Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition
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Test Bank
for
Including Students with Special
Needs:
A Practical Guide for Classroom Teachers
Eighth Edition
Marilyn Friend, PhD
University of North Carolina at Greensboro
William D. Bursuck, PhD
University of North Carolina at Greensboro
Prepared by
Raye Lakey, MEd
Lakey Associates
for
Including Students with Special
Needs:
A Practical Guide for Classroom Teachers
Eighth Edition
Marilyn Friend, PhD
University of North Carolina at Greensboro
William D. Bursuck, PhD
University of North Carolina at Greensboro
Prepared by
Raye Lakey, MEd
Lakey Associates
iv
Table of Contents
Chapter 1 The Foundation for Educating Students with Special Needs 1
Chapter 2 Special Education Procedures and Services 7
Chapter 3 Building Partnerships through Collaboration 13
Chapter 4 Assessing Student Needs 18
Chapter 5 Planning Instruction by Analyzing Classroom and Student Needs 23
Chapter 6 Students with Low-Incidence Disabilities 29
Chapter 7 Students with High-Incidence Disabilities 35
Chapter 8 Students with Special Needs Other Than Disabilities 42
Chapter 9 Adjusting Instruction 49
Chapter 10 Strategies for Independent Learning 55
Chapter 11 Evaluating Student Learning 62
Chapter 12 Responding to Student Behavior 68
Answer Key 75
Table of Contents
Chapter 1 The Foundation for Educating Students with Special Needs 1
Chapter 2 Special Education Procedures and Services 7
Chapter 3 Building Partnerships through Collaboration 13
Chapter 4 Assessing Student Needs 18
Chapter 5 Planning Instruction by Analyzing Classroom and Student Needs 23
Chapter 6 Students with Low-Incidence Disabilities 29
Chapter 7 Students with High-Incidence Disabilities 35
Chapter 8 Students with Special Needs Other Than Disabilities 42
Chapter 9 Adjusting Instruction 49
Chapter 10 Strategies for Independent Learning 55
Chapter 11 Evaluating Student Learning 62
Chapter 12 Responding to Student Behavior 68
Answer Key 75
iv
Table of Contents
Chapter 1 The Foundation for Educating Students with Special Needs 1
Chapter 2 Special Education Procedures and Services 7
Chapter 3 Building Partnerships through Collaboration 13
Chapter 4 Assessing Student Needs 18
Chapter 5 Planning Instruction by Analyzing Classroom and Student Needs 23
Chapter 6 Students with Low-Incidence Disabilities 29
Chapter 7 Students with High-Incidence Disabilities 35
Chapter 8 Students with Special Needs Other Than Disabilities 42
Chapter 9 Adjusting Instruction 49
Chapter 10 Strategies for Independent Learning 55
Chapter 11 Evaluating Student Learning 62
Chapter 12 Responding to Student Behavior 68
Answer Key 75
Table of Contents
Chapter 1 The Foundation for Educating Students with Special Needs 1
Chapter 2 Special Education Procedures and Services 7
Chapter 3 Building Partnerships through Collaboration 13
Chapter 4 Assessing Student Needs 18
Chapter 5 Planning Instruction by Analyzing Classroom and Student Needs 23
Chapter 6 Students with Low-Incidence Disabilities 29
Chapter 7 Students with High-Incidence Disabilities 35
Chapter 8 Students with Special Needs Other Than Disabilities 42
Chapter 9 Adjusting Instruction 49
Chapter 10 Strategies for Independent Learning 55
Chapter 11 Evaluating Student Learning 62
Chapter 12 Responding to Student Behavior 68
Answer Key 75
1
Chapter 1: The Foundation for Educating Students with Special Needs
1.1 Multiple Choice Questions
1) Dee has speech therapy three days a week at school. What component of special education
provides speech and language therapy and occupational therapy?
A) Supplementary services
B) Supplementary aids
C) Related services
D) Specially designed instruction (SDI)
2) When Carlos was in the second grade, he was identified as a student with a disability. He
began receiving special education services, including accommodations for math. Which of the
following procedures describes an accommodation he might have received?
A) Working the same math as the other students in class, but not taking standardized tests
B) Working on reading during math and eliminating math lessons
C) Learning first-grade level math when the rest of the class is learning third-grade math
D) Working only odd-numbered problems on the same math worksheet the class is doing
3) According to IDEA (Individuals with Disabilities Education Act), students with disabilities
should be educated in a setting as similar as possible to that for students without disabilities, one
in which they can succeed with the provision of appropriate supports. This principle of IDEA is
known as which of the following?
A) Individualized education
B) Due process
C) Least restrictive environment
D) Related services
4) One core principle of IDEA (Individuals with Disabilities Education Act) states that students
with disabilities are entitled to "free appropriate public education (FAPE). This right includes the
following specifications EXCEPT:
A) Special education services as needed at a cost to parents
B) Specialized materials and technology as needed
C) Attendance at public schools
D) Educational services designed to address their specific needs
5) Provisions of IDEA include which of the following?
A) Exemption from the school's standardized assessment program
B) Discipline strategies described in the student's IEP
C) Paraprofessionals as teachers rather than general education teachers
D) Transition services at any age the student prefers
6) The famous court case of Brown v. Board of Education, 1954, influenced thinking about
discrimination against any group of people, including individuals with disabilities. What
educational change was introduced as a direct result of the court decision in this case?
A) Integration of diverse student groups in public schools
Chapter 1: The Foundation for Educating Students with Special Needs
1.1 Multiple Choice Questions
1) Dee has speech therapy three days a week at school. What component of special education
provides speech and language therapy and occupational therapy?
A) Supplementary services
B) Supplementary aids
C) Related services
D) Specially designed instruction (SDI)
2) When Carlos was in the second grade, he was identified as a student with a disability. He
began receiving special education services, including accommodations for math. Which of the
following procedures describes an accommodation he might have received?
A) Working the same math as the other students in class, but not taking standardized tests
B) Working on reading during math and eliminating math lessons
C) Learning first-grade level math when the rest of the class is learning third-grade math
D) Working only odd-numbered problems on the same math worksheet the class is doing
3) According to IDEA (Individuals with Disabilities Education Act), students with disabilities
should be educated in a setting as similar as possible to that for students without disabilities, one
in which they can succeed with the provision of appropriate supports. This principle of IDEA is
known as which of the following?
A) Individualized education
B) Due process
C) Least restrictive environment
D) Related services
4) One core principle of IDEA (Individuals with Disabilities Education Act) states that students
with disabilities are entitled to "free appropriate public education (FAPE). This right includes the
following specifications EXCEPT:
A) Special education services as needed at a cost to parents
B) Specialized materials and technology as needed
C) Attendance at public schools
D) Educational services designed to address their specific needs
5) Provisions of IDEA include which of the following?
A) Exemption from the school's standardized assessment program
B) Discipline strategies described in the student's IEP
C) Paraprofessionals as teachers rather than general education teachers
D) Transition services at any age the student prefers
6) The famous court case of Brown v. Board of Education, 1954, influenced thinking about
discrimination against any group of people, including individuals with disabilities. What
educational change was introduced as a direct result of the court decision in this case?
A) Integration of diverse student groups in public schools
2
B) Inclusion of students with disabilities in public schools
C) Exclusion of students with severe disabilities in public schools
D) Establishment of special education classes in public schools
7) Court cases have been instrumental in shaping special education, clarifying the rights of
students with disabilities and the responsibilities of schools. Legal decisions from precedent-
setting cases include all of the following EXCEPT:
A) Teachers can be held liable for lack of good-faith effort to provide required
accommodations
B) IQ tests can be used to determine whether African American students have intellectual
disabilities
C) Schools must educate students so they have ambitious goals and make meaningful
educational progress
D) The burden of proof is on parents if they file suit in disagreement about their child's IEP
8) What civil rights legislation protects individuals with disabilities from discrimination and
ensures access to transportation, buildings, and public places?
A) Every Student Succeeds Act
B) Elementary and Secondary Education Act
C) Americans with Disabilities Act
D) No Child Left Behind
9) The goal of Every Student Succeeds Act (ESSA) is to ensure that all students have equal
access to high quality education. ESSA mandates which of the following?
A) Students living in poverty should be held to lower academic standards than students
living in affluence.
B) Students with disabilities should make academic achievements at a level comparable to
that of most students.
C) Students receiving lower quality education should not be held accountable for the same
academic progress as students receiving higher quality education.
D) States must assess all students (including students with disabilities) in science on an
annual basis.
10) All of the following themes characterize contemporary special education EXCEPT:
A) Excluding students with intellectual disabilities from the general education curriculum
B) Taking steps to prevent the need for special education
C) Using effective practices that are grounded in research
D) Holding students with disabilities to the same high expectations for progress as other
students
11) Riley is struggling with first grade reading, and Mr. Wells needs to determine whether she
has a learning disability and qualifies for special education. Which of the following procedures is
he most likely to use to make the determination in this case?
A) Positive behavior supports
B) Multi-tiered system of support
C) IQ testing
B) Inclusion of students with disabilities in public schools
C) Exclusion of students with severe disabilities in public schools
D) Establishment of special education classes in public schools
7) Court cases have been instrumental in shaping special education, clarifying the rights of
students with disabilities and the responsibilities of schools. Legal decisions from precedent-
setting cases include all of the following EXCEPT:
A) Teachers can be held liable for lack of good-faith effort to provide required
accommodations
B) IQ tests can be used to determine whether African American students have intellectual
disabilities
C) Schools must educate students so they have ambitious goals and make meaningful
educational progress
D) The burden of proof is on parents if they file suit in disagreement about their child's IEP
8) What civil rights legislation protects individuals with disabilities from discrimination and
ensures access to transportation, buildings, and public places?
A) Every Student Succeeds Act
B) Elementary and Secondary Education Act
C) Americans with Disabilities Act
D) No Child Left Behind
9) The goal of Every Student Succeeds Act (ESSA) is to ensure that all students have equal
access to high quality education. ESSA mandates which of the following?
A) Students living in poverty should be held to lower academic standards than students
living in affluence.
B) Students with disabilities should make academic achievements at a level comparable to
that of most students.
C) Students receiving lower quality education should not be held accountable for the same
academic progress as students receiving higher quality education.
D) States must assess all students (including students with disabilities) in science on an
annual basis.
10) All of the following themes characterize contemporary special education EXCEPT:
A) Excluding students with intellectual disabilities from the general education curriculum
B) Taking steps to prevent the need for special education
C) Using effective practices that are grounded in research
D) Holding students with disabilities to the same high expectations for progress as other
students
11) Riley is struggling with first grade reading, and Mr. Wells needs to determine whether she
has a learning disability and qualifies for special education. Which of the following procedures is
he most likely to use to make the determination in this case?
A) Positive behavior supports
B) Multi-tiered system of support
C) IQ testing
3
D) Response to intervention
12) Colter, a student in Ms. Sanders' second grade class, exhibits behaviors that disrupt learning
for all students in the class. Which of the following strategies is Ms. Sanders most likely to use to
determine whether Colter needs special services?
A) Curriculum modifications
B) Curriculum accommodations
C) Peer tutoring
D) Positive behavior supports
13) Students in which group are two times as likely to be identified as having behavioral or
emotional disabilities (resulting in disproportionate representation)?
A) Female students
B) Hispanic American students
C) Asian American students
D) African American students
14) Professional accountability includes all of the following responsibilities EXCEPT:
A) School accountability for academic improvement of students with disabilities
B) Teacher accountability for achievement gains of students without disabilities
C) School accountability for maintaining positive neighborhood environments
D) Teacher accountability for achievement gains of students with disabilities and special
needs
15) Mr. Tam has two students in his class who have learning disabilities, and he is considering
approaches that will be effective for them and all other students in the class. Which of the
following approaches is recommended?
A) Practices based on tradition
B) Practices based on teacher preference and skill
C) Practices that have become popular among students with disabilities
D) Practices that are evidence-based
16) Consider how inclusion compares with mainstreaming of students with disabilities. Which of
the following settings applies to inclusion?
A) Physical, social, and instructional integration with nondisabled peers
B) Elimination of special education classes
C) Integration with nondisabled peers when extra support is not required
D) Part-time special education and part-time least restrictive environment (LRE)
17) Inclusive practices have a quantifiable impact on the outcomes of students with disabilities.
Based on feedback, parents perceive what benefit to be most important?
A) Modified curriculum that reduces their child's accountability
B) Response to intervention (RtI) practices to prevent the need for special education
C) Collaborative decision making about their child's education
D) Evidence-based practices that compensate for their child's disability
D) Response to intervention
12) Colter, a student in Ms. Sanders' second grade class, exhibits behaviors that disrupt learning
for all students in the class. Which of the following strategies is Ms. Sanders most likely to use to
determine whether Colter needs special services?
A) Curriculum modifications
B) Curriculum accommodations
C) Peer tutoring
D) Positive behavior supports
13) Students in which group are two times as likely to be identified as having behavioral or
emotional disabilities (resulting in disproportionate representation)?
A) Female students
B) Hispanic American students
C) Asian American students
D) African American students
14) Professional accountability includes all of the following responsibilities EXCEPT:
A) School accountability for academic improvement of students with disabilities
B) Teacher accountability for achievement gains of students without disabilities
C) School accountability for maintaining positive neighborhood environments
D) Teacher accountability for achievement gains of students with disabilities and special
needs
15) Mr. Tam has two students in his class who have learning disabilities, and he is considering
approaches that will be effective for them and all other students in the class. Which of the
following approaches is recommended?
A) Practices based on tradition
B) Practices based on teacher preference and skill
C) Practices that have become popular among students with disabilities
D) Practices that are evidence-based
16) Consider how inclusion compares with mainstreaming of students with disabilities. Which of
the following settings applies to inclusion?
A) Physical, social, and instructional integration with nondisabled peers
B) Elimination of special education classes
C) Integration with nondisabled peers when extra support is not required
D) Part-time special education and part-time least restrictive environment (LRE)
17) Inclusive practices have a quantifiable impact on the outcomes of students with disabilities.
Based on feedback, parents perceive what benefit to be most important?
A) Modified curriculum that reduces their child's accountability
B) Response to intervention (RtI) practices to prevent the need for special education
C) Collaborative decision making about their child's education
D) Evidence-based practices that compensate for their child's disability
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4
18) How many categories of exceptionality are prescribed by federal special education law
(IDEA)?
A) 7
B) 10
C) 13
D) 18
19) Among the categories of disability specified in IDEA, what disability is most common?
A) Speech or language impairment
B) Learning disability
C) Intellectual disability
D) Autism
20) Among the following children, which one has the disability of lowest incidence?
A) Carlie has an emotional disturbance.
B) Erica has a disease specified as "other health impairment" (OHI).
C) Ben has an orthopedic impairment.
D) Sofia has an intellectual disability.
21) What federal law, if any, addresses the needs of students who are gifted or talented?
A) No law
B) IDEA
C) Section 504
D) ESSA
22) McKenzie has been identified as having attention deficit-hyperactivity disorder (ADHD).
What law, if any, protects her and addresses her educational needs?
A) No law
B) ADA
C) ESSA
D) Section 504
23) Students whose primary language is not English, i.e., English learners (ELs) or limited
English proficiency (LEP), are sometimes considered at risk. How is this risk factor usually
addressed?
A) English as a second language services (ESL)
B) Protection under Section 504 legislation
C) Usually not addressed at all
D) Special education comparable to students with learning disabilities
1.2 True/False Questions
1) Special education does NOT include instruction in a general education classroom.
2) For many students, the least restrictive environment is full-time or nearly full-time
participation in a general education classroom.
18) How many categories of exceptionality are prescribed by federal special education law
(IDEA)?
A) 7
B) 10
C) 13
D) 18
19) Among the categories of disability specified in IDEA, what disability is most common?
A) Speech or language impairment
B) Learning disability
C) Intellectual disability
D) Autism
20) Among the following children, which one has the disability of lowest incidence?
A) Carlie has an emotional disturbance.
B) Erica has a disease specified as "other health impairment" (OHI).
C) Ben has an orthopedic impairment.
D) Sofia has an intellectual disability.
21) What federal law, if any, addresses the needs of students who are gifted or talented?
A) No law
B) IDEA
C) Section 504
D) ESSA
22) McKenzie has been identified as having attention deficit-hyperactivity disorder (ADHD).
What law, if any, protects her and addresses her educational needs?
A) No law
B) ADA
C) ESSA
D) Section 504
23) Students whose primary language is not English, i.e., English learners (ELs) or limited
English proficiency (LEP), are sometimes considered at risk. How is this risk factor usually
addressed?
A) English as a second language services (ESL)
B) Protection under Section 504 legislation
C) Usually not addressed at all
D) Special education comparable to students with learning disabilities
1.2 True/False Questions
1) Special education does NOT include instruction in a general education classroom.
2) For many students, the least restrictive environment is full-time or nearly full-time
participation in a general education classroom.
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5
3) Modifications are changes in how the student learns key curriculum.
4) A provision of IDEA is that students must be taught by teachers who are highly qualified in
the core academic content being taught.
5) By the end of the 1960s, special education authorities generally agreed that segregated special
education classes were not the most appropriate educational settings for many students with
disabilities.
6) The term inclusion does not appear in federal laws governing special education.
7) Although the court decision in Brown v. Board of Education referred primarily to racial
segregation, it has been applied to extend equal educational opportunities to students with
disabilities.
8) Students with a learning disability typically have average or above-average intelligence.
9) Federal legislation clearly distinguishes mild, moderate and severe intellectual disability.
10) Mild intellectual disability is a high-incidence disability.
1.3 Short Answer Questions
1) Explain what it means for students to receive accommodations and describe one or more
examples of accommodations.
2) Describe Section 504 of the Rehabilitation Act. Give examples of students who do not qualify
for assistance under IDEA but might qualify for assistance under Section 504.
3) In your own words, define special education. Include a description of the components (three
types of services) of special education.
4) The six core principles of IDEA include the right to be educated in the least restrictive
environment (LRE) and the right to receive individualized education with an individualized
education program (IEP). Explain these two core principles.
5) One of the key themes of contemporary special education is prevention of the need for special
education. Explain how response to intervention (RtI) is instrumental in preventing the need for
special education.
6) Inclusive practices represent a philosophy based on what three dimensions?
7) Collaboration is an essential aspect of inclusive practice. Who might be involved in
collaborating with the general education teacher to meet a student's special needs?
8) Explain 'high-incidence disabilities' and give one example.
9) What groups or categories of students are considered to be at risk?
10) What group has especially been disproportionately represented in special education, and how
is this issue being addressed?
1.4 Essay Questions
1) Parents of children with disabilities have had tremendous influence in shaping special
education. Explain their influence by discussing actions they have taken and changes effected by
their actions.
2) Many educators continue to use the terms mainstreaming and inclusive practices
interchangeably. Explain the distinction between the two concepts.
3) The civil rights movement was instrumental in shaping special education. Identify early civil
rights legislation and current civil rights legislation, describing consequential changes in the
education of students with disabilities.
3) Modifications are changes in how the student learns key curriculum.
4) A provision of IDEA is that students must be taught by teachers who are highly qualified in
the core academic content being taught.
5) By the end of the 1960s, special education authorities generally agreed that segregated special
education classes were not the most appropriate educational settings for many students with
disabilities.
6) The term inclusion does not appear in federal laws governing special education.
7) Although the court decision in Brown v. Board of Education referred primarily to racial
segregation, it has been applied to extend equal educational opportunities to students with
disabilities.
8) Students with a learning disability typically have average or above-average intelligence.
9) Federal legislation clearly distinguishes mild, moderate and severe intellectual disability.
10) Mild intellectual disability is a high-incidence disability.
1.3 Short Answer Questions
1) Explain what it means for students to receive accommodations and describe one or more
examples of accommodations.
2) Describe Section 504 of the Rehabilitation Act. Give examples of students who do not qualify
for assistance under IDEA but might qualify for assistance under Section 504.
3) In your own words, define special education. Include a description of the components (three
types of services) of special education.
4) The six core principles of IDEA include the right to be educated in the least restrictive
environment (LRE) and the right to receive individualized education with an individualized
education program (IEP). Explain these two core principles.
5) One of the key themes of contemporary special education is prevention of the need for special
education. Explain how response to intervention (RtI) is instrumental in preventing the need for
special education.
6) Inclusive practices represent a philosophy based on what three dimensions?
7) Collaboration is an essential aspect of inclusive practice. Who might be involved in
collaborating with the general education teacher to meet a student's special needs?
8) Explain 'high-incidence disabilities' and give one example.
9) What groups or categories of students are considered to be at risk?
10) What group has especially been disproportionately represented in special education, and how
is this issue being addressed?
1.4 Essay Questions
1) Parents of children with disabilities have had tremendous influence in shaping special
education. Explain their influence by discussing actions they have taken and changes effected by
their actions.
2) Many educators continue to use the terms mainstreaming and inclusive practices
interchangeably. Explain the distinction between the two concepts.
3) The civil rights movement was instrumental in shaping special education. Identify early civil
rights legislation and current civil rights legislation, describing consequential changes in the
education of students with disabilities.
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6
4) Describe responsibilities of general education teachers in educating students with disabilities
by discussing roles: identifying students with special needs, collaborating, and providing
instructional services.
4) Describe responsibilities of general education teachers in educating students with disabilities
by discussing roles: identifying students with special needs, collaborating, and providing
instructional services.
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7
Chapter 2 Special Education Procedures and Services
2.1 Multiple Choice Questions
1) Who typically has the most detailed, day-to-day knowledge of the student's academic, social
and physical needs within the classroom?
A) School psychologist
B) Special education teacher
C) Adaptive physical educator
D) General education teacher
2) Who is responsible for managing and coordinating the special education services a student
receives?
A) Counselor
B) School psychologist
C) Special education teacher
D) School administrators
3) Special education teachers typically carry all of the following responsibilities EXCEPT:
A) Provide direct and indirect instruction to students assigned to them
B) Coordinate the services a student with disabilities needs to receive
C) Develop a psychological report of a student's strengths and areas of need
D) Write and implement student IEPs
4) What is the primary role of the transition specialist?
A) Prepare students with disabilities to transition into high school
B) Prepare students for vocational training, employment, or higher education
C) Coordinate volunteers to assist students with physical disabilities and mobility limitations
D) Assist English language learners in acclimating to general education classes
5) Which of the following service providers is most likely to be involved in duties such as
notetaking and feeding for a student with limited use of arms and hands?
A) Paraprofessional
B) Physical therapist
C) School nurse
D) Social worker
6) In their roles, which specialists are most likely to visit a student's home and serve as a liaison
between school and home?
A) Social workers
B) Special education teachers
C) Speech and language therapists
D) Bilingual special educators
7) Second grade student Kelly has difficulty working with a pencil and using fine motor skills.
What specialist is most likely to help her improve her fine motor skills?
Chapter 2 Special Education Procedures and Services
2.1 Multiple Choice Questions
1) Who typically has the most detailed, day-to-day knowledge of the student's academic, social
and physical needs within the classroom?
A) School psychologist
B) Special education teacher
C) Adaptive physical educator
D) General education teacher
2) Who is responsible for managing and coordinating the special education services a student
receives?
A) Counselor
B) School psychologist
C) Special education teacher
D) School administrators
3) Special education teachers typically carry all of the following responsibilities EXCEPT:
A) Provide direct and indirect instruction to students assigned to them
B) Coordinate the services a student with disabilities needs to receive
C) Develop a psychological report of a student's strengths and areas of need
D) Write and implement student IEPs
4) What is the primary role of the transition specialist?
A) Prepare students with disabilities to transition into high school
B) Prepare students for vocational training, employment, or higher education
C) Coordinate volunteers to assist students with physical disabilities and mobility limitations
D) Assist English language learners in acclimating to general education classes
5) Which of the following service providers is most likely to be involved in duties such as
notetaking and feeding for a student with limited use of arms and hands?
A) Paraprofessional
B) Physical therapist
C) School nurse
D) Social worker
6) In their roles, which specialists are most likely to visit a student's home and serve as a liaison
between school and home?
A) Social workers
B) Special education teachers
C) Speech and language therapists
D) Bilingual special educators
7) Second grade student Kelly has difficulty working with a pencil and using fine motor skills.
What specialist is most likely to help her improve her fine motor skills?
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8
A) Physical therapist
B) Occupational therapist
C) Adaptive physical educator
D) Mobility specialist
8) Carson is a fourth-grade student with a mild intellectual disability. His teachers are guiding
him to demonstrate increased levels of self-determination. Which of the following behaviors
indicates this type of self-determination?
A) Carson refuses to complete tasks that are assigned to him.
B) Carson's parents speak out on his behalf at the IEP annual review.
C) Carson states that he needs help using the math manipulatives.
D) Carson asks his friend Amy to complete his math problems.
9) Which of the following represents a problematic, chronic pattern of behavior?
A) Jamal isn't able to concentrate during seatwork today.
B) Brian's grades in math indicate a gradual decline this grading period.
C) Hector is withdrawn and never interacts in small group or whole class discussion.
D) Devon has had trouble focusing on school work since the divorce of his parents.
10) Ms. Kim has been observing Ian and making notes about behaviors, particularly in math, that
signal unmet needs and may indicate a disability. She is creating simple interventions to help Ian
succeed in math, and these interventions likely include which of the following?
A) Replace math assignments with reading assignments.
B) Eliminate math assignments and allow Ian to choose a game.
C) Give Ian longer assignments with additional practice sets.
D) Give Ian a small part of the assignment at a time.
11) What is the appropriate sequence of events involved in a general education teacher's
determining whether a student should be evaluated for the presence of a disability?
A) Communicating with parents and colleagues, conducting interventions, universal
screening
B) Universal screening, analyzing unmet needs in the classroom, contacting parents
C) Contacting parents, universal screening, contacting colleagues
D) Conducting interventions, contacting parents, universal screening
12) If a school district uses a prereferral team, sometimes called an intervention assistance team,
what is the purpose of the team?
A) Schedule and conduct meetings with the child's parents.
B) Consider alternative strategies that may help the student.
C) Critique the teacher's approach to the student's problem.
D) Refer the student to a resource teacher for assistance.
13) Mr. Hale suspects that two of his students may have a learning disability. He has met with
their parents, documented his systematic attempts to help them, and is now providing intensive
instruction. He instructs them three times a week along with four other students from other
second grade classes who have similar struggles. Mr. Hale is using which of the following?
A) Physical therapist
B) Occupational therapist
C) Adaptive physical educator
D) Mobility specialist
8) Carson is a fourth-grade student with a mild intellectual disability. His teachers are guiding
him to demonstrate increased levels of self-determination. Which of the following behaviors
indicates this type of self-determination?
A) Carson refuses to complete tasks that are assigned to him.
B) Carson's parents speak out on his behalf at the IEP annual review.
C) Carson states that he needs help using the math manipulatives.
D) Carson asks his friend Amy to complete his math problems.
9) Which of the following represents a problematic, chronic pattern of behavior?
A) Jamal isn't able to concentrate during seatwork today.
B) Brian's grades in math indicate a gradual decline this grading period.
C) Hector is withdrawn and never interacts in small group or whole class discussion.
D) Devon has had trouble focusing on school work since the divorce of his parents.
10) Ms. Kim has been observing Ian and making notes about behaviors, particularly in math, that
signal unmet needs and may indicate a disability. She is creating simple interventions to help Ian
succeed in math, and these interventions likely include which of the following?
A) Replace math assignments with reading assignments.
B) Eliminate math assignments and allow Ian to choose a game.
C) Give Ian longer assignments with additional practice sets.
D) Give Ian a small part of the assignment at a time.
11) What is the appropriate sequence of events involved in a general education teacher's
determining whether a student should be evaluated for the presence of a disability?
A) Communicating with parents and colleagues, conducting interventions, universal
screening
B) Universal screening, analyzing unmet needs in the classroom, contacting parents
C) Contacting parents, universal screening, contacting colleagues
D) Conducting interventions, contacting parents, universal screening
12) If a school district uses a prereferral team, sometimes called an intervention assistance team,
what is the purpose of the team?
A) Schedule and conduct meetings with the child's parents.
B) Consider alternative strategies that may help the student.
C) Critique the teacher's approach to the student's problem.
D) Refer the student to a resource teacher for assistance.
13) Mr. Hale suspects that two of his students may have a learning disability. He has met with
their parents, documented his systematic attempts to help them, and is now providing intensive
instruction. He instructs them three times a week along with four other students from other
second grade classes who have similar struggles. Mr. Hale is using which of the following?
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A) Tier 3 support
B) Multidisciplinary support system
C) Response to intervention
D) Universal screening
14) Parents are key participants in all decision making related to their child's suspected or
documented disability. Their rights as parents include all of the following EXCEPT:
A) Parents have the right to demand special education for their child even if assessments
indicate no need
B) Parents have the right to request mediation to resolve conflicts with schools about their
child's placement
C) Parents have the right to be a member of any group making placement decisions about
their child
D) Parents have the right to access and review any records pertaining to their child's
education
15) If RtI or MTSS do not sufficiently improve a student's performance, a multidisciplinary team
likely recommends and approves further assessment of the student. Who conducts such
assessments?
A) Administrators
B) Paraprofessionals
C) General education teachers
D) Trained professionals
16) When the multidisciplinary team makes a placement decision, the team is required to do
which of the following?
A) Use the student's IQ score as the determining factor.
B) Include a significant general education component.
C) Get general education teachers' permission to place a student in their classes.
D) Provide justification for placement outside the general education classroom.
17) IDEA requires annual review of a student's progress and a three-year evaluation to determine
whether the student's needs have changed. IDEA also stipulates that an IEP must be revised in all
of the following circumstances EXCEPT:
A) Whenever a student doesn't make expected progress toward meeting goals
B) When reevaluation information is gathered
C) When the student requests that goals be revised on the IEP
D) When parents bring additional information that affects the IEP
18) What set of procedures is outlined in the law for resolving disagreements between school
district personnel and parents regarding students with disabilities?
A) Multidisciplinary team review
B) Litigation
C) School board review
D) Due process
A) Tier 3 support
B) Multidisciplinary support system
C) Response to intervention
D) Universal screening
14) Parents are key participants in all decision making related to their child's suspected or
documented disability. Their rights as parents include all of the following EXCEPT:
A) Parents have the right to demand special education for their child even if assessments
indicate no need
B) Parents have the right to request mediation to resolve conflicts with schools about their
child's placement
C) Parents have the right to be a member of any group making placement decisions about
their child
D) Parents have the right to access and review any records pertaining to their child's
education
15) If RtI or MTSS do not sufficiently improve a student's performance, a multidisciplinary team
likely recommends and approves further assessment of the student. Who conducts such
assessments?
A) Administrators
B) Paraprofessionals
C) General education teachers
D) Trained professionals
16) When the multidisciplinary team makes a placement decision, the team is required to do
which of the following?
A) Use the student's IQ score as the determining factor.
B) Include a significant general education component.
C) Get general education teachers' permission to place a student in their classes.
D) Provide justification for placement outside the general education classroom.
17) IDEA requires annual review of a student's progress and a three-year evaluation to determine
whether the student's needs have changed. IDEA also stipulates that an IEP must be revised in all
of the following circumstances EXCEPT:
A) Whenever a student doesn't make expected progress toward meeting goals
B) When reevaluation information is gathered
C) When the student requests that goals be revised on the IEP
D) When parents bring additional information that affects the IEP
18) What set of procedures is outlined in the law for resolving disagreements between school
district personnel and parents regarding students with disabilities?
A) Multidisciplinary team review
B) Litigation
C) School board review
D) Due process
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19) Justin's IEP states that he is expected to increase his silent reading speed by 30 words per
minute in the fourth grade. What component in an IEP includes such a statement?
A) Goal
B) Present level of performance
C) Behavior intervention plan
D) Short-term objectives
20) In describing the extent of the student's participation in general education, the IEP must
include all of the following EXCEPT:
A) Explanation for placement for extracurricular activities
B) A justification for placement outside the general education classroom
C) A justification for placement in a general education classroom
D) Explanation for placement for nonacademic activities
21) Ryan was identified recently as having a learning disability. According to IDEA, what
provision is made for the school to document Ryan's progress systematically and address his
learning needs?
A) Individualized education program
B) Response to intervention
C) Multi-tiered systems of support
D) Multidisciplinary team
22) Behavior intervention plans are required in the IEP of what group of students?
A) All students receiving special education services
B) All students with significant behavior problems
C) Students with intellectual disabilities
D) Students with ADHD
23) The following students receive special education services. Which one or ones are required to
have a transition plan in their current IEP?
A) Lil is 6 and is about to begin special education services in a general education classroom.
B) Emma is 11 and is about to transition from one school district to another in her state.
C) Leo is 16 and is about to start a class to learn a new trade.
D) Emma and Leo are required to have a transition plan in their current IEP.
24) In the U.S., most of the students with disabilities spend most of the school day in what
environment?
A) Special education classroom
B) General education classroom
C) Resource room
D) Separate school
2.2 True/False Questions
1) Students with disabilities show self-determination when they are able to state their needs and
serve as their own advocate.
2) Students with intellectual disabilities should not be allowed to participate in writing an IEP.
19) Justin's IEP states that he is expected to increase his silent reading speed by 30 words per
minute in the fourth grade. What component in an IEP includes such a statement?
A) Goal
B) Present level of performance
C) Behavior intervention plan
D) Short-term objectives
20) In describing the extent of the student's participation in general education, the IEP must
include all of the following EXCEPT:
A) Explanation for placement for extracurricular activities
B) A justification for placement outside the general education classroom
C) A justification for placement in a general education classroom
D) Explanation for placement for nonacademic activities
21) Ryan was identified recently as having a learning disability. According to IDEA, what
provision is made for the school to document Ryan's progress systematically and address his
learning needs?
A) Individualized education program
B) Response to intervention
C) Multi-tiered systems of support
D) Multidisciplinary team
22) Behavior intervention plans are required in the IEP of what group of students?
A) All students receiving special education services
B) All students with significant behavior problems
C) Students with intellectual disabilities
D) Students with ADHD
23) The following students receive special education services. Which one or ones are required to
have a transition plan in their current IEP?
A) Lil is 6 and is about to begin special education services in a general education classroom.
B) Emma is 11 and is about to transition from one school district to another in her state.
C) Leo is 16 and is about to start a class to learn a new trade.
D) Emma and Leo are required to have a transition plan in their current IEP.
24) In the U.S., most of the students with disabilities spend most of the school day in what
environment?
A) Special education classroom
B) General education classroom
C) Resource room
D) Separate school
2.2 True/False Questions
1) Students with disabilities show self-determination when they are able to state their needs and
serve as their own advocate.
2) Students with intellectual disabilities should not be allowed to participate in writing an IEP.
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11
3) A student who suddenly displays behavior that will negatively affect his/her learning should
be assessed as soon as possible to determine if the need is a disability.
4) Some students with a clear, diagnosable disability will not display a specific pattern of
behavior.
5) Response to intervention (RtI) is an approach for the identification of learning disabilities.
6) Multidisciplinary team and intervention assistance team are synonymous terms for the team
that meets to problem-solve prior to the formal assessment process for special education.
7) Parents have the right to disagree with the school district's decisions about their child and can
request a hearing.
8) Placement refers to where the student's education is to occur.
9) Transition plans are required components of IEPs for all students receiving special education
services.
10) Testing accommodations stated in the IEP are for high-stakes testing only.
11) IDEA requires semi-annual reviews of each student's IEP.
2.3 Short Answer Questions
1) Explain the role of the general education teacher in identifying a student with disabilities.
2) What is the primary role of the special education teacher when a student with disabilities is
placed in the general education classroom?
3) What is the role of the school psychologist in serving students with disabilities?
4) How does the role of the social worker contribute to meeting the needs of the student with
disabilities?
5) Administrators in your school play a key role in successfully providing educational services to
all students. Describe their contribution.
6) Identify the 5 major questions a general education teacher might use in determining whether a
student's unmet need might be a disability.
7) Corey struggles with second grade reading and is receiving tier 2 intervention. Describe how
his tier 2 intervention might be provided.
8) Describe the multidisciplinary team and its responsibilities.
9) Explain what is included in the present level of performance portion of the IEP.
10) A student with special needs has been placed in the general education classroom. How will
instruction be delivered to this student?
11) What are resource programs and how do they function?
12) Explain what is included in supplementary aids and services received by some students with
disabilities.
2.4 Essay Questions
1) Ms. Parks, a second-grade teacher, suspects her student Nathan may have a learning disability
and may qualify for special education services. Describe steps Ms. Parks should take in order to
prepare for a meeting with her school's prereferral team.
2) Many simple interventions can be made by general education teachers. Suggest two or three
interventions a teacher might implement to address a student's behavior needs and two or three
interventions a teacher might implement to address a student's academic problems.
3) Mr. Moreno is meeting with the parents of a student who has been identified as having a
3) A student who suddenly displays behavior that will negatively affect his/her learning should
be assessed as soon as possible to determine if the need is a disability.
4) Some students with a clear, diagnosable disability will not display a specific pattern of
behavior.
5) Response to intervention (RtI) is an approach for the identification of learning disabilities.
6) Multidisciplinary team and intervention assistance team are synonymous terms for the team
that meets to problem-solve prior to the formal assessment process for special education.
7) Parents have the right to disagree with the school district's decisions about their child and can
request a hearing.
8) Placement refers to where the student's education is to occur.
9) Transition plans are required components of IEPs for all students receiving special education
services.
10) Testing accommodations stated in the IEP are for high-stakes testing only.
11) IDEA requires semi-annual reviews of each student's IEP.
2.3 Short Answer Questions
1) Explain the role of the general education teacher in identifying a student with disabilities.
2) What is the primary role of the special education teacher when a student with disabilities is
placed in the general education classroom?
3) What is the role of the school psychologist in serving students with disabilities?
4) How does the role of the social worker contribute to meeting the needs of the student with
disabilities?
5) Administrators in your school play a key role in successfully providing educational services to
all students. Describe their contribution.
6) Identify the 5 major questions a general education teacher might use in determining whether a
student's unmet need might be a disability.
7) Corey struggles with second grade reading and is receiving tier 2 intervention. Describe how
his tier 2 intervention might be provided.
8) Describe the multidisciplinary team and its responsibilities.
9) Explain what is included in the present level of performance portion of the IEP.
10) A student with special needs has been placed in the general education classroom. How will
instruction be delivered to this student?
11) What are resource programs and how do they function?
12) Explain what is included in supplementary aids and services received by some students with
disabilities.
2.4 Essay Questions
1) Ms. Parks, a second-grade teacher, suspects her student Nathan may have a learning disability
and may qualify for special education services. Describe steps Ms. Parks should take in order to
prepare for a meeting with her school's prereferral team.
2) Many simple interventions can be made by general education teachers. Suggest two or three
interventions a teacher might implement to address a student's behavior needs and two or three
interventions a teacher might implement to address a student's academic problems.
3) Mr. Moreno is meeting with the parents of a student who has been identified as having a
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12
learning disability. Before meeting with them, Mr. Moreno wants to make sure he understands
parents' rights, including due process. How might Mr. Moreno's colleague accurately explain due
process to him?
4) Two essential components of the IEP are 'Annual Goals' and 'Short Term Objectives.' Explain
what information should be included in each section.
5) Identify and explain the guiding principle for student placement decisions (where students
receive their educational services).
learning disability. Before meeting with them, Mr. Moreno wants to make sure he understands
parents' rights, including due process. How might Mr. Moreno's colleague accurately explain due
process to him?
4) Two essential components of the IEP are 'Annual Goals' and 'Short Term Objectives.' Explain
what information should be included in each section.
5) Identify and explain the guiding principle for student placement decisions (where students
receive their educational services).
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Chapter 3 Building Partnerships Through Collaboration
3.1 Multiple Choice Questions
1) Ms. Simms, the principal, is requiring two teachers to collaborate in developing grade- level
science lessons. These two teachers have taught fifth grade across the hall from one another for
several years, but they have very different ideas about teaching, particularly in the area of
science. Ms. Simms seems to be overlooking what basic characteristic of collaboration?
A) Shared responsibility
B) Shared goal
C) Voluntary
D) Parity
2) Good communication and interaction skills are prerequisites for collaboration. They include
all of the following EXCEPT:
A) Listening
B) Ignoring nonverbals
C) Questioning
D) Persuading
3) Mr. Reese is the most experienced teacher in his building. He has been co-teaching a series of
lessons with special educator Ms. Cicardo. During their planning session today, Mr. Reese
informs Ms. Cicardo that they have a problem with Madge, a student who has ADHD. He begins
the shared problem-solving approach by proposing a solution. What important step is missing
from his approach?
A) Brainstorming
B) Planning specifics
C) Identifying the problem
D) Including the student in the discussion
4) When proposing solutions in shared problem solving, collaborative teams often use
brainstorming. True brainstorming follows which of the following principles?
A) Quality of ideas is more important than quantity.
B) Judgment of ideas is suspended.
C) Everyone must share at least one idea.
D) Only creative ideas are generated.
5) According to experts, what is the most critical step of the shared problem-solving process in
professional collaboration?
A) Brainstorming solutions
B) Evaluating ideas
C) Identifying the problem
D) Discovering a shared need
6) At their collaborative team problem-solving session, the second-grade teachers have evaluated
ideas and are now planning specifics. This part of shared problem solving encompasses all of the
Chapter 3 Building Partnerships Through Collaboration
3.1 Multiple Choice Questions
1) Ms. Simms, the principal, is requiring two teachers to collaborate in developing grade- level
science lessons. These two teachers have taught fifth grade across the hall from one another for
several years, but they have very different ideas about teaching, particularly in the area of
science. Ms. Simms seems to be overlooking what basic characteristic of collaboration?
A) Shared responsibility
B) Shared goal
C) Voluntary
D) Parity
2) Good communication and interaction skills are prerequisites for collaboration. They include
all of the following EXCEPT:
A) Listening
B) Ignoring nonverbals
C) Questioning
D) Persuading
3) Mr. Reese is the most experienced teacher in his building. He has been co-teaching a series of
lessons with special educator Ms. Cicardo. During their planning session today, Mr. Reese
informs Ms. Cicardo that they have a problem with Madge, a student who has ADHD. He begins
the shared problem-solving approach by proposing a solution. What important step is missing
from his approach?
A) Brainstorming
B) Planning specifics
C) Identifying the problem
D) Including the student in the discussion
4) When proposing solutions in shared problem solving, collaborative teams often use
brainstorming. True brainstorming follows which of the following principles?
A) Quality of ideas is more important than quantity.
B) Judgment of ideas is suspended.
C) Everyone must share at least one idea.
D) Only creative ideas are generated.
5) According to experts, what is the most critical step of the shared problem-solving process in
professional collaboration?
A) Brainstorming solutions
B) Evaluating ideas
C) Identifying the problem
D) Discovering a shared need
6) At their collaborative team problem-solving session, the second-grade teachers have evaluated
ideas and are now planning specifics. This part of shared problem solving encompasses all of the
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