Deck 1: An Introduction to Special Education  

Question 1

The Pennsylvania Association for Retarded Citizens (PARC) v. the Commonwealth of Pennsylvania decision provided that

A) overrepresentation of African-Americans in classes for the mentally retarded was de facto segregation.
B) a free and appropriate education be available to all students with mental retardation (currently called intellectual disabilities).
C) lack of funds was not a legitimate reason for not providing special education services.
D) merely housing retarded persons in a facility did not constitute educating them.

Answer 1

B

Question 2

The 1990 law that guarantees equal access to restaurants, hotels, and theaters is the

A) Americans with Disabilities Act (P.L. 101-336).
B) Vocational Rehabilitation Act (P.L. 93-112, Section 504).
C) Civil Rights Act (reauthorization by Congress).
D) Individuals with Disabilities Education Act (P.L. 101-476).

Answer 2

A

Question 3

In the Rowley decision the Supreme Court ruled that

A) catheterization by a school nurse is considered a "related service."
B) "separate but equal" is inherently unequal.
C) "appropriate" education does not mean that a student reaches his or her maximum potential.
D) the use of culturally biased assessment practices denies a person due process.

Answer 3

C

Question 4

The most prevalent condition for which students receive special education is

A) communication disorders.
B) specific learning disabilities.
C) mild intellectual disabilities.
D) severe behavior disorders.

Question 5

In this 1988 case, the Supreme Court ruled that a student receiving special education services cannot be expelled if the behavior in question is related to his or her disability:

A) Honig v. Doe.
B) Diana v. Board of Education.
C) Ingraham v. Wright.
D) Florence County School District v. Carter.

Question 6

The American Psychological Association recommends that disability be thought of as an attribute of a person, and handicap be thought of as

A) the manifestation of the disability.
B) the person's physical characteristics.
C) the source of the person's limitations.
D) a useful label.

Question 7

The use of IQ tests to place African-American students in classes for students with mental retardation (currently called intellectual disabilities) was eliminated in California as a result of this court case:

A) Rowley v. Board of Education.
B) Tatro v. Irving Independent School District.
C) Larry P. v. Riles.
D) Hobsen v. Hansen.

Question 8

Individualized education, the heart of IDEA, implies that

A) each student should have a program tailored to his or her unique needs.
B) the student is taught outside the mainstream classroom at least part of the day.
C) the student receives one-to-one instruction at least part of the day.
D) All of the above.

Question 9

Which of the following is not one of the rights provided to children and their families by the Individuals with Disabilities Education Act (IDEA)?

A) Students are entitled to a free and appropriate public education.
B) Students are entitled to nondiscriminatory assessment procedures.
C) Parents (and students where appropriate) are entitled to assist in developing the IEP.
D) Parents will be provided legal counsel (a lawyer) prior to signing any approval for testing.

Question 10

The section of the IEP that describes how the student is currently doing in school is called

A) annual goals.
B) current performance.
C) participation with nondisabled children.
D) special education and related services.

Question 11

Which of the following is NOT correct?

A) Annual goals on the IEP describe what the student can reasonably accomplish in one year.
B) Annual goals on the IEP are broken down into short-term objectives or benchmarks.
C) Annual goals on the IEP must be measurable.
D) Annual goals on the IEP cannot relate to physical needs.

Question 12

Overrepresentation of Hispanic students in special education classes was the primary issue in this 1970 court case:

A) Larry P. v. Riles.
B) Diana v. Board of Education.
C) Guadalupe Organization v. Tempe.
D) Dept. of Ed. v. Katherine D.

Question 13

In the 2008-2009 school year, what percentage of pre-kindergarten through secondary students qualify for special education services?

A) 2.5 percent
B) 7 percent
C) 13,2 percent
D) 25 percent

Question 14

The President's Commission on Mental Retardation was established by this president, who had a sister with mental retardation (now called intellectual disability).

A) F. Roosevelt.
B) H. Truman.
C) J. Kennedy.
D) L. Johnson.

Question 15

The person who developed special teaching techniques for the "wild boy of Aveyron" and who influenced other pioneers in the field was

A) Itard.
B) Seguin.
C) Montessori.
D) Howe.

Question 16

Prevalence figures for students with disabilities are used to

A) make sure that states are not over-identifying a handicapping condition.
B) monitor the effectiveness of special education programs for specific groups of students.
C) determine funding allocations for these students.
D) provide social service agencies with information about where increased testing should be done.

Question 17

Wolfsenberger (1972) proposed that no matter how severe a person's disability, he or she should be integrated into society. Wolfsenberger used the term __________ to describe this proposal.

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

Question 18

The term that is widely accepted in special education to describe students with conditions such as blindness, giftedness, intellectual disabilities, or learning disabilities is

A) exceptional.
B) disabled.
C) handicapped.
D) special.

Question 19

IEPs are typically conducted for

A) children between birth and 3 at risk for developing a disability.
B) students with disabilities between the ages of 3 - 21.
C) students with disabilities between the ages of 5 - 21.
D) students between birth and 21 who are at risk of developing a disability or who are already identified as having a disability.

Question 20

Which of the following is NOT an example of people-first language?

A) Avoiding the use of excessive praise or attention when addressing a person with a disability
B) Describing a student as learning disabled
C) Describing an individual as a person with cerebral palsy
D) Emphasizing an individual's abilities over his or her limitations

Question 21

Identify and briefly describe four major provisions of IDEA. What might special education look like today without these provisions?

Question 22

Compare and contrast the terms exceptional, handicapped, and disabled.

Question 23

Provide two examples of assistive technology that might be used with students with disabilities, and explain their purpose.

Question 24

The purpose of teacher assistance teams is to

A) suggest instructional alternatives to special education testing and placement.
B) replace the IEP team for students with moderate disabilities.
C) perform the assessment needed to qualify students for special education.
D) work with the general education teacher to keep students in the classroom.

Question 25

The law now requires that the general education teacher

A) be involved in developing, reviewing, and revising the IEP.
B) write the IEP independently.
C) be informed of IEP goals for each student.
D) take an active role in the student's instruction.

Question 26

How might educators describe the supports needed by students with IEPs in the general education classroom?

Question 27

The purpose of assistive technology devices with students with disabilities is

A) to allow them to read and write.
B) to increase, maintain, or improve their functional capabilities.
C) to substitute for absent body parts.
D) to maintain present level of performance.

Question 28

Which of the following statements about labels in special education is true?

A) Competent authorities feel that labels encourage the early return of a student with a disability to the mainstream.
B) Most parent groups deny that any benefit comes from labels.
C) Many professionals consider labels a necessary evil.
D) Labels are for helping select specific academic interventions and curricula for individual students.

Question 29

Based upon a continuum of placements, which would be considered the least restrictive environment for students with disabilities?

A) A special school
B) The general education classroom
C) A special day class
D) A pull-out model with resource room time

Question 30

What is meant by "least restrictive environment," and how does this relate to the concept of inclusion?

Question 31

,The majority of students with disabilities are primarily receiving their special education in

A) separate special education classrooms.
B) the general education classroom.
C) special private schools.
D) resource rooms.

Question 32

The Individualized Transition Plan includes

A) a statement of needed transition services.
B) annual goals in each service area.
C) interagency responsibilities and linkages.
D) All of the above.

Question 33

Describe the impact of normalization on people with disabilities.

Question 34

Which of the following is NOT considered a defining characteristic of collaboration between general and special educators?

A) Collaboration depends on shared responsibility for participation and decision making.
B) Effective collaboration requires that the participants share a common philosophy of education.
C) Participation in a collaborative model should be voluntary.
D) Collaboration requires parity among participants, with each person's contribution equally valued.

Question 35

The concept of "least restrictive environment" is based on the opportunities made available to the student with disabilities to

A) work with a special education teacher on a one-to-one basis.
B) interact with his or her non-disabled peers.
C) participate in his or her IEP meeting.
D) have legal representation, if required, when attending an IEP meeting.

Question 36

Choose a pioneer in special education and discuss his or her contribution to the field.

Question 37

Which four exceptionalities have the highest prevalence?

Question 38

The main point that advocates of inclusion make is that only in regular class settings will

A) students with disabilities receive individualized instruction.
B) general education teachers acquire skills necessary to teach students with disabilities.
C) students with disabilities learn appropriate social interactions.
D) special education teachers acquire skills necessary to teach mainstream students.

Question 39

How did the political and social events of the early 1960s influence social attitudes and acceptance of persons with disabilities?