Deck 2: Designing Inclusive Classrooms

Question 1

___________ can be used to describe the physical setting of a student's educational program.

A) placement
B) classroom
C) program
D) service

Answer 1

placement

Question 2

Inclusion addresses the needs of

A) students with special needs
B) students without exceptionalities
C) students who are gifted
D) all of the above

Answer 2

all of the above

Question 3

__________________ is used to describe the movement to provide services with exceptionalities in general education settings.

A) mainstreaming
B) normalization
C) inclusion
D) resource

Answer 3

normalization

Question 4

Eight-year-old Susie, a student with cerebral palsy, has a paraeducator who works with her during all academic classrooms on her IEP goals and objectives. She attends general education classrooms throughout the school day. This arrangement is indicative of

A) integration
B) mainstreaming
C) inclusion
D) facilitation

Question 5

Inclusion assumes that all students _________________ in the general education classroom.

A) belong
B) do not belong
C) are teased
D) are bullied

Question 6

Ms. Mercer allows Emily, a student with learning disabilities, to take oral tests in her classroom. This is an example of a(n)

A) accommodation
B) unfair testing practice
C) modification
D) strategy instructional technique

Question 7

Seven-year-old Edward has spina bifida and is frequently absent. His IEP states that given the nature of his disability, the schoolwide policy on attendance does not apply. This is an example of a(n)

A) accommodation
B) modification
C) permissive education practice
D) none of the above

Question 8

Eric, due to his cerebral palsy, does not have the motor coordination to complete written assignments. He is provided with specialized computer equipment to assist him in completing his assignments. This is an example of

A) assistive technology
B) computer technology
C) adaptive technology
D) specialized technology

Question 9

Which type(s) of personnel support, in addition to instructional support, may be needed for some children with exceptionalities in inclusive classrooms?

A) use of a paraeducator
B) indirect collaboration
C) direct collaboration
D) all of the above .

Question 10

To maintain effective inclusive classrooms, a teacher support program was founded on five principles. One of these principles is :

A) support must deal only with theoretical problems
B) support must be flexible
C) support must be disassociated from evaluation or judgment.
D) support must be offered only to novice teachers

Question 11

Essential features that characterize successful inclusion of students with special education needs are

A) sense of community and social acceptance
B) appreciation of diversity
C) effective instruction and classroom management
D) all of the above

Question 12

______________________________ are essential to establishing a successful inclusive setting.

A) teacher competence
B) teacher expectations
C) teacher attitudes
D) all of the above

Question 13

What helped the widespread reduction of special classes?

A) the equality movement
B) normalization
C) socialization
D) adaptation

Question 14

In the resource room model, a key role of special education personnel is
To ______________with classroom teachers to deliver appropriate programs to students with exceptionalities.

A) evaluate
B) participate
C) collaborate
D) intervene

Question 15

Who plays the most important role in implementing interventions that can bring
Improvement in problem areas and thereby prevent unnecessary referrals.

A) the principal
B) the resource teacher
C) the classroom teacher
D) the educational assistant

Question 16

Establishing a _________ ____ ___________ for students can assist the development of a peer support network.

A) Friendship Club
B) Circle of Friends
C) Noon Hour Club
D) Best Friends Club

Question 17

Between the 1950's and 1970's special education teachers:

A) Worked with typically achieving students and classroom teachers
B) Primarily dealt with students with one exceptionality
C) Had a very elaborate role
D) Worked in the community not the classroom

Question 18

Special education settings were implemented on the belief that:

A) Parents wanted students to have more one-on-on education
B) The students would not impede the other students learning
C) The teachers were not qualified to teach students with special needs
D) The students wanted to be separated from their peers

Question 19

Define instructional supports. Identify and describe examples of such supports.

Question 20

Distinguish among adaptations, accommodations, and modifications.

Question 21

Identify the types of personnel support that may be needed for students with special needs.

Question 22

Describe the vital role classroom teachers play in creating successful inclusive classrooms.

Question 23

Compare and contrast the terms "resource room, self-contained class, and separate schools" as they relate to the education of students with exceptionalities.

Question 24

The attitudes people have regarding inclusion may have either a positive or negative impact on this process. Discuss the attitudinal research that has been conducted with general educators and parents. Discuss the implications these findings have for designing inclusive classrooms.

Question 25

Identify and describe the five methods that enhance inclusion of students with exceptionalities. Be sure to describe the critical features of each. Be thorough in your response.

Question 26

You have recently accepted a position at a school that has the goal of designing an inclusive program. You are given the task of providing an inservice program on inclusion. Describe the critical features of your inservice program.