Chapter 2 Special Education Procedures and Services
Multiple Choice
1. The person who typically has the most detailed, day-to–day knowledge of the student’s academic, social
and physical needs within the classroom is the ____.
a. general education teacher
b. special education teacher
c. adaptive physical educator
d. school psychologist
2. The person who is responsible for managing and coordinating the services a student receives is the ____.
a. special education teacher
b. counselor
c. school psychologist
d. special services coordinator
3. Which of the following is not a primary role of the special education teacher?
a. They provide direct classroom instruction to students with disabilities
b. They write, implement and monitor the Individualized Programs.
c. They document student behavior when a disability may be suspected
d. They manage and coordinate the services a student is to receive.
4. The special education teacher that typically helps students prepare for employment or postsecondary
education is the ____.
a. support facilitator
b. counselor
c. resource teacher
d. transition specialist
5. The specialist most likely to help a student with special needs develop vocabulary, pronounce words or
combine words into sentences is the ____.
a. speech/language therapist
b. occupational therapist
c. sign language interpreter
d. one–to-one assistant
6. The role of the social worker in supporting the educational needs and services of students with disabilities
is to ____.
a. assess students social and emotional functioning
b. determine cognitive, academic and behavioral functioning
c. offer knowledge about the entire school community
d. act as a liaison between the school and the family
7. The specialist who focuses on developing a student’s fine motor skills is the ____.
a. physical therapist
b. occupational therapist
c. adaptive physical educator
d. mobility specialist
8. The role of the school nurse in educating a student with disabilities is often to ____.
a. interview and visit parents to create a family history
b. provide direct training in large muscle movement
c. assist in determining if the student’s behavior has a medical basis
d. arrange group sessions with students to share specific needs
9. Paraprofessionals ____.
a. are required to be licensed teachers
b. generally complete their work without guidance from other staff members
c. are solely responsible for student instruction
d. often assist in the delivery of special services for many students
10. Which of the following is not a role of an advocate on an IEP team?
a. He/she acts as a spokesperson for the parent.
b. He/she assists in the implementation of the IEP.
c. He/she makes recommendations to the parent.
d. He/she supports and advises the parent.
11. Which of the following represents a specific example of an articulation of a student’s unmet need?
a. The grade book indicates Melanie turned in only 2 out of 5 assignments.
b. It appears that Fran isn’t participating in group activities.
c. I suspect Ryan doesn’t care whether he succeeds or not.
d. I have noticed Jason doesn’t follow along during lessons.
12. Which of the following represents a problematic, chronic pattern of behavior?
a. Jamal isn’t able to concentrate during seatwork.
b. Brian’s grades in math indicate a gradual decline this grading period.
c. Hector disrupts his social studies class daily by arguing with the teacher and he does not complete
his daily assignments.
d. Devon has had trouble focusing on his work since the divorce of his parents.
13. Which of the following is true about observing behavior to analyze unmet needs?
a. A pattern of behavior must be identified and documented.
b. Behavior that is markedly different from that of others warrants further investigation.
c. Hunches provide a good basis for requesting assessment.
d. A spontaneous, extremely negative behavior is sufficient to request further investigation.
14. Which of the following identifies an appropriate sequence of steps a general education teacher should take
when concerned about the unmet needs of a student?
a. analyzing needs, contacting parents, trying interventions, screening
b. screening, analyzing needs, contracting parents, trying interventions
c. contacting parents, trying interventions, analyzing needs, screening
d. trying interventions, screening, contacting parents, analyzing needs
15. Once unmet needs have been identified, one of the first strategies a teacher should implement is to ____.
a. request a formal screening
b. contact the family
c. contact colleagues
d. identify intervention strategies
16. It is important to document unmet needs because doing so ____.
a. demonstrates systematic attempts to help meet the student’s needs
b. can provide sufficient data to identify a student’s area(s) of need
c. is legally required in order to propose intervention strategies
d. is a federal requirement
17. The purpose of the ‘intervention assistance team’ is to ____.
a. conduct parent meetings
b. provide supplemental instruction
c. conduct the student’s screening
d. provide a problem solving approach
18. Which of the following is true of the Tier 1 assessment process?
a. Critical school personnel meet about the student.
b. Parents are legally required to consent to the process.
c. It is at this point, the teacher uses district-adopted curriculum and research effective curriculum in
his/her classroom.
d. It is at this point, a special education professional is contacted.
19. Schools must give parents advanced written notice in all of the following cases except when ____.
a. initiating any changes to a child’s placement
b. initiating a multidisciplinary
c. refusing to initiate any changes to a child’s placement
d. initiating the screening process
20. Which of the following is not a right parents have in special education?
a. Parents have the right to demand special education regardless of the outcome of the assessments.
b. Parents have the right to request mediation to resolve conflicts with schools.
c. Parents can be a member of any group making placement decisions about their child.
d. Parents can inspect any education records maintained by the school about their child.
21. Throughout the assessment process, it is critical that school personnel ____.
a. have adequate training to administer and evaluate the tools that are used
b. perform a consistent assessment battery of tests on all students
c. evaluate the assessment data by comparing it to how typical learners at that grade level perform
d. follow parental decisions about their child’s services, disregarding the assessment outcome
22. When the multidisciplinary team makes the placement decisions, they must ____.
a. do so prior to completing the student’s educational plan
b. include a significant general education component
c. outline suggestions for the physical arrangement of the learning environment
d. provide justification for placement decisions outside of the general education classroom
23. When an IEP is to be evaluated, the classroom teacher’s role should be ____.
a. to open the classroom to the principal and other school personnel responsible for evaluation
b. to administer a battery of assessments to the student
c. to invite the special education teacher to observe, as they are responsible for evaluation
d. to participate in the process by observing and documenting any changes in the student
24. Which of the following is not a right of a general education teacher in providing special education services?
a. ask for assistance for a student in his/her classroom
b. demand more training to better meet the needs of the student
c. request for a student with special needs to be moved to another classroom
d. expect that the student will be fully evaluated
25. In his or her role as an advocate for students in the classroom, the teacher has the right to ____.
a. request another, more trained teacher instruct students with certain special needs
b. balance the needs of the student with the special needs with the other students in the class
c. be antagonistic toward any child in the classroom he/she finds disagreeable
d. send a student to a resource room whenever the student needs supplementary instruction
26. Mrs. Nunn has two students in her class who are allowed to use spell checking machines as a supplemental
aid identified in their IEP. She has requested the purchase of these devices on three different occasions, but
they have yet to be purchased. Mrs. Nunn has been reprimanded by her administrator for making repeated
requests to purchase these devices. Which of Mrs. Nunn’s rights has been violated?
a. the right to be treated as a professional
b. the right to be recognized as a student advocate
c. the right to receive related services on the IEP
d. the right to seek assistance for a student
27. Miss Novota received the IEP for Tiffany along with her student files at the beginning of this year.
Tiffany’s IEP indicates the use of assistive technology listed under supplementary aids and services. Ms.
Novota is expected to____.
a. provide the parent a daily update of the use of the assistive technology
b. provide the opportunity for the student to visit the resource room to use the assistive technology
c. provide assistive technology as a tool for all students in her class
d. provide the opportunity for the use of assistive technology in her class as indicated in the IEP
28. Mr. Lester has been told by his building principal that he will have three students in his class this semester
who have behavior problems and two who have learning disabilities. Mr. Lester is expected to _____.
a. write the IEP for the five students with disabilities
b. participate in determining appropriate goals included in the IEP for students with disabilities
c. write outcomes for the five students with disabilities
d. write behavioral plans for all students with disabilities
29. IDEA requires this procedure to ensure that student progress is monitored.
a. The IEP must be reviewed at least twice during a three year period.
b. The IEP will be monitored and reevaluated every three years.
c. The IEP must be rewritten whenever the student has demonstrated progress.
d. The team must review the IEP on the first and third year after and IEP has been put in place.
30. Present level of performance must be included in the IEP because it ____.
a. helps the teacher to determine the student’s potential
b. guides the teacher as to the level of instruction that should be used
c. serves as a baseline to judge student progress from year to year
d. provides a clear justification for the student’s placement
31. The estimate of what the multidisciplinary team believes the student should be able to accomplish within a
year is outlined in the ____component of the IEP.
a. transition plan
b. goals
c. objectives
d. services needed
32. In describing the extent of the student’s participation in general education, the IEP must include all of the
following except ____.
a. explanations for placements for extracurricular activities
b. a justification for placement outside of a general education classroom
c. a justification for placement in a general education classroom
d. explanations for placements for non academic activities
33. Which of the following is not a required element of an IEP?
a. behavior intervention plan
b. evaluation strategies
c. instructional methods
d. modifications needed
34. The component of the IEP that clarifies how to measure student progress toward achieving goals is the
____.
a. strategies for evaluation
b. behavior intervention plan
c. transition plan
d. annual goals and short-term objectives
35. Behavioral intervention plans are required in the IEP of ____.
a. all students receiving special education services
b. all students with significant behavior problems
c. only those students with emotional disabilities
d. only those students with ADHD
36. Transition plans are written into IEP’s to ensure students are prepared for ____.
a. life after leaving school
b. moving from grade school to high school
c. moving from the general education classroom to a special education classroom
d. moving from one grade level to another within the same school
37. The IEP helps to accomplish all of the following except____.
a. guide education of students with disabilities
b. clarify expectations for the student
c. provide a means for educators and parents to understand the student’s educational needs
d. remove students with mild intellectual disabilities from the school
38. Which of the following is not a component of special education?
a. modified materials for students with disabilities
b. individualized instruction provided by special education professionals
c. alternative curriculum options for students with disabilities
d. advocates assisting in selection of curriculum and materials
39. Students who need supplemental instruction for less than 30% of their school day, in addition to what is
offered in the general classroom would utilize ____.
a. a residential facility
b. a resource room
c. a separate school
d. a separate special education classroom
40. The setting of the resource room is generally organized by ____.
a. program content modules
b. skills to be taught rather than by grade level
c. grade level rather than by skills to be taught
d. curriculum requirements for the program
True/False
1. The special education teacher is always the individual with the most detailed knowledge of a student’s day–
to-day classroom needs.
2. Parents often rely on advocates to ensure that the school personnel are acting in the best interest of their
child.
3. Self-determination is when students with disabilities are able to state their needs and serve as their own
advocate.
4. Students with intellectual disabilities should not be allowed to participate in writing an IEP.
5. A student who suddenly displays behavior that will negatively affect his/her learning should immediately
be assessed to determine if the need is a disability.
6. Some students with a clear, diagnosable disability will not display a specific pattern of behavior.
7. Response to intervention (RtI) is a screening procedure for students suspected of having a learning
disability.
8. Multidisciplinary team and intervention assistance team are synonyms for the teams that meet to problem–
solve prior to a student being considered for special education.
9. While a parent’s role in their child’s education includes assisting in the writing of the IEP goals and
objectives, it does not extend to allowing independent evaluation at the expense of the school district.
10. Parents have the right to disagree with the school district’s decisions about their child and can request a
hearing.
11. Formal assessment for possible special education placement focuses exclusively on identifying cognitive
areas of strength and need.
12. Placement refers to where the student’s education is to occur.
13. Teachers have the right to request and receive training to better serve the student appropriately
14. A teacher should not be considered an advocate for all children placed in their classroom.
15. Mediation as a means of resolving conflict is required by IDEA and is to be paid for by the parent.
16. Annual goals are descriptions of the steps to take to help a student reach their potential during the academic
year.
17. The IEP must include a statement justifying the placement decision of the multidisciplinary team.
18. Transition plans are required components of IEPs for all students receiving special education services.
19. A typical duration of special education services as outlined in an IEP is a maximum of one year.
20. Special education refers to instructional and support services students may need.
Short Answer
1. Explain the role of the general education teacher in the RtI process.
2. What is the primary role of the special education teacher when a student with disabilities is placed in the
general education classroom?
3. Explain what information would be provided by the school psychologist during an IEP meeting.
4. How does the role of the social worker contribute to meeting the needs of the student with disabilities?
5. Administrators in your school play a key role in the success of providing educational services to all
students. Describe their primary role in accomplishing this goal.
6. Explain what would be included in ‘present level of functioning’ in the IEP.
7. Explain what would be included in ‘duration of services’ in the IEP.
8. Explain what would be included in ‘strategies for evaluation’ in the IEP.
9. What is the importance of the ‘transition plan’?
10. The IEP team has determined a behavior plan is needed for a particular student. Explain why the team
would decide to add this component.
11. A special needs student has been placed in the regular education classroom. How will their instruction be
delivered?
12. Resource rooms are utilized for what purpose?
13. What criteria would be used to determine if a student receives instruction in a separate classroom for a
significant part of their day?
14. Provide one example of when a student might be placed in a residential facility.
15. Describe the role of the school counselor.
16. Describe one responsibility you might assign to a paraprofessional working in your classroom.
17. Explain one aspect of ‘persons-centered planning.’
18. Explain one strategy for working with parents as your ‘partner.’
19. Describe one example of how ‘Tier 2’ would be implemented for a student having difficulty reading.
20. IDEA stipulates procedural safeguards to ensure parent’s rights. Describe the guideline provided regarding
parent access to inspect educational records.
Essay
1. As the general education teacher, you suspect a student in your classroom may have a disability that may
qualify him/her for special education services. Prior to referral to the special education department, what
are your professional responsibilities?
2. Identify the 5 major questions you should ask yourself when analyzing the unmet needs of a student.
Provide a brief explanation of each question in your response.
3. Many ‘simple interventions’ can be made by the classroom teacher. Explain three changes you could make
to address a student’s unmet needs.
4. IDEA has identified a variety of ‘implementation responsibilities’ for the general education teacher.
Explain three responsibilities discussed in your textbook.
5. Compare and contrast ‘Intervention Assistant Team’ and ‘Response to Intervention.’
6. Explain the role of the ‘consulting teacher’ and ‘inclusion facilitator.’
7. Explain ‘Due Process’, including the parent’s rights, safe guards, steps that should occur prior to due
process and timeline.
8. What is the first strategy for monitoring special services and how is this accomplished?
9. Explain the second monitoring procedure required by law for a student with an IEP.
10. Two essential components of the IEP are ‘Annual Goals’ and ‘Short Term Objectives.’ Explain what
information should be included in each section.
Chapter 2
Multiple Choice
True/False
Short Answer
Essay