Deck 12: Creating Inclusive Classrooms: The Abilitydisability Continuum and the Health Dimension

Question 1

In the context of inclusive education, the term "normalization" means that:

A) most disabilities can be cured through special education.
B) a student's disability should not be considered in planning her or his school program.
C) students with disabilities should participate as much as possible in those experiences that other students participate in.
D) students with disabilities should be allowed to participate in typical school activities if they have normal intellectual abilities.

Answer 1

C

Question 2

A major legal basis for inclusive education for students with disabilities is found in:

A) the 1995 Inclusion Act.
B) the principle of least restrictive environment (LRE) expressed in Public Law 94-142.
C) the Equal Rights Amendment.
D) the Inclusion Mandate expressed in the Individuals with Disabilities Education Act.

Answer 2

B

Question 3

The concept that students with disabilities should be allowed to attend schools and classes they would have attended if they did not have disabilities is:

A) mandated by federal law.
B) mandated by federal law unless the disabilities are severe.
C) often called full inclusion.
D) mandated unless the students require supportive aids and services.

Answer 3

C

Question 4

All of the following are the dimensions of disability under the Individuals with Disabilities Education Act (IDEA) guidelines, EXCEPT:

A) sensory differences.
B) ethnic differences.
C) communication differences.
D) emotional and behavioral differences.

Question 5

In 1860 nearly two thirds of the countless "unfortunates" who languished in American almshouses were:

A) poverty-stricken adults.
B) immigrant children.
C) children with disabilities.
D) immigrant adults.

Question 6

"Ungraded" classes in the American Common Schools in the early 20th century led to the evolution of:

A) classes for children with chronic illnesses.
B) classes for blind and deaf children.
C) classes for children with behavioral disorders.
D) classes for children with cognitive disabilities.

Question 7

During the 19th century, special education services for children with disabilities were provided mainly in:

A) resource rooms.
B) special classes.
C) centralized residential facilities.
D) hospitals.

Question 8

In 1975, the Education of All Handicapped Children Act (P.L. 94-142) required schools to:

A) identify all students with disabilities and provide them with a Free Appropriate Public Education.
B) provide all students with disabilities and those who are gifted/talented with an appropriate education based on an individual education program.
C) provide all students enrolled in public schools with an appropriate education based on an individual education program.
D) provide all children and youth with disabilities with an appropriate education based on an individual education program, unless they have been excluded from their schools.

Question 9

The Individuals with Disabilities Education Act of 1990 (P.L. 101-476) added two additional disability categories to those that were already present. They are:

A) HIV/AIDS and hepatitis B.
B) severe cognitive impairment and social maladjustment.
C) autism and traumatic brain injury.
D) developmental disability and occupational disability.

Question 10

Which of the following is true of children with chronic illness?

A) They are all eligible to receive special education services.
B) Very few such children are enrolled in public schools.
C) Their eligibility for special education services depends on whether their conditions adversely affect their educational functioning.
D) They represent a large proportion of the children eligible for special education services.

Question 11

In the context of special education services for students with disabilities, "interdisciplinary" means:

A) the integration of the perspectives of team members in meeting the needs of a student with disabilities.
B) coordination between home and school in enforcing school discipline policies.
C) coordination between school and juvenile justice authorities in regulating students' social behavior.
D) enabling teachers to provide those services that specialized therapists would otherwise need to provide.

Question 12

The Individuals with Disabilities Education Act requires that assessments to determine a child's eligibility for special education services be:

A) conducted by a qualified psychologist.
B) based on a multifactored evaluation and conducted using nondiscriminatory procedures.
C) done through the use of standardized, norm-referenced tests.
D) completed only if the child will be placed in a special class.

Question 13

Constructivist approaches are of particular importance in special education because:

A) they maintain a balance between a medical model of treatment and a behavioral model of learning.
B) they provide freedom to all children.
C) they provide a framework for classroom control.
D) they provide a framework for compliance with special education law.

Question 14

According to the Advocacy Board for the Center on Human Policy (1994) at Syracuse University, inclusion means:

A) urging students to be "ready" to be part of regular classrooms based on social skills.
B) preparing schedules for students with disabilities that are different from the schedules of nondisabled students.
C) educating all children with disabilities in special classrooms depending on the nature of their disabling condition.
D) encouraging friendships between nondisabled students and students with disabilities.

Question 15

All of the following elements of an inclusive classroom may require adaptation, EXCEPT:

A) curriculum materials.
B) the schedule of an academic year.
C) instructional strategies.
D) behavior management.

Question 16

According to the Advocacy Board for the Center on Human Policy (1994) at Syracuse University, inclusion means requiring that students "earn"
their way into regular classrooms based on cognitive skills.

Question 17

The concept of normalization is an idea that the lives of exceptional individuals of any age should be characterized as much as possible by the same kinds of experiences as those without disabilities.

Question 18

The response to intervention (RTI) method to determine a student's need for special education services is designed to address key concerns associated with past practices.

Question 19

Motor difficulties and problems associated with vitality are not categorized as disabilities by The Individuals with Disabilities Education Act.

Question 20

Horace Mann believed that the goal of education as preparation for citizenship in a democracy applied to all children.

Question 21

Early interest in special education for gifted children emerged in the 1920s.

Question 22

The advent of the concept of specific learning disabilities (SLD) brought a greater focus on curricular content than on differential instructional strategy.

Question 23

The team approach in which professionals integrate their perspectives in developing a unified plan for a child with disabilities is called an interdisciplinary approach.

Question 24

A transdisciplinary team approach is more integrated than an interdisciplinary team approach.

Question 25

It is not important for teachers and parents to maintain a close relationship for successful inclusive teaching to take place.

Question 26

Discuss, with examples, the basic parameters that can be used to delineate classroom adaptations to accommodate differential needs among all students.

Question 27

Briefly discuss the ethical issues in inclusive education.

Question 28

Briefly trace the development of special education. In what context did it appear? When? What were the concerns of those who began working with individuals with disabilities? Which categories of classes were the forerunners of special education needs we know today? Why and to what did specialized pedagogy for children with disabilities take second place?

Question 29

Define collaboration in the context of multicultural teaching. In what ways does the experience of Burlington Elementary School illustrate the importance of collaboration in inclusive education?

Question 30

You may hear teachers referring to the legal basis of inclusion when discussing students with disabilities. Does the legal basis of inclusion exist? If yes, explain in what way.

Question 31

Briefly discuss the common elements of the response to intervention (RTI) model and the potential impact of these elements on quality assessments and student placement.