Deck 2: The Special and General Education Relationship: New Trends and Challenges 

Question 1

Which of the following is NOT a concern of special educators about No Child Left Behind?

A) Some children will spend years trying to learn a curriculum they don't need.
B) State-level testing may be inappropriate for some children.
C) It is not realistic to hold students with disabilities to high standards.
D) A year's progress in a year's time is an unrealistic expectation for many children with disabilities.

Answer 1

C

Question 2

"Non-judgment" disabilities refer to

A) Those that are perceived as less severe by the general population.
B) Those that are observable and related to physical functioning.
C) Those that are not observable and unrelated to physical functioning.
D) Those that are related to sensory functioning, such as blindness or deafness.

Answer 2

B

Question 3

Which of the following is NOT an area addressed in the No Child Left Behind legislation?

A) States must develop curriculum standards in science and social studies.
B) States must develop tests for all students in grades 3-8 to test performance on curriculum standards.
C) All teachers must be highly qualified.
D) Parents will be allowed school choice if their children are in failing schools.

Answer 3

A

Question 4

Which of the following is NOT a component of assessment for purposes of instruction in special education?

A) Learning where to begin instruction
B) Monitoring a student's performance
C) Evaluating the effectiveness of instruction
D) Large-scale assessment of school achievement

Question 5

Assessment is at the heart of special education practice because

A) teachers must determine what a student knows and needs to know in order to individualize instruction.
B) achievement in school is crucial to remaining in special education services.
C) students must attain certain criteria determined by assessment to qualify for special education services.
D) IQ determines eligibility in many categorical areas.

Question 6

High-stakes tests refer to

A) standardized tests that are normed on a national population of students.
B) tests that are used to make important educational decisions or evaluations.
C) all tests that are required by law.
D) any test that is created by the state educational agency.

Question 7

Today, evidence-based practices can be defined as

A) individualized education based on IEP goals.
B) teaching methods verified by research as effective.
C) alternative curriculum content to the curriculum standards.
D) a "magic feather" that is seldom effective.

Question 8

Children from which of the ethnicity groups below are overrepresented in special education services and underrepresented in programs for students who are gifted and talented?

A) Hispanic and African American students
B) Hispanic and American Indian/Alaska Native
C) African American and American Indian/Alaska Native
D) Asian American and African American

Question 9

Which of the following lawsuits addressed overrepresentation of children from non-English speaking backgrounds?

A) Larry P. v. Riles
B) Brown v. Board of Education
C) Rowley v. Board of Education
D) Diana v. Board of Education

Question 10

Which of the following is NOT typically considered when looking for factors that may contribute to over - and underrepresentation?

A) The referral process.
B) The assessment process.
C) The enrollment process.
D) The placement process.

Question 11

Between 1995 and 2004, approximately 80 percent of all children with disabilities were in general education for all or part of the school day. This fact suggests that

A) virtually all teachers may be teaching students with disabilities.
B) fewer children with disabilities are spending some or all of their school time in general education.
C) special education services will disappear.
D) general education teachers will need new teaching credentials or licenses.

Question 12

Alternative assessments for students with disabilities

A) can be given to all children served in self-contained classrooms.
B) often take the form of a portfolio or other means of documenting performance samples of the student.
C) do not have to demonstrate a relationship between the student's learning and state content standards.
D) can be administered to no more than 18 percent of all students with disabilities.

Question 13

Accommodations

A) are anything that makes learning easier for students with disabilities.
B) are changes that help a student overcome or work around the disability yet still know the same material as the other students.
C) change the standard or the content being learned in some way.
D) the same as modifications.

Question 14

Universal Design for Learning (UDL) can best be defined as:

A) a special education curriculum developed to maximize the individual use of technology in academic learning.
B) an approach to creating specialized curricula that focuses on the use of specific learning strategies.
C) applying assistive and augmentative communication technology to the general education curriculum to provide access to all students.
D) creating a general curriculum that would allow all students to access the content.

Question 15

According to No Child Left Behind, most children with disabilities

A) are exempt from high-stakes assessment.
B) are not responsible for demonstrating knowledge in content and performance standards.
C) are expected to meet the requirements for Annual Yearly Progress (AYP).
D) can be counted as scoring proficient, if they take tests below grade level.

Question 16

Which of the following is NOT a traditional curriculum option for students with disabilities?

A) The general education curriculum
B) Specialized curricula such as social skills or study skills
C) The Parallel Curriculum
D) A functional or life-skills curriculum

Question 17

Which of the following factors is NOT identified as associated with overrepresentation in special education?

A) ethnicity
B) gender
C) socioeconomic status
D) age

Question 18

The most familiar three-tiered model for providing instruction in schools is

A) Universal design for learning (UDL).
B) Response to Intervention (RTI).
C) Teacher-directed practices (TDP).
D) Peer-directed practices (PDP).

Question 19

Which of the following lawsuits addressed culturally biased testing of African American Students?

A) Larry P. v. Riles
B) Brown v. Board of Education
C) Rowley v. Board of Education
D) Diana v. Board of Education

Question 20

Overrepresentation in special education occurs when

A) there are unequal numbers of students from different ethnic backgrounds served.
B) there are unequal numbers of boys and girls served.
C) there are more older students than younger students served.
D) there are more students in a group than would be expected from the general population.

Question 21

Discuss the implications of the No Child Left Behind legislation for students with disabilities.

Question 22

Describe the key components of the Framework of Support for students with disabilities.

Question 23

Describe how the obstacles to the special education student's progress in the general education classroom can be met.

Question 24

Write an expanded, comprehensive definition of special education that includes both its traditional function and today's expectations for the field.

Question 25

Describe the key components and tiers of the Response to Intervention (RTI) model of assessment and instruction.

Question 26

Which of the following is identified as a purpose of progress monitoring?

A) to identify students in need of additional or different forms of instruction.
B) to design stronger instructional programs.
C) to achieve better learning outcomes for students.
D) all of the above.

Question 27

Obstacles to the special education student's progress in the general education classroom can be met by

A) curriculum modifications.
B) consultation and collaboration.
C) co-teaching and classroom tutoring.
D) All of the above.

Question 28

The Peer-Assisted Learning Strategies (PALS) program is designed

A) to help students teach each other mathematics knowledge and skills.
B) to help gifted students make curriculum modifications for students with learning disabilities.
C) to focus on reading instruction in general education classrooms.
D) to provide general and special education teachers with the strategies needed for co-teaching.