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Special Education
Q:
Which of the following is a common term used to refer to a Child Study Team?
A) Child Assistance Team
B) Teacher Intervention Team
C) Teacher Assistance Team
D) Prereferral Intervention Team
E) all of the above
Q:
Thirteen-year-old Tameka, a student who has never been referred for a special education evaluation, is exhibiting reading problems in her eighth-grade classroom. Her teacher, Ms. Largo, explains to her school"s Child Study Team that she believes that Tameka does not belong in the general education classroom. Which of the following is the most likely action that will be undertaken by the Child Study Team at this point?
A) Tameka will receive a comprehensive special education evaluation.
B) Tameka will be placed in a special education program for the learning disabled.
C) The Child Study Team will have Tameka placed in another teacher"s classroom.
D) The Child Study Team will analyze the problem and help Ms. Largo to implement reading strategies in the general education classroom.
Q:
Which of the following is not one of the four major phases in the prereferral process?
A) initial indication that a classroom-based problem exists
B) administration of individually-administered, norm-referenced intelligence and achievement tests
C) development of an intervention plan that contains strategies and other suggestions for addressing the presenting problem
D) evaluation of the effectiveness of the interventions identified in the intervention plan
Q:
Which individual(s) below may initiate a special education referral?
A) parent
B) classroom teacher
C) physician
D) all of the above
Q:
________ are changes made during assessment, or to a child"s education, that do not substantially change the curriculum content, the level of instruction, or the assessment criteria.
A) Modifications
B) Formal assessments
C) Peer tutoring programs
D) Accommodations
Q:
Which of the following is the primary purpose of the prereferral intervention team?
A) to determine appropriate placement of the student within the special education continuum of services
B) to develop an IEP for the student with a disability
C) to evaluate the student for a suspected learning disability
D) to address the needs of students who exhibit learning and behavioral problems who have not yet been referred for special education
E) all of the above
Q:
Which of the following is not one of the steps in the comprehensive evaluation process?
A) pre-referral intervention
B) determination of the behavior intervention plan
C) referral
D) development, implementation and review of IEP
Q:
Which one of the following ensures that no individual will be deprived of his or her rights or privileges without appropriate established procedures being followed?
A) Article 15 under Public Law 94-142
B) the due process clause under the U.S. Constitution
C) the procedural safeguard statements in the IDEA
D) one of the many safeguards mandated in Section 504 of the Rehabilitation Act of 1973
E) the procedural safeguard provision in the Americans with Disabilities Act
Q:
General and special educators should collaborate in which of the following processes?
A) child study and referral
B) observations and assessments of the child
C) prereferral interventions
D) IEP development
E) all of the above
Q:
Discuss the models of co-teaching and advantages/disadvantages of each.
Q:
Describe ways that parents can work with school personnel to provide positive reinforcement and encouragement for their children to succeed in school.
Q:
Discipline in the home involves two parental actions. Identify and describe these two parental actions.
Q:
Identify and briefly describe five (5) different types of communication to collaborate effectively with parents.
Q:
Brandes (2005) makes recommendations to enhance communication between school and parents. Discuss five (5) of these principles.
Q:
You are given the task of developing an in-service education presentation for your school on the topic of"addressing the needs of siblings of children with disabilities."Describe the strategies for teachers you would include in your presentation.
Q:
You have been hired to develop a parent involvement program for your school. Describe the most essential components of your program that will assist parents in better meeting the needs of their children with disabilities.
Q:
In creating a culturally responsive classroom, teachers must create an atmosphere that is respectful of all cultures. What steps should teachers take to accomplish this goal?
Q:
________ is an instructional model where a special education teacher and a general classroom teacher share instructional efforts and responsibilities in a general classroom.
Q:
_______ is two or more individuals working together for a common purpose.
Q:
________ give feedback to parents on school work, homework, and behavior.
Q:
________ are a type of communication that can take place without preparation. Teachers should avoid discussion of confidential information with this type of communication.
Q:
True or False
The need for parental involvement decreases with the child"s age.
Q:
True or False
The provision of home-based intervention is a common practice for preschoolers with disabilities.
Q:
True or False
Teachers should rely on e-mail as their primary source of communication with parents.
Q:
True or False
General education teachers and special education teachers receive extensive preparation for communicating effectively with parents.
Q:
True or False
Many parents feel that too little communication takes place between them and the school.
Q:
True or False
Siblings of children with disabilities may exhibit adjustment problems.
Q:
True or False
Research indicates that all families go through specific stages of reaction when learning that their child has a disability.
Q:
Which of the following is an attempt to resolve disagreements between parents and school personnel through the facilitation of a third party?
A) mediation
B) conflict resolution
C) special education dispute resolution process.
D) due-process hearing
Q:
Effective communication should
A) be regular and useful.
B) include both informal and formal means.
C) be characterized by a sensitivity to cultural and linguistic differences.
D) all of the above
Q:
Which of the following represents an effective communication strategy?
A) Saving information about performance for the IEP meeting.
B) Using technical words when communicating about a child"s performance.
C) Letting the parent know you are the expert.
D) Using a home-to-school notebook.
Q:
The needs of siblings of children with disabilities sometimes are not addressed by both parents and educators. Which of the following might be one strategy for addressing the important needs of siblings?
A) include the sibling in family and school meetings
B) ask the non-disabled sibling to take on additional duties and responsibilities
C) allow the non-disabled sibling to take on the second parent role in the areas of care and discipline
D) keep information concerning the disability away from the sibling to avoid worry
Q:
According to Meyer (2001., which of the following is not one of the concerns expressed by the siblings of children with disabilities?
A) Siblings may feel isolated when they are not given ongoing information about their brother"s or sister"s disability and its impact.
B) Siblings may feel guilty about having caused the disability or being spared from having the condition.
C) Siblings may develop exaggerated perceptions about their innate superiority over their sibling who has a disability.
D) Siblings may feel resentment when the child with a disability becomes the primary focus of the family"s attention.
Q:
Which of the following are reactions that parents may experience when learning that their child has a disability?
A) denial and anger
B) grief, fear, and confusion
C) powerlessness, disappointment, and acceptance
D) all of the above
Q:
Which of the following is a challenge parents may face when they learn that their child has a disability?
A) Parents may experience additional financial stress.
B) Parents may not have a realistic understanding of the child"s disability and consequently, may have unrealistic expectations for their child.
C) Parents may face additional stress on their marriage.
D) all of the above
Q:
Teachers must be sensitive to the background of the family to ensure that cultural differences do not interfere with school-family relationships. They can best do this by
A) focusing communication efforts on the mother.
B) designing an interagency coordinating family plan
C) putting aside preconceived notions they have about various lifestyles.
D) focusing efforts on the child when the parents speak a different language.
Q:
Which of the following statements is most accurate regarding today"s families?
A) Today"s families face a host of challenges, including absent fathers.
B) The constellation of today"s families has changed dramatically in the last fifty years.
C) Today, more mothers work outside the home.
D) all of the above
E) none of the above
Q:
The IDEA mandates that parents be involved in the special education process. Which one of the following activities is mandated by IDEA 2004?A) Parents are responsible for ensuring that their children attend school.B) Parents must be involved in all decision-making activities regarding the special education of their child.C) Parents must seek to resolve conflicts through a process called mediation.D) Parents must participate in disability awareness programs.
Q:
Which of the following IDEA 2004 provisions is required for involving parents in the special education process?A) Parents must be involved in the decision-making process for their children with disabilities.B) Parents must be informed of any impending actions regarding their children with disabilities.C) School personnel must make due process rights available to parents of children with disabilities.D) Parents have the right to a due process hearing, or engage in mediation or resolution if there is a disagreement with schools.E) all of the above
Q:
Prior to the passage of Public Law 94-142
A) Parents were actively involved in the IEP process for their children with disabilities.
B) Many schools did not encourage parents to participate in the education of their children with disabilities.
C) Parents had significant due process rights when they disagreed with their children"s IEP.
D) School personnel were only required to involve parents in the IEP process.
Q:
________ and ________ have established a high level of parental involvement in the education of their children with disabilities.
A) Legislation; parental advocacy
B) Awareness; conviction
C) Litigation; mediation
D) Professional involvement; parental concerns
Q:
Identify and briefly describe three (3) due process requirements mandated by the IDEA.
Q:
Discuss three critical dimensions of an inclusive classroom.
Q:
The authors of your textbook state that the philosophy of educators regarding special education is critical to the success of students with disabilities. Formulate your own philosophy of education with regard to educating students with disabilities in the regular classroom. Be sure to support your position with examples.
Q:
Compare and contrast the self-contained special education approach and resource room approach to educating students with disabilities. Be sure to describe the advantages and disadvantages of each approach.
Q:
Arrange in sequential order the level of restrictiveness relative to the"special education continuum-o-services"model. Use"1"as the least restrictive placement and"4"as the most restrictive environment.
a. Self-Contained Special Classroom
b. Indirect Educational Services Provided in the General Education Classroom
c. Resource Room
d. Residential School
Q:
In 1990, Public Law 94-142 was retitled as ________.
Q:
True or False
The model for fully including students with disabilities in general education classrooms was originally called the"Regular Education Initiative."
Q:
True or False
The continuum-of-services modelprovides a range of placements, from institutions to full-time general education classrooms.
Q:
True or False
Over the past fifteen years, one of the most significant changes in public education has been the movement toward the inclusion of students with disabilities in general education classrooms.
Q:
True or False
Today, approximately half of all students with disabilities, ages 6"21, are educated in general education settings for most of the school day.
Q:
True or False
For the majority of students with disabilities and other special needs, placement in general education classrooms for at least a portion of each school day is the most appropriate option.
Q:
True or False
If parents do not agree with their child"s individualized education program, they may request a due process hearing.
Q:
True or False
Under IDEA 2004, inclusion in general education classrooms is mandatory for all students with disabilities.
Q:
True or False
"Nondiscriminatory assessment"is required when a student is referred for a comprehensive special education evaluation.
Q:
True or False
Over half of all students with disabilities who receive special education services are identified as intellectually disabled.
Q:
True or False
The majority of students with disabilities have moderate to severe disabilities.
Q:
True or False
Since the 1970s, teachers have been trained to teach students with disabilities in the inclusive classroom.
Q:
True or False
In the nineteenth century, the special schools that were established primarily served students with sensory impairments.
Q:
True or False
Prior to the passage of Public Law 94-142 in the mid-1970s, students with learning disabilities and emotional disturbance were the two groups of students with disabilities who were most likely to receive special education services in the public schools.
Q:
True or False
Prior to the mid-1970s, many schools did not provide any programs for students with disabilities or the programs that were provided were very minimal.
Q:
Which of the following is a current perception of inclusion?
A) Teachers have a positive attitude toward inclusion.
B) Administrators do not support inclusion.
C) Most teachers prefer that students with disabilities be educated in special classes.
D) Satisfaction of general classroom teachers concerning inclusion decreases over time.
Q:
Approximately what percentage of students with disabilities spend a substantial portion of each day in a general education classroom?
A) 10%
B) 70%
C) 40%
D) 5%
Q:
Which of the following role(s) is/are required of general education teachers in a resource room model?
A) referral of students for a comprehensive special education evaluation
B) implementation of prereferral interventions
C) collaboration with special educators
D) all of the above
Q:
One of the disadvantages of the self-contained special education classroom approach is that
A) special educators cannot measure the growth and progress of students as easily.
B) students with disabilities are more visible throughout the school.
C) students have the opportunity to receive instruction from specialists in specific academic fields.
D) students do not have"typical"role models.
Q:
Which of the following would represent the most restrictive setting for a student with disabilities?
A) self-contained classroom
B) resource room
C) residential school
D) indirect support services
Q:
The"Least Restrictive Environment"mandate in IDEA requires that
A) all students with disabilities be educated full-time in general education classrooms.
B) students with disabilities be educated with non-disabled students to the maximum extent appropriate.
C) all schools must provide inclusive education for students with disabilities.
D) none of the above
Q:
Which of the following would be considered a major life activity under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act?
A) breathing
B) walking
C) learning
D) all of the above
Q:
Under both Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, an individual is considered to have a disability if that individualA) has a physical or mental impairment that substantially limits one or more of the individual's major life activities.B) has a record of such an impairment.C) is regarded as having such an impairment.D) all of the above
Q:
IDEA 2004 requires that students with disabilities be
A) educated in special schools that can provide the specialized services they require.
B) included in all classes and activities in which general education students participate.
C) educated in resource rooms and/or the general education classroom.
D) educated in the least restrictive environment in accordance with the student"s IEP.
Q:
Key elements required in the Individualized Education Program (IEP) include
A) transitional planning for students ages 16 or older.
B) helping students with disabilities to access the general education curriculum.
C) participation of a group of individuals who are knowledgeable about the student.
D) all of the above
Q:
Which of the following is not a key component of the Individuals with Disabilities Education Act?
A) nondiscriminatory assessment
B) mandatory inclusive placement in general education
C) mediation
D) due-process rights
Q:
Which of the following are related services under IDEA?
A) counseling
B) physical therapy
C) transportation
D) all of the above
Q:
What is the primary purpose of IDEA?
A) to assure a free, appropriate public education for all students with disabilities
B) to require that all students with disabilities be educated in general education classrooms
C) to require special education for minority students
D) to eliminate the use of intelligence tests
Q:
In 1990, the title of P.L. 94-142 was changed to the
A) Act for Educating All Handicapped Children.
B) Education for Exceptional Children Act.
C) Individuals with Disabilities Education Act.
D) Act for Mainstreaming Students with Disabilities.
Q:
The"Child Find"mandate in IDEA requires that school personnel
A) engage in activities that locate and identify students with disabilities.
B) provide services to all students with disabilities.
C) make use of federal funding to meet the needs of parents of children with disabilities.
D) all of the above
Q:
Which of the following was not a major contributor to the inclusion movement?
A) parental advocacy
B) legislation/litigation
C) compensatory education
D) the civil rights movement
Q:
Today, the majority of students with disabilities are
A) educated in general education classrooms for at least a portion of the school day.
B) fully integrated into general education classrooms for the entire school day.
C) taught in self-contained classrooms.
D) taught in separate schools.
Q:
Students considered to be"at-risk"include those who are
A) drug and alcohol abusers.
B) members of minority cultures.
C) poor.
D) all of the above
Q:
Fifteen-year-old Sherry has attention deficit disorder and does not qualify for services under any of the IDEA disability categories. Sherry may still qualify for accommodations under which of the following federal laws?
A) Section 504 of the Rehabilitation Act of 1973
B) the Individuals with Disabilities Education Act
C) the Exceptional Child Act
D) the Mental Health Coalition Act of 1975