Chapter 1 Inclusive Education: An Introduction
1.1 Multiple Choice
1. Which of the following was the last group to obtain equal access to a public school education?
A) girls
B) students with disabilities
C) students who live in poverty
D) students who are African American
2. The year is 1955. Mary Beth is a fourth grader with emotional disturbance. Which of the following is the most
likely scenario regarding her education?
A) Mary Beth’s school day includes part-time general education classes and resource room services.
B) Mary Beth attends a general education classroom on a full-time basis with supportive services from
special education staff.
C) Mary Beth is not receiving any education at all.
D) Mary Beth’s teachers co-teach to provide her the best education.
3. Approximately what percentage of the school-aged population is currently classified as disabled?
A) 5%
B) 15%
C) 13%
D) 20%
4. The category, other health impairments, includes students with
A) orthopedic impairments.
B) hearing impairments.
C) attention deficit disorder.
D) visual processing problems.
5. The two newest disability categories added to the IDEA in 1990 are
A) learning disabilities and autism.
B) autism and traumatic brain injury.
C) orthopedic and other health impairments.
D) emotional disturbance and mental retardation.
6. Which of the following students would not qualify for services under the Individuals with Disabilities
Education Act?
A) Bobby, who has a learning disability
B) Janet, who is labeled an “at-risk” student
C) Susan, who has a hearing impairment
D) Betty, who has diabetes
7. Fifteen-year-old Sherry has attention deficit disorder and does not qualify for services under any of the IDEA
disability categories. Sherry may still qualify for accommodations under which of the following federal laws?
A) Section 504 of the Rehabilitation Act of 1973
B) the Individuals with Disabilities Education Act
C) the Exceptional Child Act
D) the Mental Health Coalition Act of 1975
8. Students considered to be “at–risk” include those who are
A) drug and alcohol abusers.
B) members of minority cultures.
C) poor.
D) all of the above
9. Today, the majority of students with disabilities are
A) educated in general education classrooms for at least a portion of the school day.
B) fully integrated into general education classrooms for the entire school day.
C) taught in self-contained classrooms.
D) taught in separate schools.
10. Which of the following was not a major contributor to the inclusion movement?
A) parental advocacy
B) legislation/litigation
C) compensatory education
D) the civil rights movement
11. The “Child Find” mandate in IDEA requires that school personnel
A) engage in activities that locate and identify students with disabilities.
B) provide services to all students with disabilities.
C) make use of federal funding to meet the needs of parents of children with disabilities.
D) all of the above
12. In 1990, the title of P.L. 94–142 was changed to the
A) Act for Educating All Handicapped Children.
B) Education for Exceptional Children Act.
C) Individuals with Disabilities Education Act.
D) Act for Mainstreaming Students with Disabilities.
13. What is the primary purpose of IDEA?
A) to assure a free, appropriate public education for all students with disabilities
B) to require that all students with disabilities be educated in general education classrooms
C) to require special education for minority students
D) to eliminate the use of intelligence tests
14. Which of the following are related services under IDEA?
A) counseling
B) physical therapy
C) transportation
D) all of the above
15. Which of the following is not a key component of the Individuals with Disabilities Education Act?
A) nondiscriminatory assessment
B) mandatory inclusive placement in general education
C) mediation
D) due-process rights
16. Key elements required in the Individualized Education Program (IEP) include
A) transitional planning for students ages 16 or older.
B) helping students with disabilities to access the general education curriculum.
C) participation of a group of individuals who are knowledgeable about the student.
D) all of the above
17. IDEA 2004 requires that students with disabilities be
A) educated in special schools that can provide the specialized services they require.
B) included in all classes and activities in which general education students participate.
C) educated in resource rooms and/or the general education classroom.
D) educated in the least restrictive environment in accordance with the student’s IEP.
18. Under both Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, an individual is
considered to have a disability if that individual
A) has a physical or mental impairment that substantially limits one or more of the
individual’s major life activities.
B) has a record of such an impairment.
C) is regarded as having such an impairment.
D) all of the above
19. Which of the following would be considered a major life activity under Section 504 of the Rehabilitation Act and the
Americans with Disabilities Act?
A) breathing
B) walking
C) learning
D) all of the above
20. The “Least Restrictive Environment” mandate in IDEA requires that
A) all students with disabilities be educated full-time in general education classrooms.
B) students with disabilities be educated with non-disabled students to the maximum extent appropriate.
C) all schools must provide inclusive education for students with disabilities.
D) none of the above
21. Which of the following would represent the most restrictive setting for a student with disabilities?
A) self-contained classroom
B) resource room
C) residential school
D) indirect support services
22. One of the disadvantages of the self-contained special education classroom approach is that
A) special educators cannot measure the growth and progress of students as easily.
B) students with disabilities are more visible throughout the school.
C) students have the opportunity to receive instruction from specialists in specific academic fields.
D) students do not have “typical” role models.
23. Which of the following role(s) is/are required of general education teachers in a resource room model?
A) referral of students for a comprehensive special education evaluation
B) implementation of prereferral interventions
C) collaboration with special educators
D) all of the above
24. Approximately what percentage of students with disabilities spend a substantial portion of each day in a general
education classroom?
A) 10%
B) 70%
C) 40%
D) 5%
25. Which of the following is a current perception of inclusion?
A) Teachers have a positive attitude toward inclusion.
B) Administrators do not support inclusion.
C) Most teachers prefer that students with disabilities be educated in special classes.
D) Satisfaction of general classroom teachers concerning inclusion decreases over time.
1.2 True or False
1. Prior to the mid-1970s, many schools did not provide any programs for students with disabilities or the
programs that were provided were very minimal.
2. Prior to the passage of Public Law 94–142 in the mid-1970s, students with learning disabilities and emotional
disturbance were the two groups of students with disabilities who were most likely to receive special education services in
the public schools.
3. In the nineteenth century, the special schools that were established primarily served students with sensory impairments.
4. Since the 1970s, teachers have been trained to teach students with disabilities in the inclusive classroom.
5. The majority of students with disabilities have moderate to severe disabilities.
6. Over half of all students with disabilities who receive special education services are identified as intellectually
disabled.
7. “Nondiscriminatory assessment” is required when a student is referred for a comprehensive special education
evaluation.
8. Under IDEA 2004, inclusion in general education classrooms is mandatory for all students with disabilities.
9. If parents do not agree with their child’s individualized education program, they may request a due process hearing.
10. For the majority of students with disabilities and other special needs, placement in general education classrooms for at
least a portion of each school day is the most appropriate option.
11. Today, approximately half of all students with disabilities, ages 6–21, are educated in general education settings for
most of the school day.
12. Over the past fifteen years, one of the most significant changes in public education has been the movement toward
the inclusion of students with disabilities in general education classrooms.
13. The continuum-of-services model provides a range of placements, from institutions to full-time general
education classrooms.
14. The model for fully including students with disabilities in general education classrooms was originally called
the “Regular Education Initiative.”
1.3 Short Answer
1. In 1990, Public Law 94–142 was retitled as ________.
2. Arrange in sequential order the level of restrictiveness relative to the “special education continuum-o-services” model.
Use “1” as the least restrictive placement and “4” as the most restrictive environment.
a.
Self-Contained Special Classroom
b.
Indirect Educational Services Provided in the General Education Classroom
c.
Resource Room
d.
Residential School
1.4 Essay
1. Compare and contrast the self-contained special education approach and resource room approach to educating students
with disabilities. Be sure to describe the advantages and disadvantages of each approach.
2. The authors of your textbook state that the philosophy of educators regarding special education is critical to the
success of students with disabilities. Formulate your own philosophy of education with regard to educating
students with disabilities in the regular classroom. Be sure to support your position with examples.
3. Discuss three critical dimensions of an inclusive classroom.
4. Identify and briefly describe three (3. due process requirements mandated by the IDEA.
Chapter 1 Inclusive Education: An Introduction
1.1 Multiple Choice
1.2 True or False
1.3 Short Answer
1.4 Essay
