Chapter 2 Integration, Inclusion, and Support of Positive
Outcomes
2.1 Multiple-Choice Questions
1) Each of the following is a misconception about people with disabilities EXCEPT
A) Research has established that inclusion is more effective than education in
special classes.
B) Professionals are in agreement about the extent to which technology can and
should be used.
C) Students with disabilities must be included in standardized testing.
D) Considerable disagreement exists about whether early intervention for children
with disabilities should be child directed or more teacher directed.
Praxis: III.E.
CEC: ICC1K1
2) Prereferral teams serve all of the following purposes EXCEPT
A) developing IEPs for all students who need them.
B) reducing the number of referrals to special education.
C) establishing “ownership” of students with disabilities by general educators.
D) recommending strategies for working with children who exhibit academic and
behavioral problems.
Praxis: III.E.
CEC: ICC8K3
3) Response to intervention (RTI) is a prereferral model most often used in determining
whether a child has a specific learning disability. In this model,
A) the teacher’s anecdotal reports of student performance are used to determine a
level of service.
B) the teacher’s instruction is examined to determine its quality and whether it is
research-based.
C) professionals monitor student’s performance on standardized tests at different
levels of support.
D) students usually receive one to two hours of closely monitored support in a
resource room.
Praxis: III.E.
CEC: ICC7K1
4) Response to intervention (RTI)
A) has implications only for those with learning disabilities.
B) is restricted to academic learning.
C) can be applied to social behavior and academic learning.
D) is the same as a prereferral team except that it is limited to students with
learning disabilities.
Praxis: III.E.
CEC: ICC7S13
5) Research on prereferral teams and response to intervention has found that
A) they result in more students being eligible for special education.
B) academic achievement of students who are mainstreamed has increased.
C) although they are popular, little is known about their effectiveness.
D) teachers and administrators are not satisfied with the procedures.
Praxis: III.E.
CEC: ICC7K1
6) Frequent measures that provide information on whether a student is learning as
expected are
A) outcome measures.
B) standardized assessments.
C) progress monitoring assessments.
D) measures of student achievement.
Praxis: III.C.
CEC: ICC8S8
7) Schools must provide an individualized program for each student who requires special
education services. This means that
A) each student must receive instruction on a one-to-one basis.
B) an educational plan must be written for each student.
C) one individual must be responsible for each student’s education.
D) the portion of the program that is individualized must be delivered by a teacher
who is certified in special education.
Praxis: II.A.
CEC: ICC7S2
8) Each of the following components must be included on an individualized education
program (IEP) EXCEPT
A) annual goals.
B) related services to be provided.
C) student’s IQ score.
D) instructional objectives.
Praxis: II.A.
CEC: ICC7S2
9) Which of the following represents the legally correct position of IEP development
within planning of special education services?
A) placement, development of IEP, evaluation
B) development of IEP, evaluation, placement
C) evaluation, development of IEP, placement
D) evaluation, placement, development of IEP
Praxis: II.A.
CEC: ICC8S6
10) Which one of the following best describes an individual family service plan (IFSP)?
A) a supplement to the IEP that specifies services that will be provided to the
family of a student with disabilities
B) a supplement to the IEP that identifies the role of family members in
supporting the school’s program for a student with disabilities
C) a type of IEP created for preschool children with disabilities
D) an extension of the IEP that is used for secondary students who are making the
transition from school to work
Praxis: II.A.
CEC: ICC10S2
11) Each of the following people is typically on an IEP team EXCEPT
A) a parent or guardian.
B) a provider of special education.
C) the child’s general education teacher.
D) a special education lawyer.
Praxis: III.E.
CEC: ICC8S6
12) The concept of transition involves more than just employment. It has a broad
emphasis to include
A) movement from general education to special education.
B) more parental responsibility for meeting transition goals.
C) concern for other adult outcomes such as independent living and community
adjustment.
D) greater emphasis on vocational issues.
Praxis: I.B.
CEC: ICC1K1
13) What was the major accomplishment of IDEA and other federal laws with respect to
transition?
A) They provided funding for postsecondary programs.
B) They extended the age range served by special education to include students
up to age 26.
C) They mandated that school districts pay for postsecondary schooling
(including college tuition) for students under the age of 21 with disabilities.
D) They required schools to integrate transition plans into IEPs for students with
disabilities.
Praxis: II.A
CEC: ICC7S2
14) Educational services and placement for exceptional students depends on
A) student characteristics and community resources.
B) teacher attitudes and student preferences.
C) both student and parental preferences.
D) the category of exceptionality and parental preferences.
Praxis: III.D.
CEC: ICC1K3
15) The special education intervention that requires the least specialized environment is
A) consultation by a special educator.
B) instruction by an itinerant teacher.
C) instruction in a resource room.
D) instruction by a regular classroom teacher.
Praxis: III.D.
CEC: GC1K5
16) Mrs. Cain is a regular third-grade teacher. She teaches most subjects to all of her
students; however, Mrs. Hamilton, a special educator, provides reading and math
instruction to exceptional students in the class. She also teaches organizational and
study skills to all the students. What type of intervention is modeled by these
teachers?
A) co-teaching
B) consultation
C) itinerant services
D) resource services
Praxis: III.B.
CEC: ICC10K1
17) Leslie is enrolled in a regular classroom, but works with a special education
teacher in a special education classroom for an hour a day. What type of special
education services does Leslie receive?
A) She receives itinerant services.
B) She receives resource services.
C) She receives consultation services.
D) She receives diagnostic-prescriptive services.
Praxis: III.B.
CEC: ICC5S3
18) Of the following, the special education intervention that represents the highest level
of specialization is
A) instruction by an itinerant teacher.
B) instruction in a diagnostic-prescriptive center.
C) consultation by a special educator.
D) instruction in a self-contained special education classroom.
Praxis: III.D.
CEC: GC1K5
19) Homebound instruction is most often utilized for students who have
A) a visual impairment.
B) physical disabilities.
C) mental retardation.
D) a hearing impairment.
Praxis: III.D.
CEC: GC1K5
20) Estella has a learning disability. Her primary placement is most likely a
A) self-contained special education class.
B) regular classroom.
C) resource room.
D) special day school.
Praxis: III.D.
CEC: ICC8S6
21) Jasper is a ten-year-old student with mental retardation. If he is placed in the least
restrictive environment, he will receive instruction in
A) a regular classroom for the whole day.
B) a regular classroom with consultation by a special educator.
C) both a regular classroom and a resource room.
D) the setting that best meets his educational needs.
Praxis: III.D.
CEC: ICC8S6
22) Some educators have suggested that the phrase “least restrictive environment” is not
appropriate for describing the placement of students. Which term do they suggest as
more accurate?
A) most enabling environment
B) most specialized environment
C) least isolated environment
D) most dedicated environment
Praxis: III.D.
CEC: ICC1K1
23) Nationwide, what percentage of students with disabilities is educated primarily in
regular classrooms?
A) less than 5
B) nearly 15
C) about 35
D) more than 50
Praxis: III.D.
CEC: ICC8S6
24) Children under the age of six and older teenagers and young adults identified for
special education services more often attend separate schools than do children of
the usual school age for all of the following reasons EXCEPT
A) They tend to have more severe disabilities.
B) School systems often do not have regular classes for preschoolers and young
adults.
C) There are no laws protecting educational rights of people in these age groups.
D) Work-related programs for young adults with disabilities frequently already
exist apart from regular high schools.
Praxis: III.D.
CEC: GC1K5
25) Each of the following is a basic strategy for helping students with disabilities to
participate in the general education classroom EXCEPT
A) homogeneous grouping.
B) accommodations and adaptations.
C) collaborative consultation.
D) curriculum and instruction modifications.
Praxis: III.E.
CEC: ICC10K1
26) In collaborative consultation, the special education teacher
A) teaches students with disabilities in the regular classroom.
B) acts as an expert in providing advice to the regular education teacher.
C) shares daily decisions about programming with the regular education teacher
equally.
D) pulls out students with disabilities for special instruction in a resource room.
Praxis: III.E.
CEC: ICC7K1
27) In co-teaching,
A) students take turns assuming the role of teacher.
B) regular and special educators teach together in the same classroom.
C) regular and special educators provide in-service training for each other.
D) teachers and students take turns assuming the role of teacher.
Praxis: III.B.
CEC: ICC10K1
28) In cooperative learning,
A) students work together in small homogeneous groups to solve problems or
practice responses.
B) students without disabilities tutor those with disabilities in small groups.
C) students with and without disabilities work together in small groups to solve
problems or practice responses.
D) students with disabilities tutor those without disabilities in small groups.
Praxis: III.E.
CEC: ICC10K1
29) For students with disabilities, the objective of partial participation is
A) exposure to activities experienced by all students.
B) opportunity to model social skills and increased vocational training.
C) maximize time on task and enhance self-esteem.
D) mastery of functional academics and improved self-help skills.
Praxis: III.E.
CEC: ICC5S4
30) Bill is a student with low vision. His teacher provides him with a set of large-type
notes at the beginning of each lecture. This is an example of
A) accommodation.
B) adaptation.
C) tiered assignment.
D) partial participation.
Praxis: III.E.
CEC: ICC4S3
31) When teachers provide choices of activities on a single topic that vary in difficulty,
they are using
A) watered-down curriculum.
B) accommodations.
C) partial participation.
D) tiered assignments.
Praxis: III.E.
CEC: ICC4S3
32) According to one point of view, general education and special education teachers
should work together but have distinctive roles. This point of view suggests that
A) general education teachers are content specialists who should be trained by a
special education coach.
B) general education teachers can gradually take the place of special education
teachers.
C) special educators have no more specialized expertise in teaching individualized
curricula than do general educators.
D) the popular co-teaching model of collaboration provides the required kind of
intensive instruction needed by students with disabilities.
Praxis: III.B.
CEC: ICC9S7
33) All teachers must be prepared to work with exceptional students for all of the
following reasons EXCEPT
A) Most exceptional students are in the regular classroom for part of the day.
B) Most teachers have the supports needed to work in the regular classroom with
students of all exceptionalities.
C) Many students who are not identified as being in need of services share
characteristics of those who are.
D) Radical reforms of special education threaten special education as a separate,
identifiable part of education.
Praxis: III.B.
CEC: ICC5K2
34) A student who performs or behaves poorly in school and appears likely to fail or fall short of his or
her potential is
A) at risk.
B) disabled.
C) handicapped.
D) challenged.
Praxis: I.C.
CEC: ICC1K5
35) All teachers should expect to participate in educating students with disabilities.
Which one of the following responsibilities is a regular classroom teacher LEAST
likely to have?
A) evaluating academic abilities
B) managing serious behavior problems
C) participating in writing individualized educational programs
D) collaborating with other professionals
Praxis: III.B.
CEC: ICC5K2
36) Which of the following is an expectation for general education teachers?
A) knowledge of special education law
B) instruction of students with serious learning problems
C) management of serious behavior problems
D) participating in writing individualized education programs
Praxis: III.E.
CEC: ICC5K2
37) Ms. Smith, a second grade teacher, has concerns about Bruce’s progress in math.
Before she makes a referral for special education, she should
A) discuss her concerns with Bruce.
B) administer an intelligence test.
C) discuss her concerns with Bruce’s parents.
D) consult with specialists at a diagnostic-prescriptive center.
Praxis: III.B.
CEC: ICC8K3
38) Before making a referral for special education, a general education classroom teacher
should do all of the following EXCEPT
A) modify or adapt the student’s instructional program.
B) communicate concerns to parents.
C) examine student’s school record.
D) administer diagnostic tests.
Praxis: III.B.
CEC: ICC8K3
39) What makes special education “special” is
A) instruction that it alone uses.
B) the more qualified teachers involved in it.
C) instruction that is altered to meet the needs of exceptional learners.
D) the quantity of services provided.
Praxis: III.E.
CEC: ICC7S1
40) The dimension of instruction that refers to the speed of introducing new concepts is
A) intensity.
B) persistence.
C) pace.
D) structure.
Praxis: III.E.
CEC: ICC7S12
41) Special education teachers must attain special expertise in
A) delivering large-group instruction.
B) using technology.
C) cooperative learning.
D) counseling.
Praxis: III.E.
CEC: ICC7S9
42) The key to improving special education is
A) knowledge of special education law.
B) management of serious behavior problems.
C) exceptional instruction.
D) use of technological advances.
Praxis: III.E.
CEC: ICC7K1
43) The ability to make personal choices and regulate one’s own life is known as
A) self-concept.
B) self-awareness.
C) self-control.
D) self-determination.
Praxis: II.B.
CEC: ICC3K2
44) All of the following statements about self-determination are true EXCEPT
A) Services to people with disabilities should be based upon their dreams and
interests.
B) Other people, such as psychologists, physicians, and teachers should make
important decisions for people with disabilities.
C) Self-determination is learned and can be taught.
D) It may be facilitated by person-centered planning.
Praxis: II.B.
CEC: ICC3K2
45) Considering the needs of all potential users, including those with disabilities, when
developing a technology is referred to as
A) inclusive technology.
B) universal design.
C) universal planning.
D) inclusive design.
Praxis: III.E.
CEC: ICC7S9
46) Each of the following is an issue/controversy concerning universal design or the use
of technology for people with disabilities EXCEPT
A) deciding when the limits of universal design have been reached.
B) deciding when the use of technology is in a person’s best interest.
C) unnecessary cost associated with having to consider the relatively small
population of people with disabilities when designing technology.
D) the potential for dependence on technology at the cost of learning to do
something independent of technology.
Praxis: III.E.
CEC: ICC7S9
47) Which statement about the standards-based reform movement is TRUE?
A) There are fully funded, Federal programs that provide enriched learning
experiences for all students.
B) The curriculum for students with disabilities often has been different from the
curriculum in general education.
C) IDEA requires inclusion of all students with disabilities in national
assessments of educational progress.
D) Extracurricular programs that are being eliminated tend to be those that
students with disabilities are typically excluded from or fail at anyway.
Praxis: III.E.
CEC: ICC8K2
48) Assessments that compare a student’s performance with that of other students are
A) outcome measures.
B) standardized assessments.
C) progress monitoring assessments.
D) measures of student achievement.
Praxis: III.C.
CEC: ICC8S8
49) Accommodations for evaluation procedures of students with disabilities might
include all of the following EXCEPT
A) altering the time given for responding.
B) changing the setting in which assessment is done.
C) providing verbal prompts to the student during testing.
D) using an alternative format for presentation of tasks or the type of response
allowed.
Praxis: III.C.
CEC: ICC8K5
50) According to the authors, standardized tests
A) have no place in special education.
B) should be used to compare students with disabilities who receive special
education to those who do not.
C) can be used effectively to compare students with disabilities to those without
disabilities.
D) are useful for making instructional decisions.
Praxis: III.E.
CEC: ICC8K4
2.2 True/False Questions
1) Research evidence suggests that response to intervention is more effective than
prereferral teams at reducing the number of students referred for special education.
Praxis: III.E.
CEC: CC1K1
2) The individualized education program (IEP) is not required to be a written statement;
however, the parents must agree to the teacher’s plans before the student is enrolled.
Praxis: II.A.
CEC: ICC7K1
3) According to the textbook authors, the least restrictive environment (LRE) is not always
the regular classroom.
Praxis: III.D.
CEC: ICC1K1
4) Most students with disabilities spend the majority of their school day in special
education, self-contained classrooms.
Praxis: III.D.
CEC: ICC8S6
5) Partial participation refers to the practice of having students with disabilities integrated
for part of the school day and in a special class for the remainder of the day.
Praxis: III.E.
CEC: ICC10K1
6) Public school systems must make extensive efforts to screen and identify all children and
youths of school age who have disabilities.
Praxis: II.A.
CEC: ICC8K3
7) Supporters of “standards–based” reforms feel that teachers have expected too much of all
students.
Praxis: II.B.
CEC: ICC8K2
8) Students with disabilities are not excluded from participation in standardized assessment
procedures.
Praxis: II.A.
CEC: ICC8K2
9) Virtually all early childhood educators agree that young children with disabilities and
those considered “at risk” should be in inclusive programs.
Praxis: III.D.
CEC: ICC1K1
10) Schools are not required to provide employment-related services to students with
disabilities.
Praxis: II.A.
CEC: ICC1K4
2.3 Short Answer Questions
1) Describe the relationship between prereferral teams and response to intervention.
Praxis: III.C.
CEC: ICC8K3
2) Describe the Multi-tiered Model for Identification and explain why it is used.
Praxis: III.C.
CEC: ICC8K3
3) Indicate the purpose of an individualized education program (IEP) and explain why
it is not appropriate to make a placement decision for a student before an IEP has
been written for that student. Provide an example to clarify your explanation.
Praxis: II.A.
CEC: ICC8S6
4) Discuss the effect of recent legislation on (a) early intervention and (b) transition.
Praxis: II.A.
CEC: ICC8S6
5) What does the term “least restrictive environment” mean when applied to education
for exceptional children? Provide an example to support your explanation.
Praxis: III.D.
CEC: ICC8S6
6) Describe three practices that contribute to the integration of students with disabilities
into the regular classroom and comment on research support for each choice.
Skill: Comprehension
CEC: ICC4S1
7) Discuss the controversy surrounding the relationship between special and general
education and describe one reason behind reform proposals.
Praxis: III.B.
CEC: ICC1K1
8) Compare and contrast the roles of special educators and general educators.
Praxis: III.B.
CEC: ICC1K1
9) Describe the relationship between the concept of universal design for learning (UDL)
and the pros and cons of using available technology in an effort to allow people with
disabilities to function more like those without disabilities.
Praxis: III.E.
CEC: ICC7S9
10) Discuss the rationale for “standards–based” reforms and describe two problems with
how special education fits into this movement.
Praxis: III.C.
CEC: ICC7K1
Chapter 2 Current Practices for Meeting the Needs of Exceptional
Learners
2.1 Multiple Choice Questions
2.4 True/False Questions
1. False
2.5 Short Answer Questions
