Unit 2 Module 4

Question 1

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

Answer 1

A. Brown v. Board of Education of Topeka, Kansas

Question 2

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

Answer 2

D. Mills v. Board of Education, District of Columbia

Question 3

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

Answer 3

B. Diana v. State Board of Education

Question 4

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

Answer 4

C. Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania

Question 5

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

Answer 5

D. Lau v. Nichols

Question 6

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

Answer 6

B. Larry P. v. Riles

Question 7

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

Answer 7

A. Armstrong v. Kline

Question 8

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

Answer 8

C. Tatro v. State of Texas

Question 9

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

Answer 9

B. Cedar Rapids Community School District v. Garret F.

Question 10

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

Answer 10

C. Daniel R.R. v. State Board of Education

Question 11

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

Answer 11

A. Board of Education of the Hendrick Hudson Central School District v. Rowley

Question 12

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

Answer 12

Yes

Question 13

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

Answer 13

Yes

Question 14

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

Answer 14

Yes

Question 15

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

Answer 15

No

Question 16

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

Answer 16

B. Brown v. Board of Education of Topeka, Kansas

Question 17

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

Answer 17

NO

Question 18

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

Answer 18

YES

Question 19

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

Answer 19

YES

Question 20

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

Answer 20

A. Fourteenth Amendment

Question 21

Jesse receives several evaluations done by an occupational therapist, a physical therapist, and a school psychologist.

A. Nondiscriminatory assessment

B. Parental participation

C. LRE

Answer 21

A. Nondiscriminatory assessment

Question 22

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

Answer 22

C. Parental participation

Question 23

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

Answer 23

A. Procedural due process

Question 24

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

Answer 24

B. LRE

Question 25

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

Answer 25

A. FAPE

Question 26

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

Answer 26

B. IEP

Question 27

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

Answer 27

B. Component of IDEA reauthorizations

Question 28

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

Answer 28

B. Component of IDEA reauthorizations

Question 29

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

Answer 29

B. Component of IDEA reauthorizations

Question 30

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

Answer 30

A. Component of PL 94–142

Question 31

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

Answer 31

A. Component of PL 94–142

Question 32

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

Answer 32

B. Component of IDEA reauthorizations

Question 33

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

Answer 33

True

Question 34

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

Answer 34

A. Is an Implication

Question 35

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

Answer 35

A. Is an Implication

Question 36

Provides a free appropriate public education to children and youth with specific disabilities. A. IDEA B. Section 504

Answer 36

A. IDEA

Question 37

Prohibits discrimination on the basis of a person’s disability in all programs receiving federal funding. A. IDEA B. Section 504

Answer 37

B. Section 504

Question 38

Thirteen disabilities defined according to federal regulations plus state/local definition of developmentally delayed. A. IDEA B. Section 504

Answer 38

A. IDEA

Question 39

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

Answer 39

B. Section 504

Question 40

No additional funding is provided. A. IDEA B. Section 504

Answer 40

B. Section 504

Question 41

States receive some federal dollars for excess cost of educating students with disabilities. A. IDEA B. Section 504

Answer 41

A. IDEA

Question 42

Accommodation Plan A. IDEA B. Section 504

Answer 42

B. Section 504

Question 43

Individualized Education Plan (IEP) A. IDEA B. Section 504

Answer 43

A. IDEA

Question 44

School district required to identify a 504 coordinator. A. IDEA B. Section 504

Answer 44

B. Section 504

Question 45

No provision. A. IDEA B. Section 504

Answer 45

A. IDEA

Question 46

Office of Special Education Programs, U.S. Department of Education A. IDEA B. Section 504

Answer 46

A. IDEA

Question 47

Office of Civil Rights, U.S. Department of Education. A. IDEA B. Section 504

Answer 47

B. Section 504

Question 48

Students with asthma, allergies, arthritis, or diabetes may all be helped under A. IDEA 2004 B. Section 504 C. IDEA

Answer 48

B. Section 504

Question 49

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.

Answer 49

B. Requirement that public transportation be made accessible to people with disabilities.

Question 50

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

Answer 50

False

Question 51

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

Answer 51

False

Question 52

True/False. Prereferrals reduce the number of referrals to special education. True False

Answer 52

True

Question 53

True/False. The reasons for a referral always lie within the student. True False

Answer 53

False

Question 54

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

Answer 54

B. Medical records

Question 55

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

Answer 55

C. Naturalistic Observation

Question 56

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

Answer 56

B. Interviews

Question 57

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

Answer 57

D. Work Samples

Question 58

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

Answer 58

A. Portfolios

Question 59

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

Answer 59

D. Presentation Accommodation

Question 60

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

Answer 60

A. Response Accommodation

Question 61

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

Answer 61

C. Timing and Scheduling Accommodation

Question 62

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

Answer 62

B. Setting Accommodation

Question 63

Providing the assessment in Braille A. Presentation B. Response C. Timing and Scheduling D. Setting

Answer 63

A. Presentation

Question 64

Providing a cubicle with partitions for completing the assessment A. Presentation B. Response C. Timing and Scheduling D. Setting

Answer 64

D. Setting

Question 65

Allowing student to take short breaks during the assessment A. Presentation B. Response C. Timing and Scheduling D. Setting

Answer 65

C. Timing and Scheduling

Question 66

Allowing student to use a spelling and grammar assistive device A. Presentation B. Response C. Timing and Scheduling D. Setting

Answer 66

B. Response

Question 67

Allowing student to use a graphic organizer A. Presentation B. Response C. Timing and Scheduling D. Setting

Answer 67

B. Response

Question 68

Allowing student to use a screen reader A. Presentation B. Response C. Timing and Scheduling D. Setting

Answer 68

A. Presentation

Question 69

Close a window A. Presentation B. Response C. Timing and Scheduling D. Setting

Answer 69

D. Setting

Question 70

Allowing the student to have two additional hours to complete the assessment A. Presentation B. Response C. Timing and Scheduling D. Setting

Answer 70

C. Timing and Scheduling

Question 71

Adjust the room’s lighting A. Presentation B. Response C. Timing and Scheduling D. Setting

Answer 71

D. Setting

Question 72

Providing an audio amplification device A. Presentation B. Response C. Timing and Scheduling D. Setting

Answer 72

A. Presentation

Question 73

Allowing the student to use sign language A. Presentation B. Response C. Timing and Scheduling D. Setting

Answer 73

B. Response

Question 74

Dividing the assessment into a series of smaller assessments over a few days A. Presentation B. Response C. Timing and Scheduling D. Setting

Answer 74

C. Timing and Scheduling

Question 75

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

Answer 75

A. Must include

Question 76

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

Answer 76

A. Must include

Question 77

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

Answer 77

A. Must include

Question 78

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

Answer 78

A. Must include

Question 79

A statement of the natural environments in which early intervention services shall be appropriately provided. A. Must include B. Not necessary

Answer 79

A. Must include

Question 80

The projected dates for initiation of services and the anticipated duration of services. A. Must include B. Not necessary

Answer 80

A. Must include

Question 81

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

Answer 81

A. Must include

Question 82

A statement of the infant’s or toddler’s present levels of development. A. Must include B. Not necessary

Answer 82

A. Must include

Question 83

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

Answer 83

C. 6 month intervals or as needed

Question 84

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

Answer 84

B. Regular Classroom

Question 85

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

Answer 85

C. Resource Room

Question 86

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

Answer 86

A. Separate Class

Question 87

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

Answer 87

B. Separate School

Question 88

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

Answer 88

A. Residential Facility

Question 89

Students placed in and receiving a special education in a hospital or homebound program. A. Residential Facility B. Separate School C. Homebound/Hospital

Answer 89

C. Homebound/Hospital

Question 90

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

Answer 90

D. "Home School" attendance

Question 91

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

Answer 91

A. Natural proportion at the school site

Question 92

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

Answer 92

B. Zero rejection

Question 93

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

Answer 93

C. Age-/grade-appropriate placement

Question 94

Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making. A. ethical B. professional

Answer 94

B. professional

Question 95

Using evidence, instructional data, research, and professional knowledge to inform practice. A. ethical B. professional

Answer 95

B. professional

Question 96

Neither engaging in nor tolerating any practice that harms individuals with exceptionalities. A. ethical B. professional

Answer 96

A. ethical

Question 97

Participating in the growth and dissemination of professional knowledge and skills. A. ethical B. professional

Answer 97

B. professional

Question 98

True/False. Codes of ethics and statements of professional responsibility may have legal as well as moral ramifications. True False

Answer 98

True

Question 99

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

Answer 99

B. Parental Participation