Q&A Hero

Q: The Education of All Handicapped Children Act of 1975 was popularly known as a. P.L. 101-476 b. P.L. 94-142 c. P.L. 105-17 d. P.L. 101-336

Q: The IEP serves a number of important purposes. Discuss four of these purposes.

Q: All but one of the following advocacy organizations were founded by parents: a. National Association for Down Syndrome b. Council for Exceptional Children c. United Cerebral Palsy Association, Inc. d. Association for Children with Learning Disabilities (ACLD)

Q: IDEA 2004 requires that special education services be based to the extent possible on peer-reviewed research. Explain how this will affect the IEP process.

Q: In 1990 what two disability categories did IDEA add? a. Autism and pervasive developmental disorder b. Pervasive developmental disorder and down syndrome c. Autism and traumatic brain injury d. Down syndrome and traumatic brain injury

Q: Discuss the required components that must be included in all students' IEPs.

Q: Prior to 1975, students with disabilities access to educational opportunities were mainly limited because: a. Often students with disabilities were completely excluded from public schools b. Those students with disabilities admitted to schools did not receive an appropriate education c. Teachers were inefficiently prepared to teach disabled students d. Both a and b

Q: Discuss the IEP planning process changes in the Individuals with Disabilities Education Improvement Act. What is the significance of these changes?

Q: Though its most direct effect was the tremendous impact on societal rights for minorities, the _______________ decision provided impetus for subsequent legislation and litigation granting students with disabilities the right to a free appropriate public education. a. Mills v. Board of Education of the D.C. b. PARC v. Commonwealth of Pennsylvania c. Brown v. Board of Education d. Ohio Parent Advocacy Group v. Board of Education

Q: What steps should school districts take to ensure parental involvement in the IEP process?

Q: The Council for Exceptional Children (CEC) is an organization that is a major force in: a. Developing innovative educational programming b. Pre- and in-service teacher education c. Policy making and lobbying efforts d. All of the above

Q: Do parents have an absolute veto over the final results of the IEP? What actions can be taken when parents and school-based team members cannot agree on the IEP?

Q: It was primarily by the efforts of ______________ that educational rights children with disabilities were recognized and eventually mandated. a. Parents b. Legislators c. Lawyers d. Optometrists

Q: Explain the following statement: An IEP that produces only trivial educational progress or merely halts educational regress will probably not pass legal scrutiny.

Q: No Child Left Behind dramatically increased the role of the federal government in education.

Q: What are transition services and why are they included in the IEP?

Q: Section 504 prohibits discrimination against persons with disabilities in any public or private institution.

Q: An IEP meeting can be held without a student's parents in attendance if the school is unable to convince them that they should attend. In such situations, what actions should the IEP team members take to ensure that they show they have made good faith efforts to attempt to involve the parents?

Q: Section 504 and the Individuals with Disabilities Education Act only serve persons with disabilities between the ages of three to 21.

Q: Discuss the persons who are required to attend an IEP meeting. Explain why each of these persons must or be attendance (i.e., what is their function). What other individuals are permitted, but not required, to attend?

Q: The Education of Handicapped Children Act was the first federal civil rights law to protect persons with disabilities.

Q: What is progress monitoring? Why is it important to the IEP process?

Q: Even though compulsory attendance laws had been passed by the early 1900's, states continued to enact statutes authorizing school officials to exclude students with disabilities.

Q: In determining substantive compliance with the FAPE mandate, courts and hearing officers have examined what components in the IEP?

Q: The primary purpose of Section 504 was to provide funding to states that prohibited discrimination against persons with disabilities.

Q: What is the purpose of measurable annual goals?

Q: Students with disabilities were included in the Elementary and Secondary Education Act accountability provisions.

Q: If a student's behavior impedes the learning of him/herself and others, the IEP must contain a behavior intervention plan. Discuss a behavior intervention plan. What should be included in the plan?

Q: According to the President's commission on Excellence, scientifically based programming would mean that special educators would only use instructional strategies and methods that were based on solid evidence.

Q: IDEA 2004 eliminated the federal requirement that IEPs include a. transition plans b. benchmarks and short term objectives c. present levels of academic achievement and functional performance d. supplementary aids and services

Q: The history of special education can fairly be characterized as a movement from access to quality and accountability.

Q: There is probably less substantive compliance with which of the following IEP requirements than any other: a. The assessment process prior to the IEP meeting. b. Attendance at IEP meetings c. Evaluating a student's progress toward his or her annual goals. d. The child's present level of academic achievement listed in the IEP.

Q: As recently as 1958 states continued to enact statutes that authorized school officials to exclude students with disabilities.

Q: The most common mistakes that IEP teams make regarding transitions services are (May be more than one answer) a. neglecting to include transition services in the IEPS of students who are 16 or older. b. failing to include the necessary transition personnel in the IEP meeting. c. neglecting to include transition services in the IEPS of students who are 14 or older. d. writing trivial or meaningless transition plans.

Q: Describe four online government resources.

Q: IDEA 2004 requires that which of the following components of the IEP be based upon "peer-reviewed research" whenever possible. a. The present levels of academic achievement and functional performance b. Measurable annual goals c. Special education services d. All of the above.

Q: Explain the three-stage procedure for conducting legal research.

Q: When an IEP team places a student with disabilities in a private school, the IEP is the responsibility of the a. referring school b. receiving school c. The state department of education d. All of the above.

Q: Label the components (underlined) of the following citations. a. 34 C.F.R. 303.404 b. 29 U.S.C. 794 (b) c. 347 U.S. 483

Q: A student's IEP must be reviewed, and if necessary revised, at least a. every six weeks. b. twice annual. c. annually. d. every three years.

Q: Describe the three levels of federal courts and the corresponding reporters.

Q: Which of the following components is not required in every IEP? a. A statement of the child's present level of academic achievement and functional performance. b. A statement of measurable annual goals and how they will be measured c. A statement of special education services. d. A statement of the behavior intervention plan.

Q: What are law reviews and how can they be useful in conducting legal research?

Q: Annual Goals in the IEP must a. be measurable by standardized achievement tests. b. include benchmarks or short-term objectives that must be rewritten every year. c. correspond to the child's present level of academic achievement and functional performance. d. All of the above.

Q: What are the two primary purposes or functions of secondary legal sources?

Q: Which of the following is not required by IDEA to ensure that parents are present at an IEP meeting? a. Parents must be given sufficient notice of the IEP meeting. b. Parents must be notified at least 2 weeks in advance of the IEP meeting. c. School personnel must work with parents to hold the meeting at a mutually agreeable time and place. d. All are required.

Q: Describe two examples of legal search engines and directories on the internet.

Q: Which of the following persons is not required to be in attendance at the IEP meeting? a. The parents or guardians of the child b. The child's special education teacher c. The child's general education teacher d. A representative of the LEA e. The child f. All of the above are required.

Q: Describe the purpose of a weblog, or blog.

Q: All components of a student's educational program. Even if they are not part of his or her special education and related services, should be included in the IEP.

Q: Although there are no official government publications for Federal District and Appellate courts, what sources are available for researching cases in these courts?

Q: If the IEP team fails to change instructional procedures when progress-monitoring data indicate that a student is failing to progress could lead to a ruling that a school had denied the student a FAPE.

Q: In what two sources are federal regulations published?

Q: Procedural violations in an IEP will automatically invalidate the IEP.

Q: What are looseleaf services and what are they used for?

Q: If a teacher is not implementing an IEP as required, the school must take steps to correct the situation.

Q: In conducting legal research, it is often easier to begin with secondary sources. What are secondary sources and what are their primary functions?

Q: A completed IEP can be presented to a student's parents at the initial IEP meeting.

Q: Why are the annotated code versions of the United States Code so useful?

Q: An IEP meeting can be held without a student's parents in attendance if the school is unable to convince them that they should attend.

Q: List and describe the three categories of primary source material.

Q: A student's parents must be informed of their child's progress toward his or her IEP goals at least every six weeks.

Q: The ____________ is the largest international professional organization dedicated to the education of students with disabilities. a. The IDEA Organization. b. The Council for Exceptional Children c. The Education Law Association. d. The ED.gov.

Q: An individual who can interpret the instructional implications of evaluation results is no longer a required participant on the IEP team.

Q: FindLaw's LawCrawler allows the researcher to a. limit searches of the World Wide Web to legal websites. b. access FindLaw's legal dictionary or legal news. c. obtain records of defendants. d. only a and b e. All of the above

Q: When writing the IEP and determining special education and related services, the IEP team may consider the student's needs with regard to the availability of services.

Q: What publication contains Federal Regulations? a. USCA b. USC c. FR d. S. Ct.

Q: IDEA 2004 requires that when a student moves from one school district to another, the child's former IEP should be implemented until the new district evaluates the child and creates a new IEP.

Q: Which of the following is a secondary legal source? a. United States Code Annotated. b. West's Education Law Reporter. c. Federal Supplement. d. Federal Reporter, 2nd edition.

Q: The IDEA details specific requirements that must be followed in assessing a student for special education. List and explain some of the major procedural requirements when conducting a special education assessment.

Q: Case occurring at the United States District court level can be found in West's a. Federal Supplement. b. Federal Reporter. c. United States Code. d. Code of Federal Regulations.

Q: Explain the substantive requirements of the IDEA with respect to conducting an assessment/evaluation?

Q: On what page of the appropriate court reporter does Daniel R.R. v. State Board of Education, 854 F.2d 1036 (5th Cir. 1989) begin? d. 854 e. F. 2d f. 1036 g. 5th

Q: IDEA 2004 does not allow states to require schools to use a discrepancy formula to determine if a student has a learning disability. However, IDEA 2004 does encourage schools to use an evaluation process that determines if a student responds to scientific, research-based interventions. This has been referred to as a response to intervention model. How can such a model be implemented in schools? What are the implications for special education?

Q: The level of the court is a. Federal District Court. b. US Court of Appeals. c. US Supreme Court.

Q: IDEA 2004 does not allow a student to be determined to be a student with a disability if the student's problem was caused by a lack of appropriate instruction. What implications does this language have for special education; general education.

Q: In the citation 300 F.2d 95 (4th Cir. 1986) the volume number is a. 300. b. F. 2d. c. 95 d. 4th

Q: What are the reevaluation requirements of the IDEA?

Q: Although secondary sources do not have controlling authority, they can be very influential and persuasive. Two examples of secondary sources are: a. Annotated codes and Shepard's citators b. Law reviews and Federal court reporters c. Various court reporters and West's digests d. Law journals and law reviews

Q: What are prereferral interventions? Are there any limitations placed on the use of prereferral interventions?