UNIT 2 Module 3 Quizzes Flashcards
Read the scenario and answer the questions presented throughout.
During the first two months of first grade, Sheila’s teacher observes that Sheila’s pronunciation of some words was quite different from that of her peers. Mr. Smith is concerned about Sheila’s difficulties articulating the endings of many words and her problems pronouncing the plural form of some words. Realizing how increasingly quiet and withdrawn Sheila has become during class activities, Mr. Smith decides to reach out to Sheila’s parents and the school assistant principal.
NO ANSWER
After discussing the situation, the assistant principal informs the special education teacher who takes over the case and arranges for the district’s speech pathologist to get involved. The speech pathologist agrees with the special education teacher that Sheila should be evaluated before any further steps are taken.
Once Shelia’s unmet needs have been identified, the first action the special education teacher should take is to __________.
A. request a formal screening
B. notify the service delivery team
C. contact a speech/language therapist
D. contact the parents
D. contact the parents
After obtaining permission from Sheila’s parents, the school carried out comprehensive evaluations to determine the severity of Sheila’s speech problems and the impact on her education. Before the first team meeting, the school writes to inform Sheila’s parents that the school “team” concluded that Sheila meets the criteria for special education. The letter goes on to state that the team will meet again in one month to determine the specific supports and services Sheila will need. The letter also states that the school will inform the parents as soon as the team makes its decision about Sheila’s education.
True or False. By informing Sheila’s parents of the team’s decision, the school satisfies its obligation to keep parents involved in the special education process.
True
False
False
After evaluating and agreeing to the school’s decision to recommend Sheila for special education services, Sheila’s parents request that the next meeting be held on a day that would allow them to attend. At this meeting, each team member, including the speech pathologist, Sheila’s parents, and the classroom teacher, takes turns presenting information about Sheila that would help the team make decisions about special education services.
This image represents how different professionals work together in various team models. Which type of team involves each team member performing individual assessment and then collaborating for program development?
A. Transdisciplinary.
B. Interdisciplinary.
C. Multidisciplinary.
B. Interdisciplinary.
Which of the following best describes a multidisciplinary team?
A. A situation where each team member performs individual assessment and then collaborates during program development, with collaboration typically happening before or after the formal meeting.
B. A situation in which service professionals are likely to teach their skills to each other, rather than conducting individual assessments and interventions.
C. A situation in which service providers work independently to conduct evaluations, then meet to discuss their assessments, typically with no previous collaboration.
C. A situation in which service providers work independently to conduct evaluations, then meet to discuss their assessments, typically with no previous collaboration.
Which of the following team models best describes the structure of Sheila’s team meeting?
A. Interdisciplinary Team.
B. Transdisciplinary Team.
C. Multidisciplinary Team.
C. Multidisciplinary Team.
Under which disability category is Sheila eligible for special education services?
A. Vision impairments.
B. Speech/language impairments.
C. Traumatic brain injury.
D. Autism.
B. Speech/language impairments.
True or false. Shelia’s diagnosis is considered a low-incidence disability.
True
False
False
Initially, the classroom teacher, Mr. Smith, recommended that Sheila be removed from his class during reading and writing to work with the special education teacher. Though Sheila’s speech improves, Mr. Smith observes that her participation in class activities is still below that of her peers. He reaches out to the special education teacher who coordinates with Sheila’s parents and the speech pathologist to further investigate what might be going on. After sharing and discussing information about Sheila based on their experiences with her, the team meets to further discuss what additional changes might be necessary to Sheila’s plan.
Which of the following team models best describes the structure of this follow-up team meeting for Sheila?
A. Multidisciplinary team.
B. Interdisciplinary team.
C. Transdisciplinary team.
B. Interdisciplinary team.
In this scenario, which person is responsible for managing and coordinating the services that Sheila would receive?
A. Speech/language therapist.
B. Mr. Smith the classroom teacher.
C. Special education teacher.
C. Special education teacher.
The specialist most likely to help Sheila with her special needs to develop vocabulary, pronounce words, or form sentences is the _______.
A. general education teacher
B. speech/language therapist
C. team
D. special education teacher
B. speech/language therapist
Which of these best describes an IEP?
A. An individualized education program describes the services that a special education teacher will provide.
B. An intellectual evaluation profile describes a student’s capacity to learn.
C. An individualized education program is a detailed, written plan developed by a team that describes the services, support, and adaptations that will be provided and the expected outcomes for the student in special education.
C. An individualized education program is a detailed, written plan developed by a team that describes the services, support, and adaptations that will be provided and the expected outcomes for the student in special education.
Sheila works with the special education teacher for reading and writing. This is the least restrictive environment (LRE) for Shelia.
True
False
True
When the multidisciplinary team makes the placement decisions, they must _______.
A. do so prior to completing an education plan
B. define the special education services
C. outline suggestions for the co-teaching classroom arrangement
D. provide justification for placement decisions that are out of the least restrictive environment (LRE)
D. provide justification for placement decisions that are out of the least restrictive environment (LRE)
The collaboration between the support professionals, teachers, parents, and even the student results in an individualized education program (IEP). The IEP is a written detailed plan developed by a team for each pupil ages 3–21 who receives a special education. This management tool describes the services, support, and adaptations that will be provided and the expected outcomes for the student. It is reviewed and revised at least annually.
Which of the following would NOT be a right for Sheila’s parents in this process?
A. To examine any education records maintained by the school about Sheila.
B. To be a member of any team making placement decisions about their daughter.
C. To demand special education services regardless of the outcome of the evaluations.
D. To request mediation to resolve any conflicts with the school in this process.
C. To demand special education services regardless of the outcome of the evaluations.
