Chapter 1 Test Questions

Multiple Choice

1. What percentage of students with disabilities spend more than 80 percent of their school day in general education classrooms?a. 20b. 40c. 60*d. 80

Learning Objective: N/A (Opening Challenge)Cognitive Domain: KnowledgeAnswer Location: Setting the StageQuestion Type: MC

2. Most recently, who has reported that they do not feel adequately prepared to teach students with disabilities? a. Special education teachers*b. General education teachersc. Inclusion teachersd. Administrators

Learning Objective: N/A (Opening Challenge)Cognitive Domain: KnowledgeAnswer Location: Setting the StageQuestion Type: MC

3. When does education become responsive?*a. When an array of individualized educational interventions are implemented to improve the outcomes of students with disabilitiesb. When schools stop using individualized educational interventions for students with disabilitiesc. When general education teachers are better equipped in their teacher prep programs on how to better educate students with disabilitiesd. Both A and C

Learning Objective: N/A (Opening Challenge)Cognitive Domain: Comprehension Answer Location: Setting the StageQuestion Type: MC

4. Which of the following is true of the concept of disability?a. The concept of disability is not as simple as it initially appears.b. It is important to conceptually understand the term disability so that the definition for disability becomes clearer.

c. The way people, groups, and cultures think about what it means to have a disability affects the way they interact with people with disabilities, and those, in turn, become events that influence individuals’ outcomes.*d. Both A and C

Learning Objective: What is a disability?Cognitive Domain: ComprehensionAnswer Location: What Is a Disability?Question Type: MC

5. What is an example of how special education has come a long way since the mid-1960s? a. We understand that students with special needs must be educated in the general education classroom.*b. We have learned a great deal about appropriate instruction and services for students with special needs.c. All teachers feel comfortable and adequately prepared to teach students with special needs in their classroom.d. None of the above

Learning Objective: N/A (Opening Challenge)Cognitive Domain: Comprehension Answer Location: Setting the StageQuestion Type: MC

6. In what ways is diversity in our society evident?a. Disabilities and abilitiesb. Social, cultural, and linguistic differencesc. Economic backgrounds*d. All of the above

Learning Objective: N/A (Opening Challenge)Cognitive Domain: ComprehensionAnswer Location: Consider Human DiversityQuestion Type: MC

7. Which of the following might NOT be how disability is conceptualized?a. Disabilities can be absolutes.b. Disabilities can be complex.*c. Disabilities only fall under A and B.d. Disabilities can be the result of different conditions or experiences.

Learning Objective: What is a disability?Cognitive Domain: AnalysisAnswer Location: What Is a Disability?Question Type: MC

8. Which of the following does NOT describe hyperactivity and impulsivity according to the APA?*a. Rarely talksb. Often fidgets with hands or feet or squirms in seatc. Often leaves seat in classroom or in other situations in which remaining seated is expectedd. Often runs and has difficulty playing or engaging in leisure activities quietly

Learning Objective: N/A (Opening Challenge)Cognitive Domain: AnalysisAnswer Location: What Is the ADAPT Framework, and How Do I Use It?Question Type: MC

9. Which of the following describes the deficit perspective on disabilities?a. Views differences across people’s skills and traits as socially constructed*b. Reflects the idea that behavior and characteristics people share are distributed along a continuum, with most people falling in the middle of the distribution, where they make up the averagec. The belief that people with disabilities belong to a minority groupd. The belief that different perspectives result in different responses to a disability

Learning Objective: What are four perspectives on disability, and how do they differ from each other?Cognitive Domain: KnowledgeAnswer Location: The Deficit Perspective on DisabilitiesQuestion Type: MC

10. Which of the following describes the sociological perspective on disabilities?*a. Views differences across people’s skills and traits as socially constructedb. Reflects the idea that behavior and characteristics people share are distributed along a continuum, with most people falling in the middle of the distribution, where they make up the averagec. The belief that people with disabilities belong to a minority groupd. The belief that different perspectives result in different responses to a disability

Learning Objective: What are four perspectives on disability, and how do they differ from each other?Cognitive Domain: KnowledgeAnswer Location: The Sociological Perspective on DisabilitiesQuestion Type: MC

11. Which of the following is an example of the cultural perspective on disability?a. The way a society treats individuals, not a condition or set of traits the individual exhibits, is what makes people different from each other.

b. Difficult situations occur not because of a condition or disability but, rather, because people with disabilities are denied full participation in society as a consequence of their minority status.c. Somewhere in the middle of the distribution are typical learners, whose behaviors and characteristics represent the average or majority of students.*d. The belief that different perspectives result in different responses to a disability

Learning Objective: What are four perspectives on disability, and how do they differ from each other?Cognitive Domain: Comprehension Answer Location: The Cultural Perspective on Disability Question Type: MC

12. Which of the following is an example of people with disabilities as members of a minority group?a. The way a society treats individuals, not a condition or set of traits the individual exhibits, is what makes people different from each other.*b. Difficult situations occur not because of a condition or disability but, rather, because people with disabilities are denied full participation in society as a consequence of their minority status.c. Somewhere in the middle of the distribution are typical learners, whose behaviors and characteristics represent the average or majority of students.d. The belief that different perspectives result in different responses to a disability

Learning Objective: What are four perspectives on disability, and how do they differ from each other?Cognitive Domain: Comprehension Answer Location: People With Disabilities as Members of a Minority Group Question Type: MC

13. Which of the following is an example of the deficit perspective on disabilities?a. The way a society treats individuals, not a condition or set of traits the individual exhibits, is what makes people different from each other.b. Difficult situations occur not because of a condition or disability but, rather, because people with disabilities are denied full participation in society as a consequence of their minority status.*c. Somewhere in the middle of the distribution are typical learners, whose behaviors and characteristics represent the average or majority of students.d. The belief that different perspectives result in different responses to a disability

Learning Objective: What are four perspectives on disability, and how do they differ from each other?Cognitive Domain: Comprehension Answer Location: The Deficit Perspective on Disabilities Question Type: MC

14. Which of the following is an example of the sociological perspective on disabilities?*a. The way a society treats individuals, not a condition or set of traits the individual exhibits, is what makes people different from each other.b. Difficult situations occur not because of a condition or disability but, rather, because people with disabilities are denied full participation in society as a consequence of their minority status.c. Somewhere in the middle of the distribution are typical learners, whose behaviors and characteristics represent the average or majority of students.d. The belief that different perspectives result in different responses to a disability

Learning Objective: What are four perspectives on disability, and how do they differ from each other?Cognitive Domain: Comprehension Answer Location: The Sociological Perspective on DisabilitiesQuestion Type: MC

15. Which of the following is NOT one of the problems studied by Congress in the early 1970s?*a. One thousand children with disabilities in the U.S. were excluded entirely from the public school system.b. More than half of the eight million children with disabilities were not receiving appropriate services.c. The special educational needs of these children were not being fully met because they were not receiving necessary related services.d. If given appropriate funding, state and local educational agencies could provide effective special education and related services to meet the needs of children with disabilities.

Learning Objective: What are four perspectives on disability, and how do they differ from each other?Cognitive Domain: AnalysisAnswer Location: What Are the Origins of Special Education?Question Type: MC

16. Which of the following is NOT one of the four different ways of thinking about disabilities?a. Deficit perspective*b. Environmental perspectivec. Sociological perspectived. People with disabilities as members of a minority group

Learning Objective: What are four perspectives on disability, and how do they differ from each other?Cognitive Domain: Analysis

Answer Location: What are four perspectives on disability, and how do they differ from each other?Question Type: MC

17. Define assistive technology. a. It states that each student is entitled to an individually designed education program complete with supportive (related) services.b. It requires that educational services for students with disabilities be available to parents at no additional cost to them.c. It is designed to meet the unique learning needs of each infant, toddler, preschooler, and elementary through high school student with disabilities and individuals up to the age of twenty-one.*d. Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities.

Learning Objective: How are individuals with disabilities protected by legislation? Cognitive Domain: KnowledgeAnswer Location: Assistive Technology Act of 2004 (ATA)Question Type: MC

18. Define special education.a. It states that each student is entitled to an individually designed education program complete with supportive (related) services.b. It requires that educational services for students with disabilities be available to parents at no additional cost to them.*c. It is designed to meet the unique learning needs of each infant, toddler, preschooler, and elementary through high school student with disabilities and individuals up to the age of twenty-one. d. Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities.

Learning Objective: How are individuals with disabilities protected by legislation? Cognitive Domain: KnowledgeAnswer Location: What Is Special Education? Question Type: MC

19. Which of the following is a result of Section 504 of the Rehabilitation Act?a. Guaranteed a free, appropriate education in the least restrictive environment*b. Guaranteed basic civil rights to people with disabilitiesc. Barred discrimination in employment, transportation, public accommodations, and telecommunicationsd. Required that all schoolchildren participate in state and district testing

Learning Objective: How are individuals with disabilities protected by legislation?

Cognitive Domain: Comprehension Answer Location: What Laws and Court Decisions Protected Students With Disabilities? Question Type: MC

20. Which of the following is a result of the Education for All Handicapped Children Act (EHA)?*a. Guaranteed a free, appropriate education in the least restrictive environmentb. Guaranteed basic civil rights to people with disabilitiesc. Barred discrimination in employment, transportation, public accommodations, and telecommunicationsd. Required that all schoolchildren participate in state and district testing

Learning Objective: How are individuals with disabilities protected by legislation? Cognitive Domain: Comprehension Answer Location: What Laws and Court Decisions Protected Students with Disabilities? Question Type: MC

21. Which of the following is a result of the Americans With Disabilities Act (ADA)?a. Guaranteed a free, appropriate education in the least restrictive environmentb. Guaranteed basic civil rights to people with disabilities*c. Barred discrimination in employment, transportation, public accommodations, and telecommunicationsd. Required that all schoolchildren participate in state and district testing

Learning Objective: How are individuals with disabilities protected by legislation? Cognitive Domain: Comprehension Answer Location: What Laws and Court Decisions Protected Students With Disabilities? Question Type: MC

22. Which of the following is a result of the No Child Left Behind Act of 2001?a. Guaranteed a free, appropriate education in the least restrictive environmentb. Guaranteed basic civil rights to people with disabilitiesc. Barred discrimination in employment, transportation, public accommodations, and telecommunications*d. Required that all schoolchildren participate in state and district testing

Learning Objective: How are individuals with disabilities protected by legislation? Cognitive Domain: Comprehension Answer Location: What Laws and Court Decisions Protected Students with Disabilities? Question Type: MC

23. Which of the following is NOT one of the ways general education and special education differ?a. Special education is designed for students with different learning, behavioral, social, communication, and basic-function needs.b. Some differences are based in law and result in key components of special education.*c. Only general education students have access to general education curriculum.d. General education tends to focus on groups of learners, whereas the special education approach focuses on individuals.

Learning Objective: How are individuals with disabilities protected by legislation? Cognitive Domain: AnalysisAnswer Location: What Is Special Education?Question Type: MC

24. Which of the following is NOT one of the main features of No Child Left Behind related to students with disabilities?a. Use of scientifically based programs and interventions*b. Teachers must have a special education teaching certificate.c. Access to general education curriculumd. Evaluation of students’ performance with appropriate accommodations

Learning Objective: How are individuals with disabilities protected by legislation? Cognitive Domain: AnalysisAnswer Location: No Child Left Behind ActQuestion Type: MC

25. Define related services.a. Tactics that have been proven effective through systematic and rigorous researchb. Supports the special education program and works with a special education student in the general education classroomc. A set of evaluation procedures that assess the effectiveness of instruction on skills while they are being taught*d. Multidisciplinary or transdisciplinary set of services many students with disabilities require if their education is to be truly appropriate

Learning Objective: What services are provided by special education?Cognitive Domain: KnowledgeAnswer Location: Related services Question Type: MC

26. Define paraprofessional.a. Tactics that have been proven effective through systematic and rigorous research*b. Supports the special education program and works with a special education student in the general education classroom

c. A set of evaluation procedures that assess the effectiveness of instruction on skills while they are being taughtd. Multidisciplinary or transdisciplinary set of services many students with disabilities require if their education is to be truly appropriate

Learning Objective: What services are provided by special education?Cognitive Domain: KnowledgeAnswer Location: Related Services Question Type: MC

27. Define evidence-based practices.*a. Tactics that have been proven effective through systematic and rigorous researchb. Supports the special education program and works with a special education student in the general education classroomc. A set of evaluation procedures that assess the effectiveness of instruction on skills while they are being taughtd. Multidisciplinary or transdisciplinary set of services many students with disabilities require if their education is to be truly appropriate

Learning Objective: What services are provided by special education?Cognitive Domain: KnowledgeAnswer Location: Evidence-Based PracticesQuestion Type: MC

28. Define progress monitoring.a. Tactics that have been proven effective through systematic and rigorous researchb. Supports the special education program and works with a special education student in the general education classroom*c. A set of evaluation procedures that assess the effectiveness of instruction on skills while they are being taughtd. Multidisciplinary or transdisciplinary set of services many students with disabilities require if their education is to be truly appropriate

Learning Objective: What services are provided by special education?Cognitive Domain: KnowledgeAnswer Location: Frequent Monitoring of ProgressQuestion Type: MC

29. Which of the following is an example of a related service that might be specified in a student’s IEP?a. Independent assignmentsb. Access to general education and practices that are not evidence-basedc. Extra homework to help master necessary skills*d. Assistance of paraprofessionals

Learning Objective: What services are provided by special education? Cognitive Domain: Comprehension Answer Location: Related ServicesQuestion Type: MC

30. Which of the following do advocates believe may result if students with learning disabilities are given access to the general education classroom?a. Students will be placed in the least restrictive environment.b. Students are less likely to receive an IEP.*c. Students are more likely to have greater exposure to the standard curriculum and a better chance of graduating with a standard high school diploma.d. Students will be actively engaged in the classroom and all classroom activities.

Learning Objective: What do we mean by inclusive education?Cognitive Domain: ComprehensionAnswer Location: Access to the General Education CurriculumQuestion Type: MC

31. Which of the following is an example of frequent monitoring of progress?*a. Curriculum-based measurements (CBMs)b. Response to intervention (RTI)c. Independent assessmentsd. Explicit instruction

Learning Objective: What do we mean by inclusive education?Cognitive Domain: ComprehensionAnswer Location: Frequent Monitoring of ProgressQuestion Type: MC

32. When would a teacher likely use a curriculum-based measure (CBM)?a. When a teacher is completing grade reports*b. When a teacher needs feedback on student progress so he or she can modify instructional approachesc. When a teacher wants to examine classroom understanding as a whole group to modify instruction for the classroomd. When the district mandates that curriculum-based measures be given to students

Learning Objective: What do we mean by inclusive education? Cognitive Domain: ComprehensionAnswer Location: Frequent Monitoring of ProgressQuestion Type: MC

33. Which of the following is an example of an inclusive classroom?*a. Students with disabilities have access to standard curriculum in the general education classroom

b. Students with disabilities receive all their schooling in the general education classroomc. Students with disabilities receive all their schooling in the resource classroomd. Students with disabilities have access to special education curriculum

Learning Objective: What do we mean by inclusive education?Cognitive Domain: ComprehensionAnswer Location: What Is Inclusive Education?Question Type: MC

34. Which of the following is an example of an inclusive education practice?a. Full inclusion using pull-in programmingb. Co-teachingc. Segregation of schooling*d. Both A and B

Learning Objective: What do we mean by inclusive education?Cognitive Domain: ComprehensionAnswer Location: Inclusive Education PracticesQuestion Type: MC

35. Which of the following is an example of a pullout program?a. Full inclusionb. Co-teaching*c. Resource roomsd. Segregation of schooling

Learning Objective: What do we mean by inclusive education? Cognitive Domain: ComprehensionAnswer Location: Inclusive Education PracticesQuestion Type: MC

36. Which of the following guidelines can help teachers when challenging decisions need to be made regarding special education services?a. Students with disabilities need an array of services available to them for the delivery of individualized education programs that range in intensity and duration.b. No single answer is possible for all students with disabilities.c. Special education placement decisions must be individually determined because services should be tailored to the needs of each student with disabilities.*d. All the above

Learning Objective: What do we mean by inclusive education?Cognitive Domain: Comprehension Answer Location: What Is Inclusive Education?Question Type: MC

37. Which of the following is NOT a common feature amongst proven interventions for special education?a. Validated*b. Group determined c. Explicit d. Monitored

Learning Objective: What do we mean by inclusive education?Cognitive Domain: AnalysisAnswer Location: Evidence-Based PracticesQuestion Type: MC

38. Which of the following is NOT a key feature in progress monitoring?*a. Students’ educational progress is measured during end-of-unit exams.b. Students’ educational progress is measured directly on skills of concern.c. Students’ educational progress is measured systematically.d. Students’ educational progress is measured frequently.

Learning Objective: What do we mean by inclusive education?Cognitive Domain: AnalysisAnswer Location: Frequent Monitoring of ProgressQuestion Type: MC

39. Which of the following is NOT an example of a related service that may be specified in a student’s IEP?a. Adaptive PE*b. Response to interventionc. Assistive technologyd. Family therapy

Learning Objective: What do we mean by inclusive education?Cognitive Domain: AnalysisAnswer Location: Frequent Monitoring of ProgressQuestion Type: MC

40. Which of the following is NOT an example of something special that needs to happen when students with disabilities are placed in typical classroom settings?a. Universal design for learningb. Assistive technology *c. Peer tutoring d. Adaptions to the instructional situation that match specific students’ needs

Learning Objective: What do we mean by inclusive education?Cognitive Domain: AnalysisAnswer Location: Origins of InclusionQuestion Type: MC

True False

41. Special education research knows a great deal about appropriate instruction and services for students with special needs.*a. True b. False

Learning Objective: N/A (Opening Challenge)Cognitive Domain: KnowledgeAnswer Location: Setting the StageQuestion Type: TF

42. It is safe to say that we are now in an era where special educators can appropriately educate all students with special needs and help them make successful transitions to independent adulthood with employment, social relationships, and living arrangements that all of us strive to achieve.a. True*b. False

Learning Objective: N/A (Opening Challenge)Cognitive Domain: ComprehensionAnswer Location: Setting the StageQuestion Type: TF

43. Educators are not responsible for addressing the unique challenges each student brings into their classroom.a. True*b. False

Learning Objective: N/A (Opening Challenge)Cognitive Domain: ComprehensionAnswer Location: Setting the StageQuestion Type: TF

44. Disabilities cannot be absolute and are not something that an individual simply does or does not have.a. True*b. False

Learning Objective: What is a Disability?Cognitive Domain: AnalysisAnswer Location: What Is a Disability?Question Type: TF

45. Prenatal causes occur during the birthing process.

a. True*b. False

Learning Objective: What are four perspectives on disability, and how do they differ from each other?Cognitive Domain: KnowledgeAnswer Location: What Are Some Reasons for Disabilities?Question Type: TF

46. Lead can cause intellectual disabilities in children.*a. Trueb. False

Learning Objective: What are four perspectives on disability, and how do they differ from each other?Cognitive Domain: ComprehensionAnswer Location: Environmental Causes of DisabilityQuestion Type: TF

47. Seizures are not a cause of disability.a. True*b. False

Learning Objective: What are four perspectives on disability, and how do they differ from each other?Cognitive Domain: ComprehensionAnswer Location: Biological Causes of DisabilityQuestion Type: TF

48. Emotional disturbance is not considered a high-incidence disability.a. True*b. False

Learning Objective: What are four perspectives on disability, and how do they differ from each other?Cognitive Domain: AnalysisAnswer Location: Table 1.2Question Type: TF

49. IDEA mandates that students with disabilities receive all their education in the general education setting.a. True *b. False

Learning Objective: How are individuals with disabilities protected by legislation?Cognitive Domain: Knowledge

Answer Location: Least Restrictive Environment (LRE)Question Type: TF

50. A secondary student with a significant cognitive disability who is placed in special education classes to master life skills essential for independent living is an example of a student being placed in the least restrictive environment according to their needs.*a. Trueb. False

Learning Objective: How are individuals with disabilities protected by legislation? Cognitive Domain: ComprehensionAnswer Location: Least Restrictive Environment (LRE)Question Type: TF

51. The need for parental involvement is greater for students with disabilities than for peers without disabilities, and therefore, parents are expected to participate in the development of their children’s IEPs and become partners with teachers and schools.*a. Trueb. False

Learning Objective: How are individuals with disabilities protected by legislation?Cognitive Domain: ComprehensionAnswer Location: Family InvolvementQuestion Type: TF

52. Community-based instruction has not been identified as an effective special education approach and, therefore, should not be used by special education teachers.a. True*b. False

Learning Objective: How are individuals with disabilities protected by legislation?Cognitive Domain: AnalysisAnswer Location: Least Restrictive EnvironmentQuestion Type: TF

53. Related services are specified in the student’s IEP and can include adaptive PE, assistive technology, audiology, diagnosis and evaluation, interpretation for the deaf, family therapy, occupational therapy, orientation and mobility, the assistance of paraprofessionals, physical therapy, psychological services, recreation and therapeutic-recreation therapy, rehabilitative counseling, school counseling, school nursing, school social work, special transportation, vocational education, and work study.*a. True

b. False

Learning Objective: What services are provided by special education? Cognitive Domain: KnowledgeAnswer Location: Related ServicesQuestion Type: TF

54. Before 1975, many children with disabilities were denied access to public education.*a. Trueb. False

Learning Objective: What is inclusive education?Cognitive Domain: KnowledgeAnswer Location: Origin of InclusionQuestion Type: TF

55. It has only been in recent years that the model for inclusive education has reflected the idea that whenever possible, students with disabilities should be included in the public education system.a. True*b. False

Learning Objective: What is inclusive education?Cognitive Domain: ComprehensionAnswer Location: Origin of InclusionQuestion Type: TF

56. According to advocates for students with severe disabilities, the benefits of having a “typical” role model outweigh the intensive services that might be more readily available when groups of youngsters needing a particular program were clustered together.*a. Trueb. False

Learning Objective: What is inclusive education?Cognitive Domain: Comprehension Answer Location: Origin of InclusionQuestion Type: TF

57. One interpretation of inclusive education is segregation of students.a. True*b. False

Learning Objective: What is inclusive education?Cognitive Domain: Comprehension

Answer Location: Inclusive Education PracticesQuestion Type: TF

58. A resource room is an example of a pullout program.*a. Trueb. False

Learning Objective: What is inclusive education?Cognitive Domain: ComprehensionAnswer Location: Inclusive Education PracticesQuestion Type: TF

59. Full inclusion using a pull-in program would not be considered inclusive education.a. True*b. False

Learning Objective: What is inclusive education?Cognitive Domain: AnalysisAnswer Location: Inclusive Education PracticesQuestion Type: TF

60. The participation rates for students with disabilities in general education classes have not increased over the past fifteen years.a. True*b. False

Learning Objective: What is inclusive education?Cognitive Domain: AnalysisAnswer Location: Inclusive Education PracticesQuestion Type: TF

Fill in the Blank

61. Special education has ________ since the mid-1960s in terms of society’s perspective on disability.a. stayed the same*b. come a long way c. made a few changesd. made moderate changes

Learning Objective: N/A (Opening Challenge) Cognitive Domain: KnowledgeAnswer Location: Setting the StageQuestion Type: FITB

62. ________ indicates that all the children in our schools bring social, academic, economic, and cultural backgrounds to class with them.a. Learning styleb. Student populationc. Socioeconomic status*d. Diversity

Learning Objective: N/A (Opening Challenge) Cognitive Domain: Comprehension Answer Location: Consider Human DiversityQuestion Type: FITB

63. ________ is NOT part of the ADAPT Framework.a. ASK “What am I requiring the students to do?”*b. DIFFERENTIATE assignments for students with learning needsc. ANALYZE the student’s strengths and strugglesd. TEST to see whether the adaptations helped the students accomplish the task

Learning Objective: N/A (Opening Challenge)Cognitive Domain: ApplicationAnswer Location: What Is the ADAPT Framework and How Do I Use It?Question Type: FITB

64. ________ is the doctor who is now recognized as the “father of special education.”a. Edouard Seguinb. Maria Montessoric. Thomas Hopkins Gallaudet*d. Jean-Marc-Gaspard Itard

Learning Objective: What are four perspectives on disability, and how do they differ from each other?Cognitive Domain: KnowledgeAnswer Location: What Are the Origins of Special Education? Question Type: FITB

65. ________ indicates that distribution tends to fall with the highest number of number of scores in the middle and proportionally fewer as the distance from the average score increases.a. A bell-shaped curveb. A normal curve c. An abnormal curve*d. Both A and B

Learning Objective: What are four perspectives on disability, and how do they differ from each other?Cognitive Domain: Comprehension

Answer Location: The Deficit Perspective on DisabilityQuestion Type: FITB

66. Multiple disabilities would be considered a ________ disability.a. moderateb. high-incidence*c. low-incidenced. severe

Learning Objective: What are four perspectives on disability, and how do they differ from each other?Cognitive Domain: ApplicationAnswer Location: Table 1.2Question Type: FITB

67. Both Section 504 and ________ are considered civil rights antidiscrimination laws.a. the Individuals with Disabilities Education Act*b. the Americans with Disabilities Actc. No Child Left Behind d. the Assistive Technology Act of 2004

Learning Objective: How are individuals with disabilities protected by legislation? Cognitive Domain: KnowledgeAnswer Location: Americans with Disabilities Act (ADA)Question Type: FITB

68. A(n) ________, such as a braille printer provided to a student who is blind, both helps the student be more successful in the classroom and become more independent as a citizen.a. prereferralb. individualized family service plan (IFSP)c. individualized education program (IEP)*d. assistive technology device

Learning Objective: How are individuals with disabilities protected by legislation? Cognitive Domain: ComprehensionAnswer Location: Assistive Technology Act of 2004Question Type: FITB

69. An individualized program developed for a student’s learning needs would be considered a(n) ________.a. prereferralb. individualized family service plan (IFSP)*c. individualized education program (IEP)d. assistive technology device

Learning Objective: What are four perspectives on disability, and how do they differ from each other?Cognitive Domain: Application Answer Location: Table 1.2Question Type: FITB

70. At the heart of the discussion about ________ is the dynamic tension between FAPE and LRE.a. appropriate education *b. inclusive education c. the least restrictive environment d. special education

Learning Objective: What do we mean by inclusive education?Cognitive Domain: KnowledgeAnswer Location: The Inclusion DebateQuestion Type: FITB

Short Answer

71. List the four different ways of thinking about disabilities.*a. (1) Deficit perspective (2) Cultural perspective (3) Sociological perspective (4) People with disabilities as members of a minority group

Learning Objective: What Is a Disability?Cognitive Domain: KnowledgeAnswer Location: What Is a Disability?Question Type: SA

72. Identify three important laws passed by Congress that affect individuals with disabilities.*a. (Possible examples below)1) Section 504 of the Rehabilitation Act2) Education for All Handicapped Children Act (EHA)3) Individuals With Disabilities Education Act (IDEA)4) Americans With Disabilities Act (ADA)5) Elementary and Secondary Education (No Child Left Behind) Act of 20016) Assistive Technology Act of 20047) Rosa’s Law8) The Affordable Care Act

Learning Objective: How are individuals with disabilities protected by legislation? Cognitive Domain: KnowledgeAnswer Location: What Laws and Court Decisions Protect Students With Disabilities?Question Type: SA

73. Discuss how a student might benefit from the Assistive Technology Act of 2004.*a. An answer would be correct if it demonstrates any AT device is being used to increase, maintain, or improve the functional capabilities of individuals with disabilities.

Learning Objective: How are individuals with disabilities protected by legislation? Cognitive Domain: ComprehensionAnswer Location: Assistive Technology Act of 2004Question Type: SA

74. How do general education and special education differ?*a. (1) Special education is designed for students with learning, behavioral, social, communication, and basic functional needs. (2) Some differences are based in law and result in key components of special education. (3) General education tends to focus on groups of learners, whereas the special education approach focuses on individuals.

Learning Objective: What is special education?Cognitive Domain: AnalysisAnswer Location: What Is Special Education?Question Type: SA

75. Provide an example of a school placing a student in the least restrictive environment for that student, and state reasons why that particular environment would quality as the LRE.*a. Examples could include placement in resource rooms, special education classes, special schools, home instruction settings, hospitals, and the general education classroom.

Learning Objective: How are individuals with disabilities protected by legislation? Cognitive Domain: ApplicationAnswer Location: Least Restrictive Environment (LRE)Question Type: SA

Essay

76. State the purpose of an individualized education program (IEP), and identify who has access to a student’s IEP.*a. IEPs are at the heart of individualized programs and provide each student with an individually designed education program complete with supportive (related) services. The IEP is the communication tool that spells out what each child’s individualized education could comprise. Therefore, every teacher working with a special education student should have access to the student’s IEP.

Learning Objective: How are individuals with disabilities protected by legislation?

Cognitive Domain: KnowledgeAnswer Location: Individualized Education Programs Question Type: ESS

77. Discuss how a teacher might know if an intervention is appropriate for students with disabilities.*a. The practice has been

Validated (using practices proved effective through research) Individually determined (matching teaching procedures to individuals) Explicit (directly applying intervention to content and skills) Strategic (helping students apply methods to guide their learning) Sequential (building upon previous mastery) Monitored (evaluating progress frequently and systematically)

Learning Objective: How are individuals with disabilities protected by legislation? Cognitive Domain: Comprehension Answer Location: Evidence-Based PracticesQuestion Type: ESS

78. Discuss the deficit perspective on disability.*a. It reflects the idea that behavior and characteristics people share are distributed along a continuum, with most people falling in the middle of the distribution, where they make up the average. Because of the way the distribution tends to fall, with the highest number of scores in the middle and proportionally fewer as the distance from the average score increases, the distribution is also referred to as the bell-shape curve. Somewhere in the middle of the distribution (or the bell curve) are typical learners, whose behaviors and characteristics represent the average or majority of students.

Learning Objective: What are four perspectives on disability, and how do they differ from each other? Cognitive Domain: ApplicationAnswer Location: The Deficit Perspective on Disabilities Question Type: ESS