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Special Education
Q:
What are the differences between "assistive technology devices," and "assistive technology services?"
Q:
Due process hearings should be the first step whenever there is a special education disputes between parents and the school.
Q:
Describe the age requirements of students served by the IDEA.
Q:
Procedural errors on the part of a school district will always render an IEP inappropriate in the eyes of a court.
Q:
What is the child find requirement, and what does it mean that it is an affirmative duty?
Q:
Under the procedural safeguards rules of the IDEA even minor changes in a child's special education, such as moving the class to a different room requires notice and consent.
Q:
A primary purpose of Part D of the IDEA is to
a. Justify the law and define terms used in the law.
b. Delineate the educational requirements of the law.
c. Extend the protections of the law to infants and toddlers with disabilities.
d. Fund activities that support the education of students with disabilities (e.g., teacher training programs, research).
Q:
Even though the IDEA allows parents who prevail against schools in special education litigation to collect attorneys' fees, courts can withhold these fees to the prevailing parties if they unreasonably protract the proceedings or bring frivolous lawsuits.
Q:
A primary purpose of Part B of the IDEA is to
a. Justify the law and define terms used in the law.
b. Delineate the educational requirements of the law.
c. Extend the protections of the law to infants and toddlers with disabilities.
d. Fund activities that support the education of students with disabilities (e.g., teacher training programs, research).
Q:
When reviewing special education administrative decisions, courts can only review existing evidence and cannot allow the admission of new evidence.
Q:
Until 1990 the IDEA was known as the
a. Education of the Handicapped Amendments.
b. Education of All Handicapped Children Act.
c. Handicapped Children's Protection Act.
d. Improving America's Schools Act.
Q:
When the local educational agency proposes to initiate special education services and placement for a student, his or her parents' consent must be obtained.
Q:
The primary vehicle or mechanism for providing a free appropriate public education is the
a. procedural requirements of the IDEA.
b. IEP requirement of the IDEA.
c. the related services requirement of the IDEA.
d. the least restrictive environment requirement of the IDEA.
Q:
Explain the following statement: The IDEA requires the maximum integration that will work for a student.
Q:
The primary purpose of involving parents in the IEP process is to
a. ensure an opportunity to provide input regarding the development of the IEP.
b. ensure that the school informs them about the services their child will receive.
c. to assess the strength of the family system and to judge the adequacy of the home environment.
d. to minimize the likelihood that parents will file a complaint regarding their child's special education.
Q:
Discuss the difference between LRE, mainstreaming, and inclusion.
Q:
The IDEA does not require that states provide special education services to students labeled
a. seriously emotionally disturbed.
b. gifted and talented.
c. learning disabled.
d. autistic
Q:
Describe four factors that school district personnel should consider when determining placements.
Q:
If a student is placed out of the school district by his or her home school district, the ___________ assumes financial responsibility for the education of the student.
a. home district
b. federal government
c. state containing the district
d. school district in which the student is newly placed
Q:
Explain Champagne's sequential model for determining placement.
Q:
The IDEA reauthorizations in 1997 and 2004 were different from the original EAHCA because increased emphasis was put on the statement of goals in the IEP that required that the IEP must
a. use person first language
b. accurately measure and report student progress.
c. clearly describe how the goals will be met.
d. Both b and c.
Q:
Explain how the general curriculum should be part of placement decisions.
Q:
To identify students with learning disabilities, IDEA 2004 encourages school districts to use process to determine whether a student responds to
a. standardized achievement tests.
b. intelligence tests.
c. curriculum based interventions.
d. research based interventions.
Q:
Does the LRE mandate of the IDEA apply to nonacademic programs and settings as well as academic setting?
Q:
Which agency is responsible for approving states' special education plans and releasing IDEA funds accordingly?
a. Federal Disabilities Commission.
b. Office of Special Education and Rehabilitative Services.
c. Each applicant state's Department of Education.
d. The Council for Exceptional Children.
Q:
Does the IDEA guarantee that special education services must be provided in a student's neighborhood school? Why or why not?
Q:
The Office of Special Education Programs in the U.S. Department of Education issues policy statements to assist states and school district's to understand their responsibilities under the IDEA.
Q:
Explain the following statement: The relative restrictiveness of an educational environment can only be determined in light of a student's individual needs.
Q:
An IEP is a legally constituted mechanism for committing a school to provide a special education, and a teacher can be held legally accountable if the student does not reach the goals listed on the IEP.
Q:
When determining LRE, can the IEP consider a student's effects on the education of other students? If so, how? If not, why not?
Q:
According to IDEA 2004, school districts cannot use a discrepancy formula to determine eligibility in the category of learning disability.
Q:
Describe supplementary aids or services that may be used to help a student to be educated in the LRE.
Q:
IDEA 2004 does not allow states to require school districts to use a discrepancy formula to determine eligibility in the category of learning disability.
Q:
What is the statutory definition of least restrictive environment? Explain the two major parts of this definition.
Q:
States are required to include children with disabilities attending private schools when identify, locating, and evaluating students with disabilities, from birth to age 21, residing in the state that are in need of special education and related services.
Q:
Describe two of the following cases. Indicate in which circuits the cases are controlling authority. Cases: Daniel R.R. v. El Paso (1989), Sacramento City Unified School District v. Rachel H. (1994), Clyde K. v. Puyallup School District (1994), Hartmann v. Loudoun County Board of Education (1997).
Q:
States are required to provide special education services to persons with disabilities in adult prisons even if they were not identified as IDEA-eligible prior to their incarceration.
Q:
The concept of least restrictive environment has been referred to as a rebuttable presumption. What is a rebuttable presumption with regards to LRE?
Q:
If funds provided to states are spent improperly, states may be forced to repay.
Q:
Describe and explain the continuum of alternative placements. What did Congress include the continuum in the IDEA?
Q:
The infants and toddlers program within IDEA requires that the state educational agency assume overall responsibility for the early intervention programs.
Q:
Which of the following factors (from Rachel H.) was a very important factor to the court in the Clyde K. decision?
a. Academic benefits of regular v. special class placement.
b. Nonacademic benefits of regular v. special class placement.
c. The effect of the student on the education of others.
d. The cost.
Q:
Students who meet the states definition of a student with disabilities receive the procedural protections of IDEA.
Q:
When determining the LRE for a student, IEP teams should (may be more than one answer)
a. provide services to allow the student to remain in the regular classroom (e.g., supplementary aids and services).
b. consider the entire continuum of placements options when determining the student's placement.
c. integrate the student in integrated settings whenever possible (if the student is being placed in a more restrictive setting).
d. don't consider placement in a setting more restrictive than a special school.
Q:
When originally signed, Part B of the EAHCA (P.L. 94-142) offered federal funding to states in exchange for the states offering educational services to specified categories of students with disabilities.
Q:
Which of the following settings is never the least restrictive environment for any special education student?
a. Mainstream
b. Institutional settings
c. Homebound instruction
d. Self-contained setting
e. None of the above
Q:
Discuss the federal role in the development of special education.
Q:
Which of the following is a misinterpretation of the concept of least restrictive environment?
a. To the maximum extent appropriate students with disabilities should be educated with students without disabilities.
b. Students should be placed in more restrictive settings when such a placement is required to provide an appropriate education.
c. IEP teams should consider the effects of a student's behavior on the education of his or her peers when determining a student's placement.
d. Every school district must have a total continuum of alternative placements available from which to choose the appropriate placement.
Q:
Discuss the effects of the decision of the U.S. Supreme Court in Brown v. Board of Education (1954) on the education of students with disabilities.
Q:
Who makes the LRE determination?
a. the parent
b. the school district
c. the IEP team
d. the school psychologist
Q:
Discuss why the legal development of special education can be characterized as a movement from access to accountability.
Q:
Which of the following factors (from Rachel H.) was the most important to the court in the Clyde K. decision?
a. Academic benefits of regular v. special class placement.
b. Nonacademic benefits of regular v. special class placement.
c. The effect of the student on the education of others.
d. The cost.
Q:
Discuss the important role parental advocacy has played in the education of students with disabilities.
Q:
According to the two part Daniel RR test, in judging a school's compliance with LRE the court first must ask whether the child could be educated in the regular classroom with aids and services and if they cannot, the court must ask
a. if the service could be transported to a less restrictive setting.
b. has the child been mainstreamed to the maximum extent appropriate.
c. if the school has complied with all procedural requirements.
d. if the placement will result in educational benefit for the child.
Q:
Briefly describe the 1986 and 1990 amendments to the IDEA. (P. 70-74)
Q:
Although the results of LRE litigation varies, all the cases reviewed in the text (e.g., Roncker, Greer, Daniel R.R., Rachel H., Clyde K, Hartmann) have indicated that
a. mainstreaming is not required in every case.
b. the Rowley standard is appropriate in judging all LRE cases.
c. school districts may have gaps in the continuum of services they offer.
d. the Congressional preference for mainstreaming cannot be rebutted.
Q:
Briefly explain the decisions in Pennsylvania Association for Retarded Citizens v. Pennsylvania and Mills v. Board of Education and their importance to students with disabilities.
Q:
In determining the LRE for a student IEP teams should (may be more than one)
a. provide support services to allow the student to remain in the general education classroom (e.g., management plans, paraprofessionals).
b. consider the entire continuum of placements in making the placement.
c. integrate students who are in more restrictive settings whenever possible, including nonacademic settings (e.g., physical education, lunch).
d. never consider placement in a setting more restrictive than a special school.
Q:
Briefly explain the decision in Brown v. Board of Education (1954). How did this decision affect the education of students with disabilities?
Q:
Rank the following settings on the continuum of placements in terms of the degree of restrictiveness of the setting (least-1 to most-4)
a. self-contained classroom 1. ____
b. regular classroom 2. ____
c. special school 3. ____
d. hospital setting 4. ____
Q:
In general, what was the educational status of children with disabilities in the United States prior to 1975 and the passage of the EAHCA?
Q:
An appropriate interpretation of the LRE litigation is that good faith efforts must be made to educate students with disabilities in integrated setting.
Q:
Briefly describe the how state education statutes and the IDEA interact.
Q:
Legislation and litigation regarding LRE and FAPE indicate that the school's primary obligation is to provide a student in special education with a FAPE.
Q:
Briefly describe two areas of difference between the Individuals with Disabilities Education Act and Section 504.
Q:
The IDEA mandates that all educational facilities, including private schools, implement the LRE regulations.
Q:
What are the components of an Individualized Family Support Plan (IFSP)?
Q:
The U.S. Supreme Court has not yet accepted a case interpreting the LRE mandate.
Q:
IDEA "90 required that individualized transition planning be included in the IEPs of students with disabilities who were 16 years of age or older. What are transition services, and how do they aid a student?
Q:
The least restrictive environment is always the general education setting.
Q:
Describe the major way that No Child Left Behind holds states and schools accountable for improving its students' educational achievement.
Q:
When making the determination regarding the least restrictive environment an IEP team can use a student's effect on his or her peers in arriving at their determination.
Q:
In their report A New Era: Revitalizing Special Education for Children and Their Families what were the three major recommendations from The President's Commission on Excellence in Special Education?
Q:
A school district may refuse to place a student in the least restrictive environment only when it does not have the appropriate placement option.
Q:
In 1990 the name of the Education of All Handicapped Children Act was changed in the
a. Education of the Handicapped Amendments
b. Handicapped Children's Protection Act
c. The Individuals with Disabilities Education Act
d. The IDEA Amendments
Q:
The IDEA creates an absolute right for a student with disabilities to be educated in his or her neighborhood school.
Q:
A class action suit that resulted in a mandate that all students with disabilities be provided with an appropriate publicly supported education was
a. Pennsylvania Association for Retarded Citizens v. Pennsylvania
b. Beattie v. Board of Education
c. Brown v. Board of Education
d. Mills v. Board of Education
Q:
The IDEA imposes obligations on schools to consider placing students in general education classrooms with supplementary aids and services before considering more restrictive alternatives.
Q:
Which of the following cases was resolved by a consent agreement specifying that all children with mental retardation must be provided a free public education?
a. Pennsylvania Association for Retarded Citizens v. Pennsylvania
b. Beattie v. Board of Education
c. Brown v. Board of Education
d. Mills v. Board of Education
Q:
Mainstreaming, inclusion, and Least Restrictive Environment are synonymous terms.