Chapter 16 Teaching Students with Special Needs in Secondary
Schools
16.1 Multiple Choice
1. In many instances, as students with disabilities reach high school
A) their academic achievement gap widens.
B) they may have difficulty performing the higher-level cognitive tasks that are characteristic of the
secondary school curriculum.
C) they may encounter teachers who are content specialists and who may not individualize instruction to meet their
needs.
D) they may have difficulty meeting the requirements (e.g., minimum competency tests, increased core
requirements) of the secondary curriculum.
E) all of the above.
2. Curriculum for secondary students with special needs
A) should focus on skills at the student’s performance level.
B) should be based on long-term outcomes and current needs.
C) is significantly different than general education curriculum.
D) should focus only on socialization.
3. One negative impact of secondary reform movements is
A) an increase in the school achievement of all students.
B) an increase in the number of high school dropouts among students with disabilities.
C) a decrease in the number of students who take and pass secondary college-preparatory courses.
D) an increase in the number of students enrolled in vocational education programs.
4. According to the 23rd Annual Report to Congress, approximately what percentage of students with disabilities drop out
of school?
A) 15%
B) 56%
C) 3%
D) 28%
5. Many changes occurred as a result of the educational reform movements in the 1980s and 1990s. In general, each
of the following statements is true except for which of the following?
A) In many instances, more courses are required in math and science.
B) In many states, students have to pass a high school competency exam in order to
graduate.
C) The graduation rates for students in general education have declined since these reforms were implemented.
D) These reform movements have not resulted in more positive outcomes for students with special needs.
6. The transition IEP
A) should be completed by the school counselor.
B) should be completed by the general education teacher.
C) should be completed by the special education teacher.
D) should be completed with the student and his/her family.
7. Follow-up studies have shown that adults with disabilities, relative to their non-disabled peers,
A) are more likely to work in business-oriented jobs.
B) are working longer hours.
C) are getting more part-time, but better paying jobs.
D) are less likely to be employed.
8. Recent studies about transitioning suggest that many states
A) have moved too quickly in implementing transition service requirements.
B) have been too slow in implementing transition service requirements.
C) have started too early in implementing transition service requirements.
D) have focused too much on daily living skills.
9. Which of the following statements is most accurate regarding the development of individualized
transition plans?
A) Transition plans, though not mandated by federal legislation, are essential to ensuring positive employment
outcomes for students with disabilities.
B) Though not mandated, most elementary schools are using them.
C) More and more, transition plans are being developed for all students, not just those with disabilities.
D) Many studies suggest that in general, many states have failed to meet minimal levels of compliance.
10. The majority of secondary students with disabilities are educated in
A) special education classrooms.
B) vocational education classrooms.
C) alternative schools.
D) general education classrooms.
11. Which of the following is the federal law that prohibits discrimination against individuals with disabilities in the
areas of employment, transportation, public accommodations, and telecommunications?
A) the Americans with Disabilities Act
B) the Individuals with Disabilities Education Act
C) Section 504 of the Rehabilitation Act of 1973
D) the Developmental Disabilities Adult Education Act
12. Accommodations for students with disabilities at the secondary level
A) are usually unnecessary.
B) are the focus of instruction in content classrooms.
C) are evident in most classrooms but not documented.
D) are usually not implemented.
13. Recent studies have suggested that secondary homework practices present major challenges for students with
disabilities. Which of the following would be most helpful for adolescents with disabilities?
A) Do not give grades on homework.
B) Assign homework early in the year and on a regular basis.
C) Assign mainly new learning items.
D) Assign only group projects for homework.
14. Recent studies regarding the grading of students with learning disabilities have identified all of the following
purposes for grading except
A) Measure progress over time.
B) Make comparisons among students.
C) Demonstrate that alternative assignments are most appropriate for students with disabilities.
D) Provide accountability.
15. Which of the following is the least helpful testing adaptation for a secondary student who is a very poor reader?
A) open-book tests
B) tests written at an easier level
C) tests with fewer items
D) tests read by teacher
16. Which of the following was the least preferred testing adaptation for students with disabilities?
A) open-book tests
B) tests read by teacher
C) practice questions for study
D) multiple choice instead of essay
16.2 True or False
1. Secondary content teachers are more likely to focus on teaching the content rather than individualizing
instruction.
2. Relative to elementary teachers, research indicates that secondary teachers are more willing to make accommodations or
change grading practices.
3. Academically, the achievement gap widens for students with special needs in secondary school.
4. Recent research indicates that nearly 30% of students with disabilities, ages 14 and above, drop out of school.
5. Students with disabilities, who drop out of school, often complete their GED or some other adult program.
6. Few students with disabilities should be involved in their own IEP meeting.
7. Special education teachers should teach students with special needs to self-advocate.
8. IDEA mandates that all students with disabilities in the United States take a high school graduation
examination.
9. Post secondary education is limited to students attending a two-year or four-year institution after graduation.
10. Unfortunately, once an individual with a disability begins employment, there are no federal laws that address his or her
need for accommodations in the work setting.
11. A distinct advantage of teaching learning strategies to middle and secondary students is that research supports
their effectiveness for students both with and without disabilities.
16.3 Short Answer
1. The ________ plays an important role in the successful inclusion of students with disabilities in secondary schools
by playing a major support role for general classroom teachers.
2. ________ are ways to use active learning to acquire and use new information and to solve problems
(i.e., “learning to learn”).
16.4 Essay
1. You have been hired as a curriculum coordinator for a local school system. Your first task is to design, in
collaboration with other professionals, a comprehensive high school curriculum for secondary students with
disabilities. Describe the major features of this curriculum, and detail the types of educational experiences that
students with disabilities will receive.
2. Congratulations! As a general education teacher, you were recently selected as the distinguished recipient of a local
community service award. You received this award as a result of your excellence in meeting the needs of the secondary
students with disabilities in your classroom. The election committee has asked that you describe, as a part of your
acceptance speech, the strategies and methods you used to meet the needs of your students. Write your acceptance speech,
providing specific examples of how you met the needs of your secondary students with disabilities.
3. Write a lesson plan in any secondary content area. Use the steps for writing a lesson plan described by the authors
of your textbook. Be sure to include corresponding evaluation questions.
4. Describe the pros and cons of attending a four-year university.
5. Describe at least four (4) reasons why students with disabilities often fail in secondary classes.
6. Identify three (3) community agencies that assist secondary students in the area of transition. Give a brief
overview of the types of services offered by these agencies.
7. Describe the roles and responsibilities of the general education teacher relative to students with disabilities.
8. Describe the roles and responsibilities of the special education teacher relative to students with disabilities.
9. Describe the collaborative role of the special educator in terms of each of the following activities.
(1) counseling students for daily crises
(2) preparing students for high school content classes
(3) preparing students for post-secondary training
(4) preparing students for independent living
(5) preparing students for employment
10. A variety of reports have stressed the importance of post-secondary education for all students. Describe two (2) of the
conclusions drawn from these reports.
11. Many secondary students with disabilities will require direct instruction in independent living skills. List at least five
(5) independent living skills that may be problematic for students with disabilities.
12. Describe four (4) ideas that are helpful in preparing students for postsecondary education provided by Schloss
and colleagues (2007).
13. Describe three (3) accommodations and three (3) modifications that could be used during instruction to
improve student achievement.
14. Identify five (5) options for accommodating learning needs of secondary students with disabilities.
15. Describe at least ten (10) strategies for adapting tests for students with disabilities.
16. Describe at least five (5) grading systems for students in inclusive settings.
17. Choose either the SCROL strategy or the COPS strategy and then explain how you might use your strategy in a
secondary content area. Be sure to describe each of the steps in your strategy.
Chapter 16 Teaching Students with Special Needs in Secondary Schools
16.1 Multiple Choice
16.2 True or False
16.3 Short Answer
16.4 Essay
4. Pros:
Cons:
