Deck 1: An Inclusive Approach to Early Education

Question 1

All children have the right to a free and appropriate public education between the ages of 3 and 21.

Answer 1

True

Question 2

The school environment must be the same for all children.

Answer 2

False

Question 3

IDEA is the Individuals with Disabilities Education Act and was reauthorized in 2004 as PL 108-446.

Answer 3

True

Question 4

Inclusion is not only about a place or a curriculum but also about a sense of belonging and participating successfully.

Question 5

Educators agree that there is no difference between inclusion, mainstreaming, and integration.

Question 6

Most preschool programs include all types of children.

Question 7

The emphasis in inclusive education is to provide direct tutoring to the child in a special room.

Question 8

In inclusive education, children with disabilities are full-time members of the general education classroom.

Question 9

Inclusion is not a set of strategies but a plan of action affecting the total environment for the child and family.

Question 10

The concept of goodness-of-fit refers to the stage of development of the child.

Question 11

Inclusion means that children with disabilities:

A) can attend public school if it is in their district.
B) attend preschool, child care, and recreational programs with their typically developing peers.
C) have special education programs available.
D) can participate in any and all programs regardless of age, gender, or race.

Question 12

The Education for All Handicapped Children Act (PL 94-142) guaranteed:

A) that all children have a right to a special education.
B) that every child has a specialized classroom according to their disability.
C) that every child between the ages of 3 and 21 is entitled to a free and appropriate public education.
D) parents the right to place their child in a private school.

Question 13

A least restrictive environment means children with disabilities should be educated:

A) in the environment most like the educational environment of their peers who are typically developing.
B) partially alongside their typically developing peers but with periods of one-on-one specialized care.
C) in separate classrooms with extra supports to cover the curriculum of typically developing students.
D) without special restrictions or accommodations.

Question 14

Mainstreaming was an attempt to:

A) include special classes for all types of children.
B) educate special children with disabilities at the same school.
C) allow children with disabilities the opportunity to go on field trips with other classes.
D) educate children with and without disabilities of the same age in the same classroom.

Question 15

In inclusive education, children with disabilities:

A) are included for at least 50 percent of the day with other children.
B) have the same homeroom but different special education classes.
C) are included in all related activities such as art, music, and physical education if they do not interfere with the class environment.
D) are full-time members of the general education classroom.

Question 16

When children with disabilities are in inclusive programs, they:

A) no longer receive special education services.
B) receive their special education and support services in their least restrictive environments.
C) have to pay more because they need extra services.
D) must do the same things that other children do.

Question 17

The best way to view inclusion, according to Ehlers (1993), is through:

A) beliefs and values.
B) traditional perspectives.
C) a political lens.
D) relationship to the self.

Question 18

How will a family's belief system impact a child's educational setting?

A) It has nothing to do with the child's educational setting.
B) It will have a negative impact on the child's ability to succeed.
C) It will have a direct impact on its views about inclusion.
D) It will have little impact on the child's interactions with others.

Question 19

Providing high-quality care is important for:

A) all children, regardless of a child's disability.
B) only children with disabilities.
C) parents but not for the benefit of important for children.
D) typical children.

Question 20

The experience of inclusion:

A) is always positive for children.
B) varies from child to child and family to family.
C) is dependent upon the child's type of disability.
D) is positive only if the parents pay extra.

Question 21

Applying the _____ principle considers the uniqueness of every child and family and locates the least restrictive environment.

A) individualized education
B) secondary prevention
C) goodness-of-fit
D) critical period

Question 22

Until recently, for the past 30 years, children with disabilities were not included in _____ educational classrooms.

A) typical
B) atypical
C) specialized
D) hybrid

Question 23

Before the passage of PL 94-142, parents were encouraged by doctors and others to _____ infants born with an obvious disability.

A) support
B) segregate
C) integrate
D) institutionalize

Question 24

What is the name of the law that entitles everyone with a disability, from birth to age 21, to a "free and appropriate public education"?

A) Individuals with Disabilities Education Act
B) Americans with Disabilities Act
C) Individualized Education Program
D) Individualized Family Service Plan

Question 25

In some educational settings, children are excluded from attending based on their _____.

A) academic performance
B) behavior in the classroom
C) disability
D) family situation

Question 26

Oberti v. Board of Education in of Clementon School District identified inclusion as _____.

A) a new measurement of evaluation
B) placement issues
C) a set of strategies
D) a right, not a privilege for a select few

Question 27

A quality child care program can assist most children in acquiring the developmental skills with _____.

A) a specialized curriculum
B) appropriate accommodations
C) a tough love attitude
D) resources from typical classrooms

Question 28

During sensitive or critical periods, children appear to be especially responsive and able to learn from specific kinds of _____.

A) education
B) relationships
C) stimulation
D) beliefs

Question 29

A teacher who does not recognize a child with a disability's sensitive periods for learning is missing an opportunity for developing growth and learning.

Question 30

Only children with severe disabilities will encounter what are known as teachable moments.

Question 31

The desired results of inclusion for all children and their families include a sense of belonging and membership, positive social relationships and friendships, development, and _____________.

A) a joint position statement
B) goodness of fit
C) learning to reach their full potential
D) a shared national definition

Question 32

The underlying assumption of the "include and support" period is that individuals with disabilities should be included as full members of society and be provided with appropriate supports such as:

A) custodial care.
B) education and accessible environments.
C) secondary prevention.
D) pull-out programs.

Question 33

According to Derman-Sparks, the common goal of inclusion is to gain acceptance in our educational system for children with noticeably different cultural, intellectual, or physical characteristics.

Question 34

Which statement provides a rationale for the importance of socialization in an inclusive education?

A) Language acquisition is especially tuned to a sensitive period in development.
B) Inclusion promotes awareness.
C) Children who are typically developing learn inappropriate behaviors from children with disabilities.
D) Children with disabilities who only play with other children with disabilities will not learn typical social skills.

Question 35

Why are inclusive education programs an economic alternative to special education programs?

A) They provide a reduced level of specialized service and hire fewer specialists.
B) They take advantage of existing programs rather than creating parallel or duplicate programs.
C) They serve fewer children.
D) They create new programs in the community.

Question 36

The mere act of placing children with diverse needs together in a classroom does not ensure successful inclusion. Teachers must be able to do which of the following?

A) Go back to school and take classes in special education
B) Structure child-to-child interactions
C) Know everything about each child's disability
D) Convince their co-workers it's the right thing to do

Question 37

Which of the following allows the teacher to use traditional early childhood activities to address specific goals and objectives across developmental domains?

A) Teachable moments
B) Activity-based approach
C) Deficit model
D) Peer tutoring

Question 38

Early childhood education teachers who work with a variety of professionals collaboratively to serve children with disabilities in their classes can be described as members of an _____ team.

A) interdependent
B) interactive
C) inclusion
D) interdisciplinary

Question 39

Which of the following are identified benefits of inclusive early childhood settings?

A) Lesser demands for appropriate social behavior
B) Use of the deficit model of curriculum
C) Opportunities for observational learning
D) Better quality of teaching

Question 40

Which of the following does Vogelberg (1998) suggest as an outcome of inclusion for children who are typically developing?

A) Those who have the most contact with children with disabilities express more accepting attitudes.
B) They can influence their parents' perspectives on children with disabilities.
C) Those who have the most contact with children with disabilities express no difference in their attitudes of acceptance.
D) They are more likely to become special education teachers when they grow up.

Question 41

Why is it inappropriate to frame the discussion of inclusion around questions such as "Does inclusion work?" or "Is inclusion right for our program?"

A) There is not enough evidence to state that inclusion works.
B) Inclusion is the law.
C) Parents and professionals do not agree on the answers.
D) Additional federal funds are needed for more research.

Question 42

In general, teachers' attitudes are favorable towards inclusion once they have done which of the following?

A) Spoken to their co-workers about inclusion
B) Learned about individualized programming
C) Learned about the benefits of inclusion
D) Worked with children with disabilities in an inclusive setting

Question 43

Many of the concerns regarding inclusion expressed by parents and professionals may be remedied by providing which of the following?

A) Individualized programming for children with disabilities
B) Training to prepare professionals to work together to provide services in inclusive environments
C) An adequate number of parent-teacher conference meetings
D) Websites with information about the benefits of inclusion

Question 44

According to the text, it is important for the field of early childhood education to have a shared definition of inclusion because without one, what might individual programs do?

A) Create their own working definitions
B) Provide support to individual children
C) Develop IEPS and IFSPs based on federal law
D) Refuse to serve students with disabilities

Question 45

Based on the text, which of the following is a description of inclusion?

A) Inclusion is a set of strategies.
B) Inclusion is a special education placement.
C) Inclusion is about belonging to a community.
D) Inclusion is about making a family happy.

Question 46

Political and social activities during the 1960s led to which of the stages described by Caldwell?

A) Forget and hide
B) Screen and segregate
C) Identify and help
D) Include and support

Question 47

Why is the following parent's story from the book a rationale for inclusion?
Andrea came back from preschool saying she wanted to invite Katie home for lunch the next day. I could not figure out who Katie was. Andrea tried to describe Katie's hair, then their new jacket, then their paintings. I still couldn't place them. Finally, Andrea said, "Katie's the one who comes with shiny ribbons in their hair," and I knew immediately who Katie was. She was the child in the wheelchair who always had big colorful bows at the ends of her braids! Apparently, using a wheelchair was not one of Katie's outstanding characteristics for my child.

A) Children develop at different rates.
B) Unless otherwise influenced, children at a young age seldom have trouble accepting those who are different.
C) The majority of young children will acquire basic development on their own.
D) Young children with disabilities are entitled to the same experiences as children who are typically developing.

Question 48

Merely placing children with disabilities in the same settings as their typical peers will not automatically lead to social interactions and acceptance. Teachers must do which of the following to foster social interactions?

A) Step back and observe the children playing
B) Provide an ample amount of play materials
C) Structure the environment to promote social interactions
D) Earn a degree in special education

Question 49

A program that provides afterschool child care.A parent who is looking for a preschool that is inclusive of all children should look for which of the following when visiting preschools?

A) A program located in close proximity to a special education school.
B) A program that provides training and support for its staff to work with all children.
C) A program that emphasizes the importance of all children being able to write their first name.
D) A program that provides afterschool child care.

Question 50

Children who are typically developing benefit from being peer tutors because it allows them to do which of the following?

A) Learn about acceptable behaviors
B) Increase their own understanding of the skill they are teaching
C) Earn a special certificate from their teacher
D) Provide a well-deserved break for their teachers

Question 51

According to the text, inclusion appears to have a long-term benefit on society as children who grow up with opportunities to interact with children with disabilities mature into adults who do which of the following?

A) Get involved in raising funds to support special education
B) Become involved in the field of special education
C) Have a greater understanding and respect for those with disabilities
D) Ask questions to learn about disabilities

Question 52

Why is the concept of "goodness of fit" considered to be essential when developing inclusive programs?

A) The family identifies the community to which it belongs and in which the child is to be included.
B) Goodness of fit takes into account an inclusive program considering the uniqueness of every child and family and how it can address the child's strengths and needs as well as family priorities.
C) The term implies compatibility.
D) Inclusion reflects the cultural influences of the family.

Question 53

What significant children to children outcome was visible in the Devoney study?

A) When the teacher structured the environment, children with and without disabilities played together.
B) When children with disabilities played together with typically developing children, they played in a more organized and mature way than had been characteristic of their earlier play.
C) It demonstrated that children could learn to imitate their peers during small-group activities.
D) The amount of free time that children with and without disabilities played together in small groups during free-choice time increased.

Question 54

Define inclusion.

Question 55

Name and briefly describe the four stages of public perception in reference to children with disabilities.
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Name and briefly describe the four stages of public perception in reference to children with disabilities.

Question 56

What do inclusion and culturally unbiased curriculum have in common?

Question 57

Define and give an example of a teachable moment.

Question 58

What are three major ways society benefits from inclusion?

Question 59

List five responsibilities of the teacher in an inclusive preschool.
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List five responsibilities of the teacher in an inclusive preschool.

Question 60

List three major concerns that parents and teachers have about inclusion.

Question 61

Explain the difference between inclusion and mainstreaming.

Question 62

According to Ehlers (1993), describe three ways to view inclusion.

Question 63

What are some of the holistic outcomes of inclusive programs?

Question 64

List the three-domain conceptualization of the outcomes of inclusive education according to Billingsley, Gallucci, Peck, Schwartz, and Staub (1996).

Question 65

Describe three benefits of inclusion for children with and without disabilities.