Unit 2 Module 4 Quizzes Flashcards
The six types of educational settings where Ross as well as the other students with IEPs in Mary’s classroom may receive instruction are: regular classroom, resource room, separate class, separate school, residential facility, and homebound/hospital.
True
False
True
Based on the principles of IDEA, the general education classroom is considered the least restrictive environment (LRE) because it provides students with disabilities an opportunity to be educated with nondisabled students of their age to the maximum extent appropriate. The law also mandates that students with disabilities be provided with a full continuum of services. Which of the following statements best describes a full continuum of services for the students with IEPs in Mary’s classroom?
A. It places students with disabilities into the general education classroom with no supports.
B. It places students with disabilities in isolation.
C. It provides services for students with disabilities in alternative placements.
C. It provides services for students with disabilities in alternative placements.
Which of the following requirements was mandated in the passage of IDEA?
A. access to public places for people with disabilities
B. appropriate professional development and training for special education and general education teachers
C. the provision of related services
C. the provision of related services
In this scenario, what elements of IDEA did Ross’ general education and special education teachers fail to consider in their discussions of his placement?
A. Special education services
B. Least restrictive environment
C. Accommodations
D. Related services
B. Least restrictive environment
In order for Mary, the general education teacher, to suggest and/or identify a least restrictive environment for Ross other than her general education classroom, she must provide proof that __________.
A. Ross demonstrated needs for extensive supports
B. Ross demonstrated emotional and/or behavioral disabilities.
C. intensive supports were provided to Ross but they were not successful
C. intensive supports were provided to Ross but they were not successful
Which of the following is the most appropriate sequencing of steps Mary should have taken prior to discussing her concerns about Ross’ unmet needs in her classroom?
A. 1. Try some interventions; 2. Do a screening; 3. Contact his parents; 4. Examine Ross’ needs
B. 1. Examine Ross’ needs; 2. Contact his parents; 3.Try some interventions; 4.Do a screening
C. 1. Contact his parents; 2. Try some interventions; 3. Examine Ross’ needs; 4. Do a screening
B. 1. Examine Ross’ needs; 2. Contact his parents; 3.Try some interventions; 4.Do a screening
Jamie assists Ross and a few other students in doing their work in the general education classroom. Jamie is the __________.
A. Special education teacher
B. Speech and language therapist
C. Paraprofessional
D. General education teacher
C. Paraprofessional
In this scenario, the educator who should be responsible for managing and coordinating the services Ross receives is the _________.
A. Dan, the special education teacher
B. Jamie, the paraprofessional
C. Faith, the speech language therapist
A. Dan, the special education teacher
In this scenario, the educator who should have the most detailed, day-to-day knowledge and information about Ross’ academic, social, and physical needs within the classroom is _________.
A. Mary, the general education teacher
B. Jamie, the paraprofessional
C. Sarah, the mother
D. Dan, the special education teacher
A. Mary, the general education teacher
In describing the extent to which Ross participates in the general education classroom, his IEP must include __________.
A. a justification for placement outside of the general education classroom
B. a justification for placement in the general education classroom
C. explanations for placements for his non-academic activities
D. explanations of placements for his extracurricular activities
A. a justification for placement outside of the general education classroom
Should Ross’ IEP need to be evaluated, the role of Mary, the general education teacher, should be to _____________.
A. invite Dan, the special education teacher, to observe Ross, because they both are responsible for evaluating him
B. participate in the evaluation process by observing and documenting any changes in Ross
C. administer a battery of assessments to Ross
B. participate in the evaluation process by observing and documenting any changes in Ross
What is the primary purpose of the IEPs for all four students (including Ross) in Mary’s classroom?
A. The primary purpose of the students’ IEPs is to clarify their expectations in the classroom.
B. The primary purpose of the students’ IEPs is to guide their education.
C. The primary purpose of the students’ IEPs is to remove them from the general education classroom and place them into a self-contained classroom.
B. The primary purpose of the students’ IEPs is to guide their education.
In this scenario, which of the following is not a right of Mary, the general education teacher, in providing Ross with special education services?
A. Asking for assistance for Ross in her classroom.
B. Requesting Ross be removed from her classroom and be placed into another classroom.
C. Requesting more training to better meet the needs of Ross.
B. Requesting Ross be removed from her classroom and be placed into another classroom.
Section 504 protects individuals with disabilities from discrimination throughout their lifespan.
True
False
True
All students in Mary’s classroom who are eligible for special education services under IDEA are also eligible for accommodations under Section 504.
True
False
True
In some fashion, all of the following legislation support the provision of services to Ross and all other students with disabilities. Which of these, though, is considered civil rights legislation?
A. the Education of the Handicapped Act Amendments of 1986 (PL 99-457)
B. the Americans With Disabilities Act (PL 101-336)
C. the Education for All Handicapped Children Act (PL 94-142)
D. PL 101-476, the Individuals With Disabilities Education Act (commonly known as IDEA)
B. the Americans With Disabilities Act (PL 101-336)
