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Special Education
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 the IDEA's legally requirements regarding placing a student in his or her neighborhood school. Does the IDEA guarantee that special education services must be provided in a student's neighborhood school? Why or why not?
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. The home district
b. The federal government
c. The state containing the district
d. The school district in which the student is newly placed
Q:
What is the statutory definition of least restrictive environment? Explain the two major parts of this definition.
Q:
The IDEA reauthorizations in 1997 and 2004 were different from the original EAHCA in the statement of goals in the IEP must
a. Use person first language
b. Accurately measuring and reporting student progress
c. Clearly describing how the goals will be met
d. Both b and c
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), Roncker v. Walter (1983), Hartmann v. Loudoun County Board of Education (1997).
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:
The concept of least restrictive environment has been referred to as a "Rebuttable Presumption." What is a rebuttable presumption with regards to LRE?
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:
Describe the continuum of alternative placements. What did Congress include the continuum in the IDEA?
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.
a. True
b. False
Q:
The primary consideration in placing a student is
a. the student's type of disability.
b. the student's age.
c. the student's needs.
d. All of the above.
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.
a. True
b. False
Q:
The principle of LRE requires that
a. students with disabilities be placed in general education settings.
b. students with disabilities be placed in educational settings that are least restrictive and provides FAPE
c. IEP team personnel determine the least restrictive setting and then attempt to deliver FAPE in that setting
d. IEP team personnel engage in predetermination of placement whenever possible.
Q:
According to IDEA 2004, school districts cannot use a discrepancy formula to determine eligibility in the category of learning disability.
a. True
b. False
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:
IDEA 2004 does not allow states to require school districts to use a discrepancy formula to determine eligibility in the category of learning disability.
a. True
b. False
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. All students with disabilities must be included in general education classrooms,
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.
a. True
b. False
Q:
Which of the following parties would be mot appropriate to make the LRE determination?
a. the parent
b. the school district
c. the IEP team
d. the school psychologist
Q:
States are always 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.
a. True
b. False
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:
If funds provided to states are spent improperly, states may be forced to repay.
a. True
b. False
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:
The infants and toddlers program within IDEA requires that the state educational agency assume overall responsibility for the early intervention programs.
a. True
b. False
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:
Students who meet a states definition of a student with disabilities receive the procedural protections of IDEA.
a. True
b. False
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:
When originally signed, Part B of the EAHCA (P.L. 94-142) offered federal funding to states in exchange for the states providing educational services to specified categories of students with disabilities.
a. True
b. False
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:
Describe the recent federal involvement in the education of students with disabilities in the United States.
Q:
An appropriate interpretation of the LRE litigation is that good faith efforts must be made to educate students with disabilities in integrated setting.
a. True
b. False
Q:
Briefly trace the history of federal involvement in the education of students with disabilities.
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.
a. True
b. False
Q:
Explain 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:
The IDEA mandates that all educational facilities, including private schools, implement the LRE regulations.
a. True
b. False
Q:
Explain why the textbook characterizes the legal development of special education as a movement from access to accountability.
Q:
The U.S. Supreme Court has not yet accepted a case interpreting the LRE mandate.
a. True
b. False
Q:
Explain the important role parental advocacy has played in the education of students with disabilities.
Q:
The least restrictive environment is always the general education setting.
a. True
b. False
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:
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.
a. True
b. False
Q:
Briefly explain the decision in Brown v. Board of Education (1954).
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.
a. True
b. False
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:
The IDEA creates an absolute right for a student with disabilities to be educated in his or her neighborhood school.
a. True
b. False
Q:
Briefly describe the how state education statutes and the IDEA interacted.
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.
a. True
b. False
Q:
Briefly describe two areas of difference between the Individuals with Disabilities Education Act (then called the Education for All Handicapped Children Act or EAHCA) and Section 504.
Q:
Mainstreaming, inclusion, and Least Restrictive Environment are synonymous terms.
a. True
b. False
Q:
Describe the Handicapped Children's Protection Act.
Q:
Why is it important that all teachers involved in the implementation of a student's IEP understand what is required of them. How can IEP team members help to ensure this happens.
Q:
What are the components of an Individualized Family Support Plan (IFSP)?
Q:
Describe procedural and substantive requirements in IEP development. How are they different?
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:
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. What is peer-reviewed research? What was the purpose of including this requirement in student's IEP?
Q:
Describe the major way that No Child Left Behind held states and schools accountable for improving its students' educational achievement.
Q:
Describe six of the required components that must be in the IEP.
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:
Why is it important that a student's parents be included in their child's IEP planning process. What are the IDEA's requirements regarding parental participation? How can school district personnel ensure that a student's parents are meaningfully involved in the IEP process.
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:
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:
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 IEP serves a number of important purposes. Discuss four of these purposes.
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:
List and describe four of the special factors or cosiderations that must be addressed in a student's IEP.
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:
What are transition services and why are they included in the IEP?
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:
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:
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 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 on the team). What other individuals are permitted, but not required, to attend?
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 adequately prepared to teach disabled students
d. Both a and b
Q:
What is progress-monitoring? Why is it important to the IEP process?
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 Pennsylvaniac. Brown v. Board of Educationd. Ohio Parent Advocacy Group v. Board of Education
Q:
What is the purpose of the present levels of academic achievement and functional performance statement in a student's IEP? How are the PLAAFP's related to a student's annual goals? Why are they important?
Q:
The Council for Exceptional Children (CEC) is an organization that is a major force in:
a. Developing innovative curriculum for persons with disabilities
b. Preservice and in-service teacher education
c. Policy making and lobbying efforts
d. All of the above
Q:
What is the purpose of measurable annual goals?
Q:
It was primarily by the efforts of ______________ that educational rights for children with disabilities were recognized and eventually mandated.a. Parentsb. Legislatorsc. Lawyersd. Optometrists
Q:
Describe the most appropriate types of data that should be collected to monitor a student's progress toward his or her goals?