一種型態(tài)的充實(shí)方式，最能展現(xiàn)資優(yōu)教育的特色？（A）Type I（B）Type II（C）Type III（D）以上皆非 （ ）

8、24.對(duì)癲癇的敘述，下列何者有誤?（A）多因腦傷而造成（B）用藥三、四年後，若不再發(fā)病便可自行停藥（C）不分年齡、種族、性別都會(huì)發(fā)生（D）癲癇的發(fā)作是無(wú)法制止的（ ）25.依據(jù)我國(guó)特殊教育法施行細(xì)則（民92）之規(guī)定，學(xué)校對(duì)於身心障礙之資賦優(yōu)異學(xué)生之教學(xué)（A）應(yīng)比照普通學(xué)生辦理（B）應(yīng)採(cǎi)巡迴輔導(dǎo)制（C）應(yīng)就其身心狀況予以特殊設(shè)計(jì)及支援（D）應(yīng)提供生活之協(xié)助（ ）26.輔導(dǎo)身心障礙之資優(yōu)生及社經(jīng)地位文化不利之資優(yōu)生時(shí)，我國(guó)特殊教育法施行細(xì)則（民92）規(guī)定，其教育方案應(yīng)（A）與一般資優(yōu)生無(wú)異（B）保持最大彈性（C）以服務(wù)30人為原則（D）以校本課程方式實(shí)施（ ）27.在教育方案評(píng)鑑的基本概念中，下列

9、何者較不適宜？（A）總結(jié)式評(píng)鑑（B）成果評(píng)鑑（C）形成式評(píng)鑑（D）內(nèi)容評(píng)鑑（ ）28.對(duì)於培養(yǎng)資優(yōu)生工作承諾態(tài)度的敘述，下列何者為非？（A）感覺(jué)與思維分離（B）肯定認(rèn)同（C）犧牲奉獻(xiàn)不計(jì)名利（D）激發(fā)主動(dòng)求知的態(tài)度（ ）29.導(dǎo)致嬰幼兒生心理異常的主要原因不包括（A）營(yíng)養(yǎng)不良（B）中樞神經(jīng)系統(tǒng)感染（C）缺乏學(xué)前教育（D）基因異常（ ）30.對(duì)糖尿病的敘述，下列何者正確？（A）胰島素分泌過(guò)量（B）患者會(huì)產(chǎn)生醣類、脂肪、蛋白質(zhì)新陳代謝功能失常的現(xiàn)象（C）患者都會(huì)失明（D）只需注射胰島素不必做飲食控制（ ）31.我國(guó)在鑑定提早入學(xué)資優(yōu)生時(shí),主張學(xué)童之智能評(píng)量結(jié)果須達(dá)到多少以上方得提早入學(xué)?個(gè)標(biāo)準(zhǔn)差（

10、B）2個(gè)標(biāo)準(zhǔn)差（C）個(gè)標(biāo)準(zhǔn)差（D）1個(gè)標(biāo)準(zhǔn)差（ ）32.關(guān)於學(xué)習(xí)障礙學(xué)生的教育與輔導(dǎo)策略敘述，下列何者有誤？（A）提供多變的學(xué)習(xí)環(huán)境（B）運(yùn)用行為改變技術(shù)（C）學(xué)習(xí)策略的指導(dǎo)（D）多重感官的學(xué)習(xí)法 （ ）33.下列敘述何者正確？（A）特殊教育之實(shí)施，其教育階段及年級(jí)安排，應(yīng)與普通教育一致（B）對(duì)身心障礙國(guó)民，除依義務(wù)教育之年限規(guī)定辦理外，並應(yīng)向下延伸至0歲（C）特殊教育學(xué)校 (班) 之設(shè)立，應(yīng)以區(qū)域考量為原則（D）特殊教育之課程、教材及教法，應(yīng)保持彈性，適合學(xué)生身心特性及需要（ ）34.測(cè)驗(yàn)前的輔導(dǎo)主要是在幫助受試者瞭解測(cè)驗(yàn)的要求,而另外一個(gè)目的是（A）提高受試者之成績(jī)（B）幫助評(píng)量者縮短測(cè)驗(yàn)

11、時(shí)間（C）使評(píng)量者有機(jī)會(huì)對(duì)測(cè)驗(yàn)內(nèi)容的修正預(yù)做嘗試（D）保護(hù)評(píng)量者（ ）35.對(duì)於資優(yōu)教育的敘述，下列何者錯(cuò)誤？（A）資賦優(yōu)異學(xué)生之入學(xué)年齡不受各級(jí)學(xué)校最低入學(xué)年齡之限制（B）資賦優(yōu)異之未足齡兒童提早入學(xué)國(guó)民小學(xué)，應(yīng)由其就讀學(xué)校提出申請(qǐng)（C）資賦優(yōu)異學(xué)生之升學(xué)，依各該教育階段法規(guī)所定入學(xué)方式辦理（D）資賦優(yōu)異教學(xué)，應(yīng)以結(jié)合社區(qū)資源、參與社區(qū)各類方案為主（ ）36.對(duì)於標(biāo)記的敘述，下列何者正確（A）便於家長(zhǎng)彼此間的溝通（B）因標(biāo)記而更容易交朋友（C）利於自我的接納（D）可能造成當(dāng)事人永久性的心理創(chuàng)傷（ ）37.對(duì)糖尿病的敘述，下列何者有誤？（A）胰島素的注射可隨病人情況自行停藥（B）是一種新陳代謝

12、功能失常的現(xiàn)象（C）可能與遺傳有關(guān)（D）需妥為控制血糖（ ）38.關(guān)於學(xué)習(xí)障礙的敘述，下列何者正確？（A）Kirk和 Gallagher認(rèn)為可分為發(fā)展性學(xué)習(xí)障礙與學(xué)業(yè)性學(xué)習(xí)障礙（B）與遺傳無(wú)關(guān)（C）學(xué)者間看法一致（D）患者常伴隨有癲癇的癥狀（ ） 39.心理動(dòng)力論(psychodynamic theory)的創(chuàng)始人是（A）柯曼(Koman) （B）佛洛伊德(Freud)（C）史肯納(Skinner) （D）柯克(Kirk)（ ）通常為（A）神經(jīng)系統(tǒng)失調(diào)（B）血液循環(huán)系統(tǒng)失調(diào)（C）心臟衰竭或肺部感染（D）自然老化 請(qǐng)閱讀以下文章後作答The diagnosis of learning disab

13、ilities is often determined when children begin to exhibit academic difficulties in school, and the average age when children receive learning disabilities assessments is 9years (Shaywitz, 1998). Delayed intervention can result in adverse and persistent consequences for academic skill acquisition. I

14、n contrast, early identification of children at risk for learning disabilities may offer the potential to mitigate the negative effects of delayed intervention by directing children to preventive services at an earlier age.出處： Lange, S. M & Thompso, B. (2006). Early identification and interventi

15、ons for children at risk for learning disabilities. International Journal of Special Education, 3, 108-119.（ ）41. The purpose of this paragraph is to (A) stress the importance of early identification for children with LD (B) tell the reader what is LD (C) express the importance of special education

16、(D) stress the importance of early intervention（ ）42. “the average age when children receive learning disabilities assessments is 9years” means (A) children with LD will receive 9 years assessment (B) children with LD often receive the assessment at the age of 9 (C) it will take 9 years to assist an

17、 LD child (D) a 9 years old child is often found with LD（ ）43. What will happen if the intervention for LD child is delayed？ (A) poor social skills (B) behavior disorder (C) bad functional skills (D) poor academic performance（ ）44. Why is it so important to offer early intervention for children with

18、 LD (A) It will help children gain confidence. (B) It will benefit on classroom activities. (C) It will mitigate the negative effects of delayed intervention. (D) It will minimize the abnormal behavior of a child.（ ）45. “at risk” means (A) expose (B) in danger (C) delay (D) adverseSelf-management in

19、struction is a well-researched technique that has wide applications across students, age levels, behaviors, and disability labels (Browder & Shapiro, 1985; Horner & Brigham, 1979; Prater, Hogan, & Miller, 1992; Strain, Kohler, Storey, & Danko, 1994). Self-management can take on many

20、forms, including self-monitoring (recording the occurrence or nonoccurrence of one's behavior), self-evaluation (judging the quality of one's behavior using a rating scale), and self-reinforcement (having performed a predetermined behavior to a predetermined quality rating such that a chosen

21、 reward is accessed) (Carpenter, Musy, & King-Sears, 1997; Falk, Dunlap, & Kern, 1996; Lalli & Shapiro, 1990).出處：King-Sears, M. E. (2006). Self-management for students with disabilities: The importance of teacher follow-up, International Journal of Special Education, 1, 94-108.（ ）46. Acc

22、ording to this paragraph, what kind of child is suitable for Self-management instruction? (A) perceptual-motor impairments (B) normal student (C) gifted students (D) all of the above（ ）47. “self-monitoring” means (A) to monitor ones own behavior (B) to monitor students behavior (C) to adjust ones be

23、havior (D) to change teachers attitude（ ）48. “self-evaluation” means (A) to evaluate students behavior (B) to judge ones own behavior (C) to judge teachers behavior (D) to change students behavior（ ）49. in Chinese, “self-reinforcement” means (A)自我管控 (B) 自我了解 (C) 自我增強(qiáng)(D) 自我評(píng)鑑（ ）50. Which of the follo

24、wing age level is suitable for applying the self-management instruction (A) kindergarten (B) primary school (C) high school (D) all of the above 二、簡(jiǎn)答題（50分）請(qǐng)閱讀下面的英文摘要，並用中文回答下列問(wèn)題：Effects of Preventative Tutoring on the Mathematical Problem Solvingof Third-Grade Students with Math and Reading Difficult

25、iesAbstractThe purpose of this study was to examine the effects of preventative tutoring on the mathematical problem solving of third-grade students with math and reading difficulties. 35 students having risk for or with learning disabilities were identified and recruited to participate in this stud

26、y. The participants were randomly assigned to two groups: one continually received their general education math instruction, and the other received secondary preventative tutoring 3 times per week, 30 minutes per session, for 12 weeks. Preventative tutoring included two components: schema-broadening

27、 tutoring and foundational calculation skills instruction. There were four features of schema-broadening tutoring, including teaching student to: (a) focus on the mathematical structure of 3 problem types;(b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information or relevant information