Human Exceptionality School Community and Family 11Th Edition Hardman Test Bank Full Chapter PDF

Human Exceptionality School
Community and Family 11th Edition

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Chapter 7: Learning Disabilities
MULTIPLE CHOICE
1. Learning disabilities
a. are an easily identified disorder.
b. are always mild.
c. consist of a homogeneous group of individuals.
d. have long been associated with controversy.
ANS: D REF: 156 MSC: Conceptual
NOT: Controversy, confusion, and polarization have long been associated with the field of
learning disabilities.
2. Which of the following has NOT contributed to confusion associated with learning disabilities?
a. Previously, many children were mislabled.
b. Learning disabilities involve many types of problems.
c. Individuals with LD exhibit complex needs and characteristics.
d. Advancing diagnostic technology has confused causation data.
NOT: Controversy, confusion and polarization have been associated with learning disabilities.
The term is a generic label representing a heterogeneous group of challenging conditions with
highly variable and complex characteristics and needs. Previously many children were labeled as
remedial readers emotionally disturbed, or children with intellectual disabilities.
3. According to IDEA 2004, the term "learning disabilities" includes students who have learning
problems resulting from
a. a low IQ.
b. behavior problems.
c. a disorder in one or more of the basic psychological processes.
d. low socioeconomic status.
ANS: C REF: 156 MSC: Knowledge
NOT: “Specific learning disability” means a disorder in one or more of the basic psychological
processes involved in understanding or in using language, spoken or written, which may manifest
itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical
calculations.
4. The severe learning disability must be in one or more of the seven areas. These areas include:
a. oral expression. c. mathematical reasoning.
b. listening comprehension. d. All of the above.
ANS: D REF: 157 MSC: Knowledge
5. A learning disability is a condition that includes

a. only academic problems.
b. only behavioral problems.
c. both academic and behavioral problems.
d. academic, behavioral, and psychological problems.
Copyright © Cengage Learning. All rights reserved.

TB 7-2
6. Learning disabilities can be considered _______________ because it includes such varied

characteristics.
a. a useless term c. a stigmatizing label
b. an umbrella term d. an achievement label
ANS: B REF: 157, 161 MSC: Conceptual
7. According to the text, determining the prevalence of learning disabilities is complicated because
a. there are differing definitions, theoretical perspectives, and assessment procedures used.
b. parents of children with learning problems resist the label of learning disabilities.
c. students with learning disabilities are served primarily in regular classrooms, and
therefore they are not included in prevalence data.
d. it is difficult to distinguish between students with learning disabilities and students with
intellectual disabilities.
ANS: A REF: 157-158 MSC: Conceptual
8. Response to intervention, as it is currently being used by teachers and investigated by researchers,

refers to
a. the discrepancy between a student's ability and his or her rate of academic learning as
measured on standardized tests.
b. how a student responds to instructional interventions that are scientifically (evidence)
based.
c. the need for students to be included in the general education curriculum.
d. All of the above.
ANS: B REF: 158-159 MSC: Knowledge
9. Prevalence estimates for learning disabilities range from 2.7% to 30% of the school-age population
with the most reasonable estimates at
a. 0 – 5% c. 10 –15%
b. 5 – 10% d. 15 – 20%.
ANS: B REF: 159 MSC: Knowledge
NOT: The most reasonable estimates range from 5% to 10% for school aged populations with
LD.
10. An evidence–based method to determine the child’s academic response to specific instruction is
known as
a. response to intervention. c. a learning disability.
b. the severe discrepancy model. d. comorbidity.
ANS: A REF: 159 MSC: Conceptual
NOT: RTI is the student’s response to instructional interventions that have been determined to be
effective through scientifically based research.
11. According to the authors, professionals are concerned about the high prevalence of students with
learning disabilities in the exceptional population for which of the following reasons?
a. There is a shortage of qualified teachers for students with learning disabilities.
b. Learning disability classrooms are overcrowded.
c. The learning disabilities label is being overused to avoid the negative connotations that

TB 7-3
accompany other labels.

d. Professionals feel that students with learning disabilities could be better served if labeled
normal.
NOT: There are concerns that the learning disabilities category is being overused to avoid the
stigma associated with other labels or because of misdiagnosis, which may not result in the most
appropriate treatment.
12. According to the U.S. Department of Education, of the children with disabilities being served,
42% of the population was classified as having
a. attention deficit/hyperactivity c. a learning disability.
disorder.
b. attention deficit disorder. d. no disability.
13. ADHD is often associated with LD with estimates as high as

a. 10%.
b. 25%.
c. 70%.
d. ADHD is not comorbid with learning disabilities.
NOT: ADHD is often associated with learning disabilities and has been estimated to be
comorbid with learning disabilities at estimates as high as 25%.
14. Which is not a characteristic of specific learning disabilities?

a. inconsistencies with academic achievement
b. poor spelling
c. inability to distinguish important details from less significant ones in reading
d. poorly rehearsed social survival skills
ANS: D REF: 161-163 MSC: Knowledge
15. In the area of reading, specific single method skill instruction may improve performance, but if the
focus of instruction is too narrow the student may not
a. gain skills in word knowledge and word recognition.
b. generalize reading skills learned to other relevant areas.
c. use context clues to aid in word recognition.
d. learn to read.
16. Researchers question whether children with a learning disability commit handwriting errors more
often than their nondisabled peers who are at the same
a. grade level. c. age level.
b. reading level. d. level of fine motor coordination.
NOT: Some researchers view the handwriting abilities of students with learning disabilities as
being closely related to their reading ability. For example, research does not clearly indicate that
children with learning disabilities write more poorly than their normally achieving peers who are

TB 7-4
reading on a similar level.
17. Mark has difficulty with reading comprehension. His teacher has determined that Mark often is
confused about the central theme of the passage he has read, focusing instead on peripheral
information. It is possible that Mark has a
a. short-term memory problem. c. short attention span.
b. visual discrimination problem. d. selective attention problem.
ANS: D REF: 165 MSC: Applied
NOT: Selective attention problems cause difficulty in focusing on centrally important tasks or
information rather than peripheral or less relevant stimuli.
18. People with learning disabilities have certain characteristics related to cognition or information
processing. The problems can present as
a. poor memory function.
b. short attention spans.
c. selective attention problems.
19. Vivian has a problem with figure – ground discrimination. This means Vivian may have trouble
reading because she
a. cannot see the words. c. she sees numbers reversed.
b. perceives letters as unrelated d. she has difficulty distinguishing words
lines. from the rest of the page.
ANS: D REF: 165 MSC: Applied
20. Korbin has difficulty with visual discrimination. This means he may
a. be unable to discriminate between c. not distinguish between mit and mat.
colors.
b. perceive letters as unrelated parts. d. need glasses.
ANS: C REF: 165 MSC: Applied
21. Perception difficulties in people with learning disabilities may result in _________________
difficulties.
a. auditory perception
b. visual discrimination
c. haptic perception
ANS: D REF: 165-166 MSC: Knowledge
22. Hyperactivity is typically thought of as

a. a general excess of activity. c. a short attention span.
b. uncontrollable muscle d. an inability to leave a given task.
contractions.
ANS: A REF: 166 MSC: Conceptual
NOT: Hyperactivity, also termed hyperkinetic behavior, is typically thought of as a general
excess of activity.

TB 7-5
23. Neurological causes of brain damage and learning disabilities may include
a. phenotypic insult or trauma. c. retinal dysplasia.
b. paternal age. d. anoxia.
NOT: Damage may be inflicted on the neurological system at birth in several ways (e.g.,
abnormal fetal positioning during delivery, or anoxia, a lack of oxygen). Infections may also result
in neurological damage and learning disabilities.
24. Seth has difficulty with kinesthetic information. This means he may
a. have a short attention span.
b. have diminished cognitive abilities.
c. have difficulty with hand and arm movements as he writes.
d. have lowered intellectual aptitude.
ANS: C REF: 166 MSC: Applied
25. Environmental influences suggested as possible causes of learning disabilities include

a. unshielded television tubes.
b. excessive maternal stress.
c. inadequate lighting during neonatal development.
d. excessive neonatal stimulation.
ANS: A REF: 167 MSC: Knowledge
NOT: Environmental influences are often mentioned as a possible cause of learning disabilities.
Such factors as diet inadequacies, food additives, radiation stress, fluorescent lighting, unshielded
television tubes, smoking, drinking, drug consumption, and inappropriate school instruction have
all been investigated.
26. The ultimate purpose of assessment in learning disabilities is

a. to determine the appropriate learning disability classification.
b. to determine the appropriate funding level administratively.
c. to eliminate other possible disability categories.
d. to provide an appropriate intervention.
NOT: Assessment and intervention involve a process that includes screening, identification,
placement and delivery of specialized assistance.
27. Some children with learning disabilities have slower development in areas of language skills,
academic areas, or visual–motor skills. The difficulty is known as
a. hyperkentic behavior.
b. maturational delay.
c. genetic inheritance.
d. inappropriate school instruction.
28. Norm-referenced assessments

a. compare a student's performance to a specific criterion.
b. are designed to help in educational programming.
c. provide information on specific learning deficits.

TB 7-6
d. compare an individual's performance to his or her peers.

NOT: Norm-referenced assessment compares an individual's skills or performance with that of
others, such as peers, usually on the basis of national average scores.
29. Criterion-referenced assessments are helpful

a. in comparing the student's abilities with peers.
b. for planning instructional programming.
c. for diagnosing categories of exceptionality.
d. in determining average class achievement.
ANS: B REF: 168 MSC: Conceptual
NOT: Criterion-referenced assessment is helpful for specific instructional purposes and planning.
30. The purpose of screening students suspected of having a learning problem is to determine
a. the proper placement for a c. whether investigation is necessary.
child.
b. the nature of the learning d. appropriate intervention strategies.
problem.
ANS: C REF: 168 MSC: Conceptual
NOT: Screening has the purpose of “throwing up a red flag,” suggesting that investigation is
needed for one or more of several reasons.
31. Behavioral interventions for students with learning disabilities generally

a. use a generalized focus or holistic treatment.
b. focus on the cause of neurological dysfunction.
c. are less useful for academic difficulties.
d. use the basic principles of learning.
NOT: Behavioral interventions are based on fundamental principles of learning largely
developed from early research in experimental psychology.
32. The authors emphasize that one of the strengths of behavior intervention is
a. the ease with which they can be used.
b. they can be applied to a wide variety of needs.
c. they work best with the most severe disabilities.
d. there is little training needed for effective use.
NOT: One of the significant strengths of behavioral interventions is that, given knowledge of the
basic theory, they can be modified to suit a wide variety of needs and circumstances.
33. To be successful, inclusive education requires commitment to collaboration among

a. administrators, special education teachers, and families.
b. parents and general teachers.
c. general teachers , special teachers and other team members.
d. school psychologists and special education teachers.
NOT: Inclusive approaches have received increasing attention in the LD literature, prompting

TB 7-7
debate about advantages and limitations of placing students with learning disabilities in fully
inclusive environments. The success of inclusive education requires commitment to collaboration
among general and special educators and other team members.
TRUE/FALSE
___ 1. The term “learning disabilities" was virtually an unrecognized classification prior to the 1960s.
ANS: T REF: 156
___ 2. Today, services related to learning disabilities represent the largest single program for
exceptional children in the United States.
ANS: T REF: 160
___ 3. People with LD often have average or above average intelligence.
ANS: T REF: 164
___ 4. Determining the precise cause of learning disabilities is difficult.
ANS: T REF: 166
___ 5. All children with learning disabilities are hyperactive.
ANS: F REF: 166
___ 6. For the most part, individuals with learning disabilities have average or near-average
intelligence.
ANS: T REF: 168
___ 7. Both norm-referenced and criterion–referenced assessments are useful in working with
students with learning disabilities.
ANS: T REF: 168
___ 8. A balanced RTI concept focuses on educational professionals collaborating with families of
exceptional students to provide evidence-based instructional methodology support.
ANS: F REF: 170
___ 9. Children with learning disabilities often have difficulties with foundational math skills.
ANS: T REF: 171
___ 10. Teens who have learning disabilities have lower school completion rates and higher
unemployment rates than nondisabled teens.
ANS: T REF: 174

TB 7-8
SHORT ANSWER
1. Describe two reasons why the definitions of learning disabilities have been so varied.
ANS:
1) It is a broad generic term that encompasses many different specific problems; 2) The study of
learning disabilities has been undertaken from a variety of fields and disciplines; 3) The IDEA
definition is somewhat vague; 4) The field has grown at a very rapid pace.
REF: 156-157
2. Describe two strategies that could be used by a general education teacher to support a student with
ADHD in the elementary years. Describe the two specified types of reading abilities in the IDEA
guidelines for Learning Disabilities.
ANS:
1) Basic reading skills; 2) reading comprehension.
REF: 157
3. Identify three perceptional problems that are characteristic of children with learning disabilities.
ANS:
1) haptic perception; 2) figure–ground discrimination; 3) visual discrimination; 4) auditory
perception; 5) kinesthetic.
REF: 165-166
4. List the four causes associated with learning disabilities.
ANS:
1) Neurological damage or malfunction; 2) Maturational delay of the neurological system;
3) Genetic abnormalities; 4) Environmental factors.
REF: 166-167
5. Describe the difference between formal and informal assessment.
ANS:
The concepts of formal and informal have evolved to mean standardized versus teacher-made tests
or assessments. Standardized instruments are those that are published and distributed widely on a
commercial basis, such as intelligence tests and achievement tests. Teacher-made (or those devised
by any professional) generally refer to techniques or instruments that are not commercially
available. These may be constructed for specific assessment purposes and are often quite formal in
the sense that great care is taken in the evaluation process. Both formal and informal assessment
techniques are effective ways of evaluating students with learning disabilities and other students,
as well.
REF: 167
6. Describe the types of interventions for people with learning disabilities.

TB 7-9
ANS:
1) Academic instruction—a wide variety of areas that are specifically aimed at building particular
skills; 2) Behavioral interventions—aimed at improving social skills or remediating problems.
REF: 170-174
7. Discuss how information and communication technology may be used to academically support
students with learning disabilities in the classroom.
ANS:
Laptop computers, tablet computers, and interactive whiteboards are commonly used for a variety
of teaching and learning activities in general and special education classrooms. These devices
allow teachers and students to engage in interactive teaching and learning. Downloadable
applications provide almost unlimited strategies for using computers. The only drawback to using
new technologies seems to be inadequate teacher preparation in keeping up with quickly evolving
possibilities.
REF: 171
8. There are several approaches to the treatment and education of young children with learning
disabilities. Describe the role physicians play in the diagnosis and treatment of these children.
ANS:
Frequently physicians diagnose childhood abnormal or delayed development in the areas of
language and behavior as well as motor functions. Pediatricians often participate in diagnosing
physical disabilities that may significantly affect learning and behavior, and they interpret medical
findings to the family and to other professionals. Physicians may be involved with a child having
learning disabilities early because of the nature of the problem, such as serious developmental
delay or hyperactivity. Often, however, a medical professional sees the young child first because
he or she has not entered school yet, and the family physician is the primary advisor for parents.
An example of a medical service involves medication. There is uncertainty about their action and
effects, although there may be benefits.
REF: 179

TB 7-10
ESSAY
1. Students with learning disabilities may be assessed using formal, informal, norm-referenced, or
criterion-referenced means. Define these approaches and provide an example of each.
ANS:
The notions of formal and informal have grown to mean standardized versus teacher-made tests or
techniques. Standardized instruments are those that are published and distributed widely on a
commercial basis, such as intelligence tests and achievement tests. Teacher-made (or those devised
by any professional) generally refer to techniques or instruments that are not commercially
available. These may be constructed for specific assessment purposes and are often quite formal in
the sense that great care is taken in the evaluation process. Both formal and informal assessment
techniques are effective ways of evaluating students with learning disabilities and other students,
as well.
Two other background concepts are also important, norm-referenced assessment and criterion-
referenced assessment. Norm-referenced assessment compares an individual's skills or
performance with that of others, such as age-mates, usually on the basis of national average scores.
Thus, a student's counting performance might be compared with that of his or her classmates,
others in the school district of the same age, or state or national average scores. In contrast,
criterion-referenced assessment does not compare an individual's skills with some norm. Instead,
his or her performance is compared with a desired level (criterion) that is a goal. The goal may
involve counting to 100 with no errors by the end of the school year or some other criterion,
depending on the purpose.
REF: 168-169
2. Behavioral interventions used to change undesirable behavior include the behavioral contract and
token economy. Define both of these approaches and describe how they can be used in the
classroom.
ANS:
Behavioral contracts represent one type of intervention often used to change undesirable behavior.
Using this approach, a teacher, behavioral therapist, or parent establishes a contract with the child
that provides him or her with reinforcement if appropriate behavior is exhibited. Such contracts
may be either written or verbal, usually focus on some specific behavior (e.g., remaining in his or
her seat for a given period of time), and reward the child with something that he or she really likes
and therefore considers reinforcing (e.g., going to the library or using the class computer). It is
important that the pupil understand clearly what is expected and that the event or consequence be
appealing to that child so that it really does reinforce the appropriate behavior. Behavioral
contracts have considerable appeal because they give students a certain amount of responsibility
for their own behavior.
Token-reinforcement systems represent another behavioral intervention often used with youngsters
experiencing learning difficulties. Token-reinforcement systems arrange conditions in a manner
where the students can earn tokens for appropriate behavior, which can then be exchanged for
something that is of value to them (something rewarding, as noted above). Token systems
resemble the work-for-pay lives that most adults have, and so this approximation of life can also
teach the child skills that are generalized later. Token systems require considerable time and effort
to plan and implement, but they can be used effectively to improve behavior.

TB 7-11
REF: 174
3. Instructional/academic interventions are different for adolescents than those used with younger
individuals. Discuss the key concerns of an effective instructional program for students entering
adulthood.
ANS:
Interventions for individuals with learning disabilities during adolescence and the young adult
years differ somewhat than those used for children. New issues emerge during the teen years.
Appropriate assistance for a younger child will typically not work with a pre-teen or teen.
Adolescents still need to develop basic academic survival skills and they may lack social skills.
School instruction for adolescents with LD may involve teaching compensatory skills, counseling,
interpersonal skills, and transition services.
REF: 174-175
4. College-bound students with learning disabilities find that many of their specific deficit areas
affect basic survival skills in higher education. Discuss strategies students can use in handling the
demands of college.
ANS:
College-bound students with learning disabilities find that many of their specific deficit areas are
basic survival skills in higher education. Matters such as notetaking, absorption of lecture
information auditorially, written language skills, reading, and study habits are all assumed in
normal college classrooms. Transition programs must strengthen these abilities as much as
possible.
Perhaps the most helpful survival skill that can be taught to youth with learning disabilities is
actually more than a specific skill--it is a way of thinking about survival. Transition programs
preparing these students for college will be most effective if, in addition to suggestions, they can
teach a survival attitude or way of thinking about how to compensate for severe deficit areas.
REF: 177

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Ja mä punaisen myllyn lakassa mun vanhan viuluni viritän
sen kuoleman pillin sointiin ja soittelen rytkypolkkaa:
puukoista, helapääpuukoista, kolmesta sällistä soitan.
RAUHATON RITARI
Minä harjaa linnan muurin kävin Naurun kiltaa päin. Ja

rauhaton ritari laukkas, ja rauhaton ritari laukkas ja sen
haamuratsun näin.
Minä kuulin: aarrekoira juoks tietä haukkuen, ja kirkon

kukko huusi yli märkäin katujen.
Ja kuolleet munkit astui ja veisas kulkeissaan, pyhä risti

kunkin käässä ja murhe kulmillaan.
Näin viimein oudon miehen: se synkkä ja kamala on. Se on

kuin pitkäisen jymy, se on kuin pitkäisen jymy: se on ritari
rauhaton.
***
Oli pertuskan nenässä lyhty. Ja kannukset kimmeltäin sen

Vivikan ikkunan alle minä ratsastavan näin.
Se kerjäs: yhden katseen

kun neito hälle sois
jo hautaan rauhassa laukkais
ja rauhassa maata vois.
Oi pieni Margareta:
yks katse mulle suo!
Ei heitetty sun ruumistas
linnan portin luo.
Ei piikkineito saanut
sua syliinsä kamalaan.
— Mutta kaunis Vivika Trotte:
hänet syöstiin kuolemaan.
Ja sydän ripustettiin
yli portin rautaisen —
Oi neiti Margareta,
minä tiedän kyllä sen,
minä tiedän, Margareta: et voi mua rakastaa. Minä ikinä en

tulla sun ikkunas alle saa.
LAPSENMURHA
Etkös pelkää, piika? Puiston ylle uusikuu niinkuin kirkas veitsi

äkkiä laskeutuu.
Ehtoon katvetessa
neiti jalosyntyinen,
kuollut neiti ajaa
keskeen varjojen,
sulkalakki päässä, jahtitorvi huulillaan, piiskansiimoin
lyöden villiä ratsuaan,
kuulee pöllön huudon menninkäisten nauravan, muurin alta

itkun lapsi-vainajan,
säpsähtää ja kiitää jahtihaukka olallaan läpi

hämmästyneen, aution pihamaan.
Kuu on kirkas veitsi. Ruskeata verta on tulvillansa lehdet

viileän puistikon.
PYÖVELINTALO
Kävin kevytmielisenä talosi ohitse, kuningaskunnan

virkaheitto pyöveli. Sinun talosi katolla punavalkeat tiilet olivat
ihmisen lihaa. Ja lamppusi tuikkeessa itse istuit ja luit, niin
että kuului kadulle, katumuspsalmia vaskihelaisesta kirjasta.
Ja ilmassa ympärilläsi katselivat rikollisten punatukkaiset,

syyttävät päät.
Minäkin olen rikollinen, oi virkaheitto pyöveli. Mutta en, en

syytä sinua, vaan itseäni, joka on sinua säälimättömämpi.
LEIJONANKESYTTÄJÄ
Oi saavu, jos voit, ja vielä yli kaupungin vapisevan yks kerta
katso: sä löydät mun huoneeni ikkunan,
jos havaita yltä pilvein, läpi savu-pylvästöin voit keltaisen

kynttilän juovan, joka piirtyy keskiöin.
Minä ristikkoikkunaani,
veli, nojasin kolkon pään
— ja kasvot, opetetut
joka hetki hymyilemään,
minä peitin kämmeniini.

Hei, pedot, ulvomaan!
Olen leijonankesyttäjä,
minut kyllä tunnetaan.
Minä kesytin metsänluomat ja katseet neitojen. Jätin yhden

kesyttämättä: tämän villisydämen.
***
Tämä lienee rakkausdraama, veli porvari-aatelismies:

primadonna voi olla kuollut tai elääkin kenties.
Ens' rakastajan osa

oli julma ja luonnoton.
Veli, tunsit primadonnan:
se sureva leskes on.
Sata jalopeuraa mulle

meni kerran sydämeen.
Sinun verelläs, huomenissa,
veli, virutin tantereen.
Veli, onton katsees eestä minä vavisten pakenen. Sinun
kuolleitten kasvojes väri on kynttilänkeltainen.
YÖLLINEN TELOITUSPAIKKA
Älä vapise, armas, yhtään!

Olen kyllä syyllinen.
Olen tappanut mä kerran
ylen hyvän ihmisen.
Oi, tahdotkos mulle antaa,

sä sydänystäväin,
sun käsivartes ihanan,
kun käymme sinne päin,
läpi kumisevan torin

ja kujan pimeän
luo kamalan hirttopaikan,
min yllä riippuu hän — —
minun kaksoisolentoni,
joka hamppusilmukoin
on hirteen kohotettu.
Sinut, armas, tänne toin,
ett' rukouksin pienin ja pienin kyynelein voit lepyttää sen

miehen, min eessä synnin tein,
kun heitin sydämeni sun etees tomuhun — ja palasiks sen
astui ihana jalkas sun.
SALOMEN TANSSI
Johanneksen kaulanleikkauspäivänä lensi pieni kiuru riutuvin

siivin kohti kukkatarhaa.
— Oi minun nuori tyttäreni, jonka silmissä on autuas hurma,

oi minun suloinen tyttäreni, joka olet sanomattoman kaunis,
niinkuin värisevä onni:
joku tappoi miehen mustassa tornissa.
Johanneksen kaulanleikkauspäivänä alakuun aikaan lensi

tuhkanvärinen yökkölintu riippuvin siivin kohti vauhkoa merta.
Metsässä rätisi peto. Se iski kynsin kuin luuhamarin

tuijottavan rämeen puihin.
Ilma oli ihmeellisen väsynyt. Joku tanssi ilmeetöntä tanssia

nauru hyytyneillä huulillaan.
— Oi minun nuori tyttäreni, jonka korvissa on korvarenkaat,

oi minun nuori tyttäreni, jonka jaloissa on nilkkarenkaat: joku
hautaa miestä esikartanoissa…
PYHÄ YRJÄNÄ
1
Prinsessalla oli vallattomat sormet: nyt ne olivat kaikki

tiukkaan puristettuina nyyhkyttävälle povelle.
Kalmanvärinen lohikäärme
vieri hänen jalkoihinsa
hampaat kärsimättömästi loksuen.
Kirkkaitten silmien lähteet

olivat valuneet täyteen tuskaa.
Niihin kuvastui odottava ajatus:
-Joku laukkaa, joku laukkaa.

Helmenvärinen silhuetti
verestävällä taivaalla!
— Nosta siipesi, nosta kauheat siipesi!
Oi ryömivä lohikäärme, joka syljet häkää kaikista suistasi!

Nauran sinulle hillitsemättömästi, minä joka tänäpänä saavun
lansetti janoisena, haaskalinnut kintereilläni, jotka kohta
pusertavat ulos, kaikki pullistuneet silmäsi! Prinsessan
vallattomat sormet leikkivät kohta kypäräni teräksisessä
silmikossa ja hänen rintansa huokaa niinkuin pienen lapsen
povi onnellisesta itkusta.
Nosta siipesi, nosta kauheat siipesi: ei ole muuta kuin viha,

ei ole muuta kuin rakkaus.
TYTTÖÄITI
»Pieni, sokea tyttäreni auringonjuovassa. Minä laulan

kehdollasi univirren.
Ah, älä ajattele maailmaa, älä ikinä himoitse sinne, älä

himoitse! Olen kulkenut sen säälimättömillä kaduilla: ne ovat
mykät, tylyt kiviaavat.
Sinä et pääse koskaan sinne, pieni, väsynyt tyttäreni, ja

miten hyvä se on: ei koskaan viekas renki, aivan nauravin
silmin, tartu valkoiseen kyynärpäähäsi.
Ah, suviehtoita sinä et näe: se on todellakin vahinko, rakas,

pieni tyttäreni!
Silloin on heinäntuoksua koko maailma, ja etäistä laulua.

Huutaako joku minua? Ja minä menen, polvet oudosti
väristen, pidellen molemmin käsin poveani, jossa on
pakahtuva sydän. Tänään on tanssit.
Niin, kevät. Mutta sitten on syksy. Ja minä pakenen autioita,

niljaisia katuja minkä ennätän. Lyhdyt ovat kalpeita aaveita.
Ne huutavat rivissä minulle: mene, mene, mene. Ja kyllä minä
menenkin. Mutta niin kylmää on olla vedessä näin myöhään.»
KUOLEMA
Olet ääneti. Huomaan kasvojes kalvenneen.
Merensiniset silmäs on tulvilla mustaa uhkaa.
Olet tarttunut kuumilla sormillas ranteeseen
sitä miestä, min ruumis on kylmää, kylmää tuhkaa.
Ja lujasti puserrat, tahtoen huomauttaa,

miten sinetinvarmasti kaikki on lukittu tänään,
ja kellään ei, niin totta kuin seisoo maa,
ole sanaa tai tavua lauluhun lisättävänään.
Ne työnsi sun pois. Ja sen miehen ne työnsivät pois.

Tänä päivänä kenkään kättäsi ei pois työnnä:
ne melkein sallis, ett' kätes hän saanut ois.
Niin, sydän sen myöntää. Suu ei tietysti myönnä.
Ne istuvat piirissä rikkaissa muistoissaan.

Ja äidillä näkyy jo olevan värjätyt hapset,
ja isällä virttynyt parta ja hopeat kulmillaan.
Ja ne istuvat myös, ne nyyhkivät toiset lapset.
Vain Henrik on makuulla. Portilta vuoteeseen

on kapea, pieni ja punaisenruskea jana.
Ja Henrikin kuolleille huulille mykistyneen
ihan näyttää viimeinen, sangen lempeä sana.
Se sana on väkevä täyttäen taivaan ja maan

ja äidin ja isän ja lapset ja, kuule, sinut.
Ah, vanhat laulut on totta. Ne kerrataan,
jok' ainoa, joit' olet hämyssä lauleksinut.
Sa lujasti puserrat, tahtoen huomauttaa,

miten sinetinvarmasti kaikki on lukittu tänään,
ja kellään ei, niin totta kuin seisoo maa,
ole sanaa tai tavua lauluhun lisättävänään.
KOIRALAULU
Nyt hän kuoli ja haudataan: koira, sä yksin jäät. Kun hän kuoli
ja haudataan nälkäpäiviä näät,
istut mykkänä ikkunaan toivoen saapuvan sen, ken toi

ehtoisin tullessaan leivän ja särpimen,
ken toi hyväilyt tullessaan hienossa kämmenessään, ken

niin mykkänä ikkunaan painoi kauniin pään,
kaarevan kaulan peittäen

silkkiviuhkallaan…
Saitpa silloin nähdä sen
itkevän rakkauttaan,
pienet tohvelit jalassaan, pienet ja punaiset. Etkä sä

kyennyt lohduttamaan, koira rukka, et.
VANHASSA HUVIMAJASSA
Hei, kuinka me nauramme kahden! Ja paperilyhdyissä liekit

on, ja yllä hiljaisen lahden vyö hehkuva kuutamon.
»Mä pelkään niin», miks' sanoit
ja kutripääsi painoit niin,
kuin turvaa multa anoit
ja hersyit kyyneliin?
… Käy harmaa kuollut teitä

ja kurkkii katsoin sisimpääs.
Voi, silmäs joutuin peitä
ja kätke kaunis pääs!
… Se on sun kuollut ylkäs.

Hän ehtookävelyllään on,
kun neito hänet hylkäs,
niin hurjan onneton.
… Hän astuu puiston teitä

ja näkee sun ja näkee mun
ja katsoo kauan meitä
ja lähtee kulkuhun.
Ja sitten me istumme kahden.

Ja paperilyhdyt on sammuneet.
Ja kuutamo kultaa lahden
hiljaiset veet.
TULI SIRKUS KAUPUNKIIN
Näin kerran viekkaan kissan: mä torilla näin sen. Juoks torilla

vastaani musta kissa silmät palaen.
Oi kuulkaa, herrat ja naiset:
tuli sirkus kaupunkiin.
Ja suurta vaskipasuunaa
sen ovella soitettiin.
Oi kuulkaa: kuu oli noussut

sen teltan huipun taa,
ja punainen klovni soitti
vaskipasuunaa.
Oi kaunis Isabella,
sun nimeäs mainittiin.
Oi donna ihanaisin, klovni
rakasti sinua niin.
Oi kaunis Isabella,
kai muistat ehtoon sen
kun hältä monta vuotta sitten
raastit sydämen.
Oi kuulkaa, herrat ja naiset:

tuli sirkus kaupunkiin.
Sen ovella Isabellan
nimeä huudettiin.
Näin silloin viekkaan kissan, mä torilla näin sen. Juoks

torilla vastaani musta kissa silmät palaen.
KANSANSATU
Se unisena saapui ja kissan selkää silitti ja koukkuleuka-
akalle se hiukan hymyili. Ja kuusivalkeata ja pirtin suurta
hämärää se onnellisna katsoi. Ja sirkat, sirkat soitti.
Se otti ruokopillin, ja uuninpankon kulmasta se

Tuhkimuksen löysi ja ruokopillikauppaa sen kanssa yritti. Ja
viiteen äyrityiseen sai ruokopillin myytyä. Ja sirkat, sirkat
soitti.
Niin uuninpankon nurkasta nous Tuhkimus ja puhaltain ja

lurittaen läksi ja joutui karjatarhaan. Ja prinsessainen asui sen
länsilaidassa. (Sen Tuhkimuksen takissa on paikka paikan
vieressä ja prinsessainen loistaa kuin aamun kaunis koi.)
Kun Tuhkimuksen pilli soi sen karjatarhan laidassa, niin

kaikki lehmät tanssi. Ja vanha, vanha kauppamies, se
muuripata-kauppamies, hän myöskin hyppi haassa. Ja kaikki
muuripadat läks polkkamasurkkaan.
Ja nihdit heponiekat nous tapparansa unohtain ja polki

raskain saappain ma luulen, saksansaappain, maan vihreätä
kamaraa, ja pienet linnut vieri kuin pallot taivaasta.
Vaan prinsessainen istui ja ihmetteli tornissaan.
Niin karjatarhan loukosta läks Tuhkimus ja puhaltain ja

lurittaen astui sen prinsessaisen kammioon.
Ja neidot sinipaarat ne kehräs punapauloja ja silkkityynyin

päällä ne istui parvittain.
Kun Tuhkimuksen pilli soi sen prinsessaisen edessä, niin

kaikki kehrävarret niin ihmeellisen vikkelään ja riemuissansa
hyppi. Ja sinipaaraneidot ne tanssi parvittain.
Vaan prinsessainen istui ja itki kultatuolillaan. Ja sirkat,

sirkat soitti.
Ja Tuhkimuksen pilli on niin kummallisen väsynyt. Ja

tehden ristinmerkin käy Tuhkimus mun luokseni ja yhden
äyrin hintaan sen pillin myödä tahtoisi niin hiljaisessa
loukossa kuin suinkin vain, ja salaa.
EPILOGI
LAULU IHANISTA SILMISTÄ
Me eksyksissä kaupunkia käymme pimeää.
Kuin pasuunien merkkiääni yössä kajahtais

ja kaikki tuulet vaipuisivat ylitsemme,
katu uppoaisi kumahtain kuin harkko rautainen

ja ummehtunut sumu esiin tulvahtaisi,
ja nousisivat satamasta vedet niljakkaat

ja peittäisivät kangistuneet jäsenemme,
ja taikalinnut lentäisivät heltoin kamalin

ja piesten kylmin nahkasiivin kasvojamme,
ja ikuisuuden tiimat matais päämme ympäri;

me pienet ja niin ahdistetut olisimme,
ja Jumalaa ei olisi. Yks varjo sininen vain vieris ylle

vesikentän pauhaavaisen:
sun silmiesi katse, joka tulvat hillitsee.
*** END OF THE PROJECT GUTENBERG EBOOK LAULU
IHANISTA SILMISTÄ ***
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Human Exceptionality School

Community and Family 11th Edition

5. A learning disability is a condition that includes

Copyright © Cengage Learning. All rights reserved.

6. Learning disabilities can be considered _______________ because it includes such varied

8. Response to intervention, as it is currently being used by teachers and investigated by researchers,

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accompany other labels.

13. ADHD is often associated with LD with estimates as high as

14. Which is not a characteristic of specific learning disabilities?

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reading on a similar level.

22. Hyperactivity is typically thought of as

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25. Environmental influences suggested as possible causes of learning disabilities include

26. The ultimate purpose of assessment in learning disabilities is

28. Norm-referenced assessments

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d. compare an individual's performance to his or her peers.

29. Criterion-referenced assessments are helpful

31. Behavioral interventions for students with learning disabilities generally

33. To be successful, inclusive education requires commitment to collaboration among

Copyright © Cengage Learning. All rights reserved.

ANS: T REF: 156

ANS: T REF: 160

___ 3. People with LD often have average or above average intelligence.

ANS: T REF: 164

___ 4. Determining the precise cause of learning disabilities is difficult.

ANS: T REF: 166

___ 5. All children with learning disabilities are hyperactive.

ANS: F REF: 166

ANS: T REF: 168

ANS: T REF: 168

ANS: F REF: 170

ANS: T REF: 171

ANS: T REF: 174

Copyright © Cengage Learning. All rights reserved.

4. List the four causes associated with learning disabilities.

5. Describe the difference between formal and informal assessment.

6. Describe the types of interventions for people with learning disabilities.

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Copyright © Cengage Learning. All rights reserved.

Copyright © Cengage Learning. All rights reserved.

Copyright © Cengage Learning. All rights reserved.

Minä harjaa linnan muurin kävin Naurun kiltaa päin. Ja

Minä kuulin: aarrekoira juoks tietä haukkuen, ja kirkon

Ja kuolleet munkit astui ja veisas kulkeissaan, pyhä risti

Näin viimein oudon miehen: se synkkä ja kamala on. Se on

Oli pertuskan nenässä lyhty. Ja kannukset kimmeltäin sen

Se kerjäs: yhden katseen

minä tiedän, Margareta: et voi mua rakastaa. Minä ikinä en

Etkös pelkää, piika? Puiston ylle uusikuu niinkuin kirkas veitsi

kuulee pöllön huudon menninkäisten nauravan, muurin alta

säpsähtää ja kiitää jahtihaukka olallaan läpi

Kuu on kirkas veitsi. Ruskeata verta on tulvillansa lehdet

Kävin kevytmielisenä talosi ohitse, kuningaskunnan

Ja ilmassa ympärilläsi katselivat rikollisten punatukkaiset,

Minäkin olen rikollinen, oi virkaheitto pyöveli. Mutta en, en

jos havaita yltä pilvein, läpi savu-pylvästöin voit keltaisen

minä peitin kämmeniini.

Minä kesytin metsänluomat ja katseet neitojen. Jätin yhden

Tämä lienee rakkausdraama, veli porvari-aatelismies: