Deck 2: Current Practices for Meeting the Needs of Exceptional Learners

Question 1

Leslie is enrolled in a regular classroom, but works with a special education teacher in a special education classroom for an hour a day. What type of special education services does Leslie receive?

A)She receives itinerant services.
B)She receives resource services.
C)She receives consultation services.
D)She receives diagnostic-prescriptive services.

Answer 1

B

Question 2

Schools must provide an individualized program for each student who requires special education services. This means that

A)each student must receive instruction on a one-to-one basis.
B)an educational plan must be written for each student.
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.

Answer 2

B

Question 3

Prereferral teams serve all of the following purposes EXCEPT

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.

Answer 3

A

Question 4

Which of the following represents the legally correct position of IEP development within planning of special education services?

A)placement, development of IEP, evaluation
B)development of IEP, evaluation, placement
C)evaluation, development of IEP, placement
D)evaluation, placement, development of IEP

Question 5

Response to intervention (RTI)

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.

Question 6

Which one of the following best describes an individual family service plan (IFSP)?

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

Question 7

What was the major accomplishment of IDEA and other federal laws with respect to transition?

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 schools to integrate transition plans into IEPs for students with disabilities.

Question 8

Of the following, the special education intervention that represents the highest level of specialization is

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.

Question 9

Educational services and placement for exceptional students depends on

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.

Question 10

Each of the following people is typically on an IEP team EXCEPT

A)a parent or guardian.
B)a provider of special education.
C)the child's general education teacher.
D)a special education lawyer.

Question 11

Research on prereferral teams and response to intervention has found that

A)they result in more students being eligible for special education.
B)academic achievement of students who are mainstreamed has increased.
C)although they are popular, little is known about their effectiveness.
D)teachers and administrators are not satisfied with the procedures.

Question 12

The concept of transition involves more than just employment. It has a broad emphasis to include

A)movement from general education to special education.
B)more parental responsibility for meeting transition goals.
C)concern for other adult outcomes such as independent living and community adjustment.
D)greater emphasis on vocational issues.

Question 13

Estella has a learning disability. Her primary placement is most likely a

A)self-contained special education class.
B)regular classroom.
C)resource room.
D)special day school.

Question 14

Frequent measures that provide information on whether a student is learning as expected are

A)outcome measures.
B)standardized assessments.
C)progress monitoring assessments.
D)measures of student achievement.

Question 15

The special education intervention that requires the least specialized environment is

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.

Question 16

Homebound instruction is most often utilized for students who have

A)a visual impairment.
B)physical disabilities.
C)mental retardation.
D)a hearing impairment.

Question 17

Response to intervention (RTI)is a prereferral model most often used in determining whether a child has a specific learning disability. In this model,

A)the teacher's anecdotal reports of student performance are used to determine a level of service.
B)the teacher's instruction is examined to determine its quality and whether it is research-based.
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.

Question 18

Each of the following is a misconception about people with disabilities EXCEPT

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.

Question 19

Mrs. Cain is a regular third-grade teacher. She teaches most subjects to all of her students; however, Mrs. Hamilton, a special educator, provides reading and math instruction to exceptional students in the class. She also teaches organizational and study skills to all the students. What type of intervention is modeled by these teachers?

A)co-teaching
B)consultation
C)itinerant services
D)resource services

Question 20

Each of the following components must be included on an individualized education program (IEP)EXCEPT

A)annual goals.
B)related services to be provided.
C)student's IQ score.
D)instructional objectives.

Question 21

Ms. Smith, a second grade teacher, has concerns about Bruce's progress in math. Before she makes a referral for special education, she should

A)discuss her concerns with Bruce.
B)administer an intelligence test.
C)discuss her concerns with Bruce's parents.
D)consult with specialists at a diagnostic-prescriptive center.

Question 22

When teachers provide choices of activities on a single topic that vary in difficulty, they are using

A)watered-down curriculum.
B)accommodations.
C)partial participation.
D)tiered assignments.

Question 23

All teachers should expect to participate in educating students with disabilities. Which one of the following responsibilities is a regular classroom teacher LEAST likely to have?

A)evaluating academic abilities
B)managing serious behavior problems
C)participating in writing individualized educational programs
D)collaborating with other professionals

Question 24

Nationwide, what percentage of students with disabilities is educated primarily in regular classrooms?

A)less than 5
B)nearly 15
C)about 35
D)more than 50

Question 25

Before making a referral for special education, a general education classroom teacher should do all of the following EXCEPT

A)modify or adapt the student's instructional program.
B)communicate concerns to parents.
C)examine student's school record.
D)administer diagnostic tests.

Question 26

Each of the following is a basic strategy for helping students with disabilities to participate in the general education classroom EXCEPT

A)homogeneous grouping.
B)accommodations and adaptations.
C)collaborative consultation.
D)curriculum and instruction modifications.

Question 27

Some educators have suggested that the phrase "least restrictive environment" is not appropriate for describing the placement of students. Which term do they suggest as more accurate?

A)most enabling environment
B)most specialized environment
C)least isolated environment
D)most dedicated environment

Question 28

Children under the age of six and older teenagers and young adults identified for special education services more often attend separate schools than do children of the usual school age for all of the following reasons EXCEPT

A)They tend to have more severe disabilities.
B)School systems often do not have regular 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.

Question 29

Which of the following is an expectation for general education teachers?

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

Question 30

Bill is a student with low vision. His teacher provides him with a set of large-type notes at the beginning of each lecture. This is an example of

A)accommodation.
B)adaptation.
C)tiered assignment.
D)partial participation.

Question 31

All teachers must be prepared to work with exceptional students for all of the following reasons EXCEPT

A)Most exceptional students are in the regular classroom for part of the day.
B)Most teachers have the supports needed to work in the regular 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.

Question 32

In cooperative learning,

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.

Question 33

The dimension of instruction that refers to the speed of introducing new concepts is

A)intensity.
B)persistence.
C)pace.
D)structure.

Question 34

What makes special education "special" is

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.

Question 35

According to one point of view, general education and special education teachers should work together but have distinctive roles. This point of view suggests that

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.

Question 36

A student who performs or behaves poorly in school and appears likely to fail or fall short of his or her potential is

A)at risk.
B)disabled.
C)handicapped.
D)challenged.

Question 37

Jasper is a ten-year-old student with mental retardation. If he is placed in the least restrictive environment, he will receive instruction in

A)a regular classroom for the whole day.
B)a regular classroom with consultation by a special educator.
C)both a regular classroom and a resource room.
D)the setting that best meets his educational needs.

Question 38

In co-teaching,

A)students take turns assuming the role of teacher.
B)regular and special educators teach together in the same classroom.
C)regular and special educators provide in-service training for each other.
D)teachers and students take turns assuming the role of teacher.

Question 39

In collaborative consultation, the special education teacher

A)teaches students with disabilities in the regular classroom.
B)acts as an expert in providing advice to the regular 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.

Question 40

For students with disabilities, the objective of partial participation is

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.

Question 41

Supporters of "standards-based" reforms feel that teachers have expected too much of all students.

Question 42

Accommodations for evaluation procedures of students with disabilities might include all of the following EXCEPT

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.

Question 43

Schools are not required to provide employment-related services to students with disabilities.

Question 44

The individualized education program (IEP)is not required to be a written statement; however, the parents must agree to the teacher's plans before the student is enrolled.

Question 45

Most students with disabilities spend the majority of their school day in special education, self-contained classrooms.

Question 46

Each of the following is an issue/controversy concerning universal design or the use of technology for people with disabilities EXCEPT

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.

Question 47

Research evidence suggests that response to intervention is more effective than prereferral teams at reducing the number of students referred for special education.

Question 48

Which statement about the standards-based reform movement is TRUE?

A)There are fully funded, Federal programs that provide enriched learning experiences for all students.
B)The curriculum for students with disabilities often has been different from the curriculum in general education.
C)IDEA requires inclusion of all students with disabilities 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.

Question 49

The ability to make personal choices and regulate one's own life is known as

A)self-concept.
B)self-awareness.
C)self-control.
D)self-determination.

Question 50

Public school systems must make extensive efforts to screen and identify all children and youths of school age who have disabilities.

Question 51

All of the following statements about self-determination are true EXCEPT

A)Services to people with disabilities should be based upon their dreams and interests.
B)Other people, such as psychologists, physicians, and teachers should make important decisions for people with disabilities.
C)Self-determination is learned and can be taught.
D)It may be facilitated by person-centered planning.

Question 52

Considering the needs of all potential users, including those with disabilities, when developing a technology is referred to as

A)inclusive technology.
B)universal design.
C)universal planning.
D)inclusive design.

Question 53

Special education teachers must attain special expertise in

A)delivering large-group instruction.
B)using technology.
C)cooperative learning.
D)counseling.

Question 54

Describe the relationship between prereferral teams and response to intervention.

Question 55

Assessments that compare a student's performance with that of other students are

A)outcome measures.
B)standardized assessments.
C)progress monitoring assessments.
D)measures of student achievement.

Question 56

Partial participation refers to the practice of having students with disabilities integrated for part of the school day and in a special class for the remainder of the day.

Question 57

Students with disabilities are not excluded from participation in standardized assessment procedures.

Question 58

According to the textbook authors, the least restrictive environment (LRE)is not always the regular classroom.

Question 59

The key to improving special education is

A)knowledge of special education law.
B)management of serious behavior problems.
C)exceptional instruction.
D)use of technological advances.

Question 60

Virtually all early childhood educators agree that young children with disabilities and those considered "at risk" should be in inclusive programs.

Question 61

Describe three practices that contribute to the integration of students with disabilities into the regular classroom and comment on research support for each choice.
Skill: Comprehension
CEC: ICC4S1

Question 62

Compare and contrast the roles of special educators and general educators.

Question 63

Describe the Multi-tiered Model for Identification and explain why it is used.

Question 64

Discuss the rationale for "standards-based" reforms and describe two problems with how special education fits into this movement.

Question 65

Describe the relationship between the concept of universal design for learning (UDL)and the pros and cons of using available technology in an effort to allow people with disabilities to function more like those without disabilities.

Question 66

What does the term "least restrictive environment" mean when applied to education for exceptional children? Provide an example to support your explanation.

Question 67

Discuss the effect of recent legislation on (a)early intervention and (b)transition.

Question 68

Discuss the controversy surrounding the relationship between special and general education and describe one reason behind reform proposals.

Question 69

Indicate the purpose of an individualized education program (IEP)and explain why it is not appropriate to make a placement decision for a student before an IEP has been written for that student. Provide an example to clarify your explanation.