a. Research has established that inclusion is more effective than education in special classes.
b. Professionals are in agreement about the extent to which technology can and should be used.
c. Students with disabilities must be included in standardized testing.
d. Considerable disagreement exists about whether early intervention for children with disabilities should be child directed or more teacher directed.
a. developing IEPs for all students who need them.
b. reducing the number of referrals to special education.
c. establishing “ownership” of students with disabilities by general educators.
d. recommending strategies for working with children who exhibit academic and behavioral problems.
a. the teacher’s anecdotal reports of student performance are used to determine a level of service.
b. it is assumed that the general education teacher’s instruction is evidence-based and of high quality.
c. professionals monitor student’s performance on standardized tests at different levels of support.
d. students usually receive one to two hours of closely monitored support in a resource room.
a. has implications only for those with learning disabilities.
b. is restricted to academic learning.
c. can be applied to social behavior and academic learning.
d. is the same as a prereferral team except that it is limited to students with learning disabilities.
a. they result in more students being eligible for special education.
b. academic achievement of students who are mainstreamed has increased.
c. little evidence is available to determine their effectiveness.
d. teachers and administrators are not satisfied with the procedures.
a. outcome measures.
b. standardized assessments.
c. progress monitoring assessments.
d. measures of student achievement.
a. each student must receive instruction on a one-to-one basis.
b. an educational program must be written for each student who requires special education services.
c. one individual must be responsible for each student’s education.
d. the portion of the program that is individualized must be delivered by a teacher who is certified in special education.
a. annual goals.
b. related services to be provided.
c. student’s IQ score.
d. instructional objectives.
a. placement, development of IEP, evaluation
b. development of IEP, evaluation, placement
c. evaluation, development of IEP, placement
d. evaluation, placement, development of IEP
a. a supplement to the IEP that specifies services that will be provided to the family of a student with disabilities
b. a supplement to the IEP that identifies the role of family members in supporting the school’s program for a student with disabilities
c. a type of IEP created for preschool children with disabilities
d. an extension of the IEP that is used for secondary students who are making the transition from school to work
a. a parent or guardian.
b. a provider of special education.
c. the child’s general education teacher.
d. a special education lawyer.
a. movement from general education to special education.
b. more parental responsibility for meeting transition goals.
c. concern for outcomes such as independent living and community adjustment.
d. greater emphasis on vocational issues.
a. They provided funding for postsecondary programs.
b. They extended the age range served by special education to include students up to age 26.
c. They mandated that school districts pay for postsecondary schooling (including college tuition) for students under the age of 21 with disabilities.
d. They required IEPs to contain a statement of needed transition services for students with disabilities 16 years or older.
a. student characteristics and community resources.
b. teacher attitudes and student preferences.
c. both student and parental preferences.
d. the category of exceptionality and parental preferences.
a. consultation by a special educator.
b. instruction by an itinerant teacher.
c. instruction in a resource room.
d. instruction by a regular classroom teacher.
c. itinerant services
d. resource services
a. She receives itinerant services.
b. She receives resource services.
c. She receives consultation services.
d. She receives diagnostic-prescriptive services.
a. instruction by an itinerant teacher.
b. instruction in a diagnostic-prescriptive center.
c. consultation by a special educator.
d. instruction in a self-contained special education classroom.
a. a visual impairment.
b. physical disabilities.
c. mental retardation.
d. a hearing impairment.
a. self-contained special education class.
b. regular classroom.
c. resource room.
d. special day school.
a. his own home.
b. a general education classroom with consultation by a special educator.
c. both a general education classroom and a resource room.
d. a general education classroom for the whole day.
a. most enabling environment
b. most specialized environment
c. least isolated environment
d. most dedicated environment
a. less than 5
b. nearly 15
c. about 35
d. more than 50
a. They tend to have more severe disabilities.
b. School systems often do not have general education classes for preschoolers and young adults.
c. There are no laws protecting educational rights of people in these age groups.
d. Work-related programs for young adults with disabilities frequently already exist apart from regular high schools.
a. homogeneous grouping.
b. accommodations and adaptations.
c. collaborative consultation.
d. curriculum and instruction modifications.
a. teaches students with disabilities in the general education classroom.
b. acts as an expert in providing advice to the general education teacher.
c. shares daily decisions about programming with the regular education teacher equally.
d. pulls out students with disabilities for special instruction in a resource room.
a. students take turns assuming the role of teacher.
b. general and special educators teach together in the same classroom.
c. general and special educators provide in-service training for each other.
d. teachers and students take turns assuming the role of teacher.
a. students work together in small homogeneous groups to solve problems or practice responses.
b. students without disabilities tutor those with disabilities in small groups.
c. students with and without disabilities work together in small groups to solve problems or practice responses.
d. students with disabilities tutor those without disabilities in small groups.
a. exposure to activities experienced by all students.
b. opportunity to model social skills and increased vocational training.
c. maximize time on task and enhance self-esteem.
d. mastery of functional academics and improved self-help skills.
c. tiered assignment.
d. partial participation.
a. watered-down curriculum.
c. partial participation.
d. tiered assignments.
a. general education teachers are content specialists who should be trained by a special education coach.
b. general education teachers can gradually take the place of special education teachers.
c. special educators have no more specialized expertise in teaching individualized curricula than do general educators.
d. the popular co-teaching model of collaboration provides the required kind of intensive instruction needed by students with disabilities.
a. Most exceptional students are in the general education classroom for part of the day.
b. Most teachers have the supports needed to work in the general education classroom with students of all exceptionalities.
c. Many students who are not identified as being in need of services share characteristics of those who are.
d. Radical reforms of special education threaten special education as a separate, identifiable part of education.
a. at risk.
a. evaluating academic abilities
b. managing serious behavior problems
c. participating in writing individualized educational programs
d. collaborating with other professionals
a. knowledge of special education law
b. instruction of students with serious learning problems
c. management of serious behavior problems
d. participating in writing individualized education programs
a. discuss her concerns with Delroy.
b. administer an intelligence test.
c. discuss her concerns with Delroy’s parents.
d. consult with specialists at a diagnostic-prescriptive center.
a. modify or adapt the student’s instructional program.
b. communicate concerns to parents.
c. examine student’s school record.
d. administer diagnostic tests.
a. instruction that it alone uses.
b. the more qualified teachers involved in it.
c. instruction that is altered to meet the needs of exceptional learners.
d. the quantity of services provided.
a. delivering large-group instruction.
b. using technology.
c. cooperative learning.
a. knowledge of special education law.
b. management of serious behavior problems.
c. exceptional instruction.
d. use of technological advances.
a. should not be held accountable regarding the general education curriculum.
b. should be allowed to have a copy of the test one-week in advance of its administration.
c. should not receive any accommodations on the test.
d. might need to have instructional supports by, for example, by presenting material in multiple ways.
a. some are fearful that the standards will not be in the best interests of many students with disabilities.
b. Research documents that, when states mandate that students with disabilities must take a Common Core State Standards test, the achievement of these students improves dramatically.
c. There is a heavy emphasis on access to the general education curriculum for students with disabilities.
d. Questions remain, such as should special accommodations be made in assessing progress toward a standard.
a. inclusive technology.
b. universal design.
c. intuitive planning.
d. intuitive design.
a. deciding when the limits of universal design have been reached.
b. deciding when the use of technology is in a person’s best interest.
c. unnecessary cost associated with having to consider the relatively small population of people with disabilities when designing technology.
d. the potential for dependence on technology at the cost of learning to do something independent of technology.
a. There are fully funded, Federal programs that provide enriched learning experiences for all students.
b. The curriculum for students with disabilities has sometimes differed from the curriculum in general education.
c. IDEA requires inclusion of all students with disabilities, except those with sensory impairments, in national assessments of educational progress.
d. Extracurricular programs that are being eliminated tend to be those that students with disabilities are typically excluded from or fail at anyway.
a. outcome measures.
b. standardized assessments.
c. progress monitoring assessments.
d. measures of student achievement
a. altering the time given for responding.
b. changing the setting in which assessment is done.
c. providing verbal prompts to the student during testing.
d. using an alternative format for presentation of tasks or the type of response allowed.
a. have no place in special education.
b. should be used to compare students with disabilities before and after they receive special instruction.
c. can be used effectively to compare students with disabilities to those without disabilities.
d. are useful for making instructional decisions.