Unit 2 Module 4 Flashcards
1954
Educational segregation
Segregation of students by race ruled unconstitutional.
A. Brown v. Board of Education of Topeka, Kansas
B. Diana v. State Board of Education
C. Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania
D. Mills v. Board of Education, District of Columbia
A. Brown v. Board of Education of Topeka, Kansas
1972
Right to education
Extended the Pennsylvania decision to include all children with disabilities. Specifically established the constitutional right of children with exceptionalities to a public education regardless of their functional level.
A. Brown v. Board of Education of Topeka, Kansas
B. Diana v. State Board of Education
C. Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania
D. Mills v. Board of Education, District of Columbia
D. Mills v. Board of Education, District of Columbia
1970
Class placement
Linguistically different students must be tested in their primary language as well as English.
A. Brown v. Board of Education of Topeka, Kansas
B. Diana v. State Board of Education
C. Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania
D. Mills v. Board of Education, District of Columbia
B. Diana v. State Board of Education
1972
Right to Education
State must guarantee a free public education to all children with intellectual disability ages 6–21 regardless of degree of impairment or associated disabilities.
A. Brown v. Board of Education of Topeka, Kansas
B. Diana v. State Board of Education
C. Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania
D. Mills v. Board of Education, District of Columbia
C. Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania
1974
Equal educational opportunity
A milestone case in the field of bilingual education. U.S. Supreme Court ruling noted that “there is not equality in treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from a meaningful education.” Decision significantly affected the education of culturally and linguistically diverse learners.
A. Armstrong v. Kline
B. Larry P. v. Riles
C. Tatro v. State of Texas
D. Lau v. Nichols
D. Lau v. Nichols
1979
Class placement
Landmark case parallel to the Diana suit. African American students could not be placed in classes for children with mild intellectual disability solely on the basis of intellectual assessments found to be culturally and racially biased. Ruling applies only to the state of California.
A. Armstrong v. Kline
B. Larry P. v. Riles
C. Tatro v. State of Texas
D. Lau v. Nichols
B. Larry P. v. Riles
1980
Extended school year
State’s refusal to pay for schooling in excess of 180 days for pupils with severe disabilities is a violation of their rights to an appropriate education as required by PL 94-142 (IDEA).
A. Armstrong v. Kline
B. Larry P. v. Riles
C. Tatro v. State of Texas
D. Lau v. Nichols
A. Armstrong v. Kline
1980
Related services
U.S. Supreme Court held that catheterization qualified as a related service under PL 94-142 (IDEA).
A. Armstrong v. Kline
B. Larry P. v. Riles
C. Tatro v. State of Texas
D. Lau v. Nichols
C. Tatro v. State of Texas
1999
Related services
U.S. Supreme Court expanded and clarified the concept of related services.
A. Board of Education of the Hendrick Hudson Central School District v. Rowley
B. Cedar Rapids Community School District v. Garret F.
C. Daniel R.R. v. State Board of Education
B. Cedar Rapids Community School District v. Garret F.
1989
Class placement
Fifth Circuit Court of Appeals held that a segregated class was an appropriate placement for a student with Down syndrome. Preference for integrated placement viewed as secondary to the need for an appropriate education.
A. Board of Education of the Hendrick Hudson Central School District v. Rowley
B. Cedar Rapids Community School District v. Garret F.
C. Daniel R.R. v. State Board of Education
C. Daniel R.R. v. State Board of Education
1982
Appropriate education
First U.S. Supreme Court interpretation of PL 94-142 (IDEA).
A. Board of Education of the Hendrick Hudson Central School District v. Rowley
B. Cedar Rapids Community School District v. Garret F.
C. Daniel R.R. v. State Board of Education
A. Board of Education of the Hendrick Hudson Central School District v. Rowley
Consider each of the following provisions and indicate whether it is a part of the ruling in Diana v. Board of Education.
If a student’s primary language was not English, he or she must be tested in both English and his or her primary language.
Yes
No
Yes
Consider each of the following provisions and indicate whether it is a part of the ruling in Diana v. Board of Education.
Culturally biased items should be eliminated from all tests used in the assessment process.
Yes
No
Yes
Consider each of the following provisions and indicate whether it is a part of the ruling in Diana v. Board of Education.
Using intelligence tests in the assessment process needed to take into account Mexican American culture.
Yes
No
Yes
Consider each of the following provisions and indicate whether it is a part of the ruling in Diana v. Board of Education.
Using IQ tests as the assessment measure for placing African American students with intellectual disability in special education was found to be discriminatory.
Yes
No
No
What landmark case declared segregation unlawful and laid the groundwork for increasing educational access for students with disabilities?
A. Armstrong v. Kline
B. Brown v. Board of Education of Topeka, Kansas
C. Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania
B. Brown v. Board of Education of Topeka, Kansas
Determine if each of the following issues was addressed regarding IQ testing and African Americans In the Larry P. v. Riles case.
IQ tests actually measure achievement rather than ability.
YES
NO
NO
Determine if each of the following issues was addressed regarding IQ testing and African Americans In the Larry P. v. Riles case.
The underlying assumption of IQ tests is the measure of one’s intelligence.
YES
NO
YES
Determine if each of the following issues was addressed regarding IQ testing and African Americans In the Larry P. v. Riles case.
IQ tests lead to classifications of more African American students with intellectual disabilities.
YES
NO
YES
Under which amendment of the U.S. Constitution did the court rule in the Brown v. Board of Education case that it was illegal to practice or arbitrarily discriminate against any group of people?
A. Fourteenth Amendment
B. First Amendment
A. Fourteenth Amendment
Jesse receives several evaluations done by an occupational therapist, a physical therapist, and a school psychologist.
A. Nondiscriminatory assessment
B. Parental participation
C. LRE
A. Nondiscriminatory assessment
Victor’s parents are invited to meet with all of the school staff who work with him to review the results of recent assessments.
A. FAPE
B. IEP
C. Parental participation
C. Parental participation
Sofia’s parents met with the school principal to review her records and also scheduled an evaluation with a private practice speech-language pathologist.
A. Procedural due process
B. LRE
C. Nondiscriminatory assessment
A. Procedural due process
For the upcoming school year, Nicole will be in a general education classroom and also have individual pull-out sessions with a reading specialist three times a week. She will also use a computer with graphic organizer software.
A. Procedural due process
B. LRE
C. Nondiscriminatory assessment
B. LRE
As a result of a comprehensive assessment, Ian will receive occupational therapy, physical therapy, and adapted physical education to assist him in benefiting from special education. Ian will also use a computer with an adaptive input device.
A. FAPE
B. IEP
C. Parental participation
A. FAPE
A report is written for Nate detailing his current level of performance, educational goals for the year, and a plan specifically designed to meet his needs.
A. FAPE
B. IEP
C. Parental participation
B. IEP
For each of the following, identify whether it was originally part of PL 94–142 or was a component of one of the IDEA reauthorizations between 1986–1997 that expanded and extended services for individuals with disabilities.
Requires assessment of assistive technology needs for each student.
A. Component of PL 94–142
B. Component of IDEA reauthorizations
B. Component of IDEA reauthorizations
For each of the following, identify whether it was originally part of PL 94–142 or was a component of one of the IDEA reauthorizations between 1986–1997 that expanded and extended services for individuals with disabilities.
Individual transition plan (ITP) required by age 16.
A. Component of PL 94–142
B. Component of IDEA reauthorizations
B. Component of IDEA reauthorizations
For each of the following, identify whether it was originally part of PL 94–142 or was a component of one of the IDEA reauthorizations between 1986–1997 that expanded and extended services for individuals with disabilities.
Services for preschoolers with disabilities.
A. Component of PL 94–142
B. Component of IDEA reauthorizations
B. Component of IDEA reauthorizations
For each of the following, identify whether it was originally part of PL 94–142 or was a component of one of the IDEA reauthorizations between 1986–1997 that expanded and extended services for individuals with disabilities.
Nondiscriminatory assessment.
A. Component of PL 94–142
B. Component of IDEA reauthorizations
A. Component of PL 94–142
For each of the following, identify whether it was originally part of PL 94–142 or was a component of one of the IDEA reauthorizations between 1986–1997 that expanded and extended services for individuals with disabilities.
A free appropriate public education (FAPE)
A. Component of PL 94–142
B. Component of IDEA reauthorizations
A. Component of PL 94–142
For each of the following, identify whether it was originally part of PL 94–142 or was a component of one of the IDEA reauthorizations between 1986–1997 that expanded and extended services for individuals with disabilities.
General educators are part of the IEP team.
A. Component of PL 94–142
B. Component of IDEA reauthorizations
B. Component of IDEA reauthorizations
Many state departments of education are moving toward performance-based standards with the focus on the learning outcomes of students and establishing educational equity among all learners.
True
False
True
The enactment of this law has ushered in an era of what is now commonly referred to as “high-stakes testing” or “high-stakes assessment.”
A. Is an Implication
B. Is Not an Implication
A. Is an Implication
Greater emphasis will most likely be placed on ensuring that pupils in special education are exposed to the general education curriculum and that their IEP goals align to those standards.
A. Is an Implication
B. Is Not an Implication
A. Is an Implication
Provides a free appropriate public education to children and youth with specific disabilities.
A. IDEA
B. Section 504
A. IDEA
Prohibits discrimination on the basis of a person’s disability in all programs receiving federal funding.
A. IDEA
B. Section 504
B. Section 504
Thirteen disabilities defined according to federal regulations plus state/local definition of developmentally delayed.
A. IDEA
B. Section 504
A. IDEA
Defined as a person with a physical or mental impairment that substantially limits a major life activity, who has a record of such impairment, or who is regarded as having such impairment.
A. IDEA
B. Section 504
B. Section 504
No additional funding is provided.
A. IDEA
B. Section 504
B. Section 504
States receive some federal dollars for excess cost of educating students with disabilities.
A. IDEA
B. Section 504
A. IDEA
Accommodation Plan
A. IDEA
B. Section 504
B. Section 504
Individualized Education Plan (IEP)
A. IDEA
B. Section 504
A. IDEA
School district required to identify a 504 coordinator.
A. IDEA
B. Section 504
B. Section 504
No provision.
A. IDEA
B. Section 504
A. IDEA
Office of Special Education Programs, U.S. Department of Education
A. IDEA
B. Section 504
A. IDEA
Office of Civil Rights, U.S. Department of Education.
A. IDEA
B. Section 504
B. Section 504
Students with asthma, allergies, arthritis, or diabetes may all be helped under
A. IDEA 2004
B. Section 504
C. IDEA
B. Section 504
Which of the following accomplishments is associated with the Americans with Disabilities Act?
A. Provision of transition services to facilitate movement from school to work for people with disabilities.
B. Requirement that public transportation be made accessible to people with disabilities.
C. Mandate for early childhood special education.
B. Requirement that public transportation be made accessible to people with disabilities.
True/False. School authorities identify, label, and subsequently place a student in an instructional program that is tailored to meet the student’s unique needs based only on the student’s interindividual differences.
True
False
False
True/False. The prereferral process is designed so that it does not result in shared responsibility and joint decision-making among a team of professionals.
True
False
False
True/False. Prereferrals reduce the number of referrals to special education.
True
False
True
True/False. The reasons for a referral always lie within the student.
True
False
False
The child study committee (or special services team or other similarly named group of professionals) reviews available information and decides whether further assessment is warranted. Documentation accompanying a referral typically includes all of the items listed below except which?
A. Behavioral observation data
B. Medical records
C. Test scores
D. Samples of the student’s work
B. Medical records
Documentation of qualitative as well as quantitative aspects of a youngster’s behavior in the natural environment. Information may be recorded formally (rating scales, observational recording systems) or informally (anecdotal records, audio recording). Data can be used to support or refute information gathered from other sources.
A. Portfolios
B. Interviews
C. Naturalistic Observation
D. Work Samples
C. Naturalistic Observation
Information obtained from significant individuals in a student’s life-parents, teachers, older siblings, or the pupil him- or herself. Interviews are a planned and purposeful activity whose purpose is to gain insight or perspective on specific areas of interest, such as the child’s background or possible reasons for behavioral problems. Format may be formal (interviewer follows a predetermined set of questions) or informal (interview proceeds according to the individual’s response). Data may be gathered orally or in writing.
A. Portfolios
B. Interviews
C. Naturalistic Observation
D. Work Samples
B. Interviews
Evidence of a pupil’s actual classroom performance, typically focused on particular skill development. Sometimes referred to as a permanent product. Spelling tests, arithmetic fact sheets, and handwriting samples are examples of this information source. Work samples are especially useful when planning instructional intervention and modification. Requires the teacher to think diagnostically and look, for example, at error patterns or clarity of directions.
A. Portfolios
B. Interviews
C. Naturalistic Observation
D. Work Samples
D. Work Samples
A type of authentic assessment, portfolios are an outgrowth of the familiar work folder concept. They include a wide range of examples of a student’s emerging abilities and accomplishments over time. Qualitative and quantitative indicators of performance might include writing examples, audio/video recordings, worksheets, drawings, photographs, or other forms of evidence. Useful for student self-assessment.
A. Portfolios
B. Interviews
C. Naturalistic Observation
D. Work Samples
A. Portfolios
Let students access the assessments in ways other than reading standard print.
A. Response Accommodation
B. Setting Accommodation
C. Timing and Scheduling Accommodation
D. Presentation Accommodation
D. Presentation Accommodation
Allow students to complete, solve, or organize assessments in different ways.
A. Response Accommodation
B. Setting Accommodation
C. Timing and Scheduling Accommodation
D. Presentation Accommodation
A. Response Accommodation
Give students the time and breaks they need to complete assessments.
A. Response Accommodation
B. Setting Accommodation
C. Timing and Scheduling Accommodation
D. Presentation Accommodation
C. Timing and Scheduling Accommodation
Change the location or conditions of the setting in which students complete assessments.
A. Response Accommodation
B. Setting Accommodation
C. Timing and Scheduling Accommodation
D. Presentation Accommodation
B. Setting Accommodation
Providing the assessment in Braille
A. Presentation
B. Response
C. Timing and Scheduling
D. Setting
A. Presentation
Providing a cubicle with partitions for completing the assessment
A. Presentation
B. Response
C. Timing and Scheduling
D. Setting
D. Setting
Allowing student to take short breaks during the assessment
A. Presentation
B. Response
C. Timing and Scheduling
D. Setting
C. Timing and Scheduling
Allowing student to use a spelling and grammar assistive device
A. Presentation
B. Response
C. Timing and Scheduling
D. Setting
B. Response
Allowing student to use a graphic organizer
A. Presentation
B. Response
C. Timing and Scheduling
D. Setting
B. Response
Allowing student to use a screen reader
A. Presentation
B. Response
C. Timing and Scheduling
D. Setting
A. Presentation
Close a window
A. Presentation
B. Response
C. Timing and Scheduling
D. Setting
D. Setting
Allowing the student to have two additional hours to complete the assessment
A. Presentation
B. Response
C. Timing and Scheduling
D. Setting
C. Timing and Scheduling
Adjust the room’s lighting
A. Presentation
B. Response
C. Timing and Scheduling
D. Setting
D. Setting
Providing an audio amplification device
A. Presentation
B. Response
C. Timing and Scheduling
D. Setting
A. Presentation
Allowing the student to use sign language
A. Presentation
B. Response
C. Timing and Scheduling
D. Setting
B. Response
Dividing the assessment into a series of smaller assessments over a few days
A. Presentation
B. Response
C. Timing and Scheduling
D. Setting
C. Timing and Scheduling
The present levels of educational performance and how the student’s disability affects his or her involvement and progress in the general education curriculum.
A. Must include
B. Not necessary
A. Must include
A statement of programs and services that the student needs in order to participate in the general education curriculum as well as to participate in extracurricular and nonacademic activities.
A. Must include
B. Not necessary
A. Must include
An explanation of the extent to which the student will not participate with non-disabled students in general education classes and in extracurricular and nonacademic activities.
A. Must include
B. Not necessary
A. Must include
The student’s participation in statewide and districtwide assessments and, if the student will not participate in such assessments, include a statement of how the child will be assessed.
A. Must include
B. Not necessary
A. Must include
A statement of the natural environments in which early intervention services shall be appropriately provided.
A. Must include
B. Not necessary
A. Must include
The projected dates for initiation of services and the anticipated duration of services.
A. Must include
B. Not necessary
A. Must include
The steps to be taken to support the transition of the toddler with a disability to preschool or other appropriate services.
A. Must include
B. Not necessary
A. Must include
A statement of the infant’s or toddler’s present levels of development.
A. Must include
B. Not necessary
A. Must include
How often must the IFSP be reviewed?
A. 1 month intervals or as needed
B. 3 month intervals or as needed
C. 6 month intervals or as needed
D. 12 months or as needed
C. 6 month intervals or as needed
Students who spend at least 80% of the school day in a regular or general education classroom.
A. Separate Class
B. Regular Classroom
C. Resource Room
B. Regular Classroom
Students who receive special education and related services in the regular classroom between 40 and 79 percent of the school day. Students are “pulled out” of the regular classroom and receive specialized instruction or services in a separate classroom for limited periods of time. Services may be individualized or offered in small groups.
A. Separate Class
B. Regular Classroom
C. Resource Room
C. Resource Room
Students who receive special education and related services in the regular classroom for less than 40% of the school day. Commonly known as a self-contained classroom wherein pupils, usually those with more severe disabilities, receive full-time instruction or, in a modified version, participate in nonacademic aspects of school activities. Classroom is located in a typical school building.
A. Separate Class
B. Regular Classroom
C. Resource Room
A. Separate Class
Students who receive special education and related services in a public or private separate day school for students with disabilities, at public expense, for more than 50% of the school day
A. Residential Facility
B. Separate School
C. Homebound/Hospital
B. Separate School
Students who receive a special education in a public or private residential facility, at public expense, twenty-four hours a day.
A. Residential Facility
B. Separate School
C. Homebound/Hospital
A. Residential Facility
Students placed in and receiving a special education in a hospital or homebound program.
A. Residential Facility
B. Separate School
C. Homebound/Hospital
C. Homebound/Hospital
Defined as the local school the child would attend if he or she did not have a disability.
A. Natural proportion at the school site
B. Zero rejection
C. Age-/grade-appropriate placement
D. “Home School” attendance
D. “Home School” attendance
The percentage of children with special needs enrolled in a particular school is in proportion to the percentage of pupils with exceptionalities in the entire school district; in general education classes, this would mean approximately two to three students with disabilities.
A. Natural proportion at the school site
B. Zero rejection
C. Age-/grade-appropriate placement
D. “Home School” attendance
A. Natural proportion at the school site
All students are accepted at the local school, including those with severe impairments; pupils are not screened out or grouped separately because of their disability.
A. Natural proportion at the school site
B. Zero rejection
C. Age-/grade-appropriate placement
D. “Home School” attendance
B. Zero rejection
A full inclusion model calls for serving children with special needs in general education classrooms according to their chronological age rater than basing services on the child’s academic ability or mental age.
A. Natural proportion at the school site
B. Zero rejection
C. Age-/grade-appropriate placement
D. “Home School” attendance
C. Age-/grade-appropriate placement
Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making.
A. ethical
B. professional
B. professional
Using evidence, instructional data, research, and professional knowledge to inform practice.
A. ethical
B. professional
B. professional
Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.
A. ethical
B. professional
A. ethical
Participating in the growth and dissemination of professional knowledge and skills.
A. ethical
B. professional
B. professional
True/False. Codes of ethics and statements of professional responsibility may have legal as well as moral ramifications.
True
False
True
Victor’s parents are invited to meet with all of the school staff who work with him to review the results of recent assessments.
A. FAPE
B. Parental Participation
C. LRE
B. Parental Participation
