EEXX-500 A: Foundations of Exceptional Student Education

Dr. Dean, Professor

Final Exam

Name:

Date:

The Final Exam is a Short Response Exam. Respond to the four of the five items below.

Rubric: Your written work must demonstrate written expression in a logical and comprehensive manner with

details that remain focused on the relevance to the question/items. – (2 points per response.) Additionally, each

response must include text and/or discussion support. – (1 point per response.) Your responses are to include a

minimum of two clear and concise paragraphs. – 1 point per response.) Total point value: 20 points (5 points per

response).

Points may be deducted for: Late or Resubmission and Excessive errors in mechanics (punctuation,

capitalization, grammar, spelling, numbering, sentence structure, syntax, semantics, etc.)

1. It is important to point out that many adults with ADHD have highly successful careers and jobs, and many have happy marriages and families. For example, Brittany Sanders (see the accompanying Peer Connections)

appears to have coped very well with her ADHD and to be well on her way to a happy adult life. There’s little

doubt that ADHD can be a lifelong struggle. However, with the appropriate combination of medical, educational,

and psychological counseling, satisfactory employment and family adjustment are within the reach of most people

with ADHD. Now that most authorities recognize that ADHD often continues into adulthood, more and more

research will be focused on treatment of ADHD in adults. With this research should come an even more positive

outlook for adults with ADHD. How does this knowledge relate to the historical origins of ADHD; the causes of

ADHD; educational considerations for learners with ADHD; and transition to adulthood for learners with ADHD?

2. Most children and youths with emotional or behavioral disorders (EBD) aren’t very good at making friends. Some students with EBD are withdrawn. Many of the students with EBD are isolated from others because they strike

out with hostility and aggression. They’re abusive, destructive, unpredictable, irresponsible, bossy, quarrelsome,

irritable, jealous, defiant—anything but pleasant. Naturally, most other children and most adults choose not to

spend time with individuals like this unless they have to. Some people strike back at youngsters who show these

characteristics. It’s no wonder that children and youths with EBD seem to be embroiled in a continuous battle

with everyone. The reaction of most other children and adults is to withdraw to avoid battles, but students who

are socially rejected then don’t learn to behave acceptably. To this end, how should teachers and well-behaved

peers who might naturally tend to withdraw from them or avoid them, reverse their behaviors to embrace the EBD

students and include them in the classroom, thus elevating their academic relationships?

3. The seminal w