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Question
School districts may exceed the requirements of the law when creating an IEP.Answer
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Related questions
Q:
Isaac is a student with a disability who belongs to a neighborhood gang. He is involved in an argument with another student in math class. Later that night, Isaac attends a school sponsored football game. Other students report that Isaac has a gun and is threatening to shoot the student he argued with earlier. Isaac is removed from the football game by authorities. Members of the IEP team decide to place Isaac at an alternative school for 45 days. Were Isaac's rights violated?
A) No; the IEP made the decision to remove Isaac so multiple perspectives were considered.
B) No; schools have the right to remove students who bring weapons to school to an interim alternative placement
C) Yes; a student with a disability cannot be removed from school for more than 10 days.
D) Yes; a manifestation determination hearing must be conducted before Isaac can be removed.
Q:
The National Association for Gifted Children (NAGC) views the development of ability and talent as
A) a lifelong process
B) a process dependent on education
C) a process predetermined by genetics
D) a process influenced by the environment
Q:
What is the defining characteristic of students with learning disabilities?
A) severe reading problems
B) poor memory and attention
C) difficulty understanding and using language
D) specific and significant achievement deficits in spite of adequate intelligence
Q:
Defend the position that all children are educable.
Q:
Which of the following is most likely to be heard at 40 dB from 15 feet away?
A) a whisper
B) a lawnmower
C) normal conversation
D) a dripping faucet
Q:
Mrs. Fonzi just attended a workshop on explicit instruction. She is trying to make her lessons more explicit. Her lesson focuses on rhyming words. What would be the first step in making the lesson more explicit?
A) providing guided practice using words that rhyme and don"t rhyme
B) providing independent practice activities that focus on rhyming words
C) modeling examples of rhyming words and explaining why they rhyme
D) reading The Cat in the Hat and asking students to identify rhyming words
Q:
Which of the following is true of a student with a high frequency hearing loss?
A) She would have a hard time hearing the /d/ sound.
B) She would have a hard time hearing men's voices.
C) She would have a hard time hearing women's voices.
D) She would have a hard time hearing normal conversation.
Q:
One-to-one instruction is the only effective teaching arrangement for students with severe disabilities.
Q:
All of the following are procedural safeguards granted by IDEA except
A) parental consent for evaluation and placement decisions
B) attorney fees for all parents in due process hearings
C) an independent evaluation at public expense when parents disagree with results of an evaluation conducted by a school district
D) award of reasonable attorney fees to school districts who prevail in frivolous lawsuits by parents
Q:
Functionality means the usefulness of a skill for a student with a severe or multiple disability.
Q:
Suppose that a colleague approached you for advice concerning a student who stuttered. What advice would you offer her/him?
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Contusions usually accompany mild brain injuries.
Q:
As a first grade teacher, what process would you follow if you had concerns about one of your student's speech development? What are some strategies you can implement should a language impairment be diagnosed?
Q:
Which principle of IDEA states that no child with a disability can be excluded from a free appropriate public education?
A) zero reject
B) due process
C) mainstreaming
D) full inclusion
Q:
PARC v. Commonwealth of Pennsylvania (1972) granted a free appropriate public education to
A) all students with disabilities
B) students with intellectual disabilities
C) students with speech and language impairments
D) students who were previously deemed unable to benefit from instruction
Q:
A person with a severe disability needs instruction in skills that most children without disabilities acquire in the first five years of life.
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Compare and contrast open and closed head injuries.
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Articulation errors are easy to diagnose and treat.
Q:
Briefly explain the prevalence rates of severe/multiple disabilities.
Q:
Which of the following reflects the change in the number of students with autism over the past 10 years?
A) The number has tripled.
B) The number has decreased.
C) There has been very little change.
D) There are ten times as many students.
Q:
Although no specific set of behaviors is common to all individuals with severe or multiple disabilities, the author provides a list of frequently observed behaviors. List five of the seven.
Q:
Exceptional children
A) differ from the norm in learning and/or behavior
B) all need related services
C) cannot benefit from general education
D) outgrow their problems by the time they reach adulthood
Q:
Which is better for a child with deaf-blindness, an education program for a blind child or an education program for a deaf child? Explain your answer.
Q:
The cause of an intellectual disability is known in approximately 2/3 of the cases.
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Julia was diagnosed with bone cancer at the age of six. It was necessary for doctors to amputate her right leg below the knee. According to current terminology, Julia is
A) at-risk
B) challenged
C) handicapped
D) impaired
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What are the four basic kinds of speech-sound errors?
Q:
Is quality of life for adults with disabilities the ultimate outcome measure for special education? Why or why not?
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How can teachers help school-age children with disabilities achieve satisfying recreation and leisure as adults?
Q:
How do the philosophy and principles of supported living differ from traditional residential placement services?
Q:
Which of the following is true regarding small-group instruction and students with severe or multiple disabilities?
A) Partial participation is the primary goal.
B) It is the least cost effective instructional arrangement.
C) Skills learned are less likely to generalize to other settings.
D) It provides opportunities for incidental learning from others.