1. The idea of educating every child to achieve his or her greatest potential is a relatively recent one.
a. True
b. False
2. Which of the following was NOT a cause leading to federal intervention in the education of children with
exceptionalities?
a. Increased services for children with exceptionalities caused a personnel shortage.
b. There were discrepancies in what states offered educationally to children with exceptionalities.
c. The field of special education was not clearly defined.
d. States were spending too much time and money on the education of children with exceptionalities.
3. According to the authors of your text, the influence of the school on how exceptional children adjust to life
a. is greater than the influence of their homes and families.
b. is not a major factor.
c. is one of many important environmental influences, including home and family.
d. can be measured using standardized tests.
4. It is considered a violation of federal law for an educator to ignore federal regulations regarding the education of
children with exceptionalities.
a. True
b. False
5. Which of the following was a barrier to the creation of federal legislation regarding the education of children with
exceptionalities?
a. Parents groups were more interested in lobbying individual states for change instead of forming a national
coalition.
b. A strong federal role in education violated the American tradition of making education the responsibility of
states.
c. There was no scientific recognition of the role of educational intervention in the education of exceptional
children.
d. Educators disliked the idea of legal regulation of their teaching and distrusted any federal intervention.
6. Which of the following is NOT a right given to parents by Public Law-94-142?
a. They may access their child’s educational records.
b. They can participate in the development of the IEP.
c. They can request a due process hearing.
d. They can control the teacher and school their child is assigned.
7. The set of procedures specified in Public Law 94–142 that allow parents to call a hearing when they do not agree
with the school’s plan for their child, retain an examiner outside the school system, or to take other actions is called
a. due process.
b. the least restrictive environment.
c. parental participation.
d. zero reject.
8. The concept of zero reject means that
a. school districts have the option to refuse services if they currently do not offer those services.
b. schools can decide to reject students who need services if the cost is considered too high.
c. schools are obligated to provide a free and appropriate public education to all students.
d. schools can decide whether they want to provide services to an exceptional student.
9. Which of the following is characteristic of nondiscriminatory evaluation as defined by the Education for All
Handicapped Children Act?
a. The student must be evaluated with a group of students from the same cultural background.
b. The student must be reevaluated every month.
c. The student must be examined by a person from the same culture.
d. Evaluation must take place with tests appropriate to the student‘s cultural and linguistic background.
10. The term least restrictive environment refers to
a. serving all students with disabilities in the regular classroom.
b. assessing children within their home environment.
c. focusing special education services on community-based goals.
d. providing services in a setting that is as close to normal as possible.
11. One of the innovations produced by the Education for All Handicapped Children Act (PL 94–142) is the requirement
that every child with a disability
a. receive speech therapy.
b. receive physical therapy.
c. have an individual tutor.
d. have an individualized education program.
12. Public Law 99–457 extended the benefits of Public Law 94–142 to
a. preschool children.
b. children with severe and profound disabilities.
c. children with autism.
d. children with physical disabilities.
13. IDEA 2004 requires transition services, which include support for
a. postsecondary education, independent living, and vocational training.
b. preschool education, daycare, and job training.
c. independent living only.
d. the challenge of caring for aging parents.
14. Which piece of federal legislation provides access to services for children who may not be judged eligible for
services under IDEA 2004?
a. No Child Left Behind
b. Education for All Handicapped Children Act
c. Section 504 of the Rehabilitation Act
d. American Recovery and Reinvestment Act
15. How has legislation supported the belief that all children, whatever their circumstances, deserve an education?
16. PL 107-110, No Child Left Behind, sets
a. the standards for all special education students.
b. unrealistic expectations for some students with disabilities.
c. the standards of 75 percent proficiency on the part of students and schools.
d. the short-term objectives on the student’s IEP.
17. Why is No Child Left Behind problematic for many students with exceptionalities? How is it potentially at odds with
the goals of IDEA 2004?
18. The American Recovery and Reinvestment Act provided one-time funds for which of the following special
education areas?
a. Gifted services
b. Early intervention services
c. Services for high school students with ADHD
d. Legal services for IEP mediation
19. Research and demonstration projects that focus on the needs of students with special gifts and talents is supported
through
a. the Javits Act.
b. the Education for All Handicapped Children Act.
c. the Individuals with Disabilities Education Act.
d. local school divisions.
20. Board of Education v. Rowley (1982) is significant because it was the first case to suggest
a. children with exceptionalities have a right to a FAPE.
b. parents must be involved in IEP meetings.
c. the federal government must provide funding for special programs to meet the needs of exceptional children.
d. there is a limit to the resources that children with exceptionalities can expect.
21. The late 1990s saw an increase in the number of court cases regarding services for students with
a. IDD.
b. emotional disabilities.
c. minority students.
d. autism.
22. Pennsylvania Association for Retarded Citizens (PARC) v. Commonwealth of Pennsylvania (1972) ruled that
a. children with Intellectual and Developmental Disabilities have a right to a free and appropriate education.
b. all students with disabilities should be educated in general education classrooms.
c. school systems could not serve minority children in separate facilities.
d. children with severe hearing impairments have the right to an interpreter in general education classrooms.
23. The courts have been consistent in their rulings confirming that inclusion should be the ultimate goal of special
education programs.
a. True
b. False
24. Courts have strongly endorsed that parents play a key role in the FAPE their child with exceptionalities receives.
a. True
b. False
25. What role have courts played in the implementation of special education programs? Why are courts uniquely suited
for this role?
26. The recent focus on accountability in schools has clarified whether schools should focus on providing students with
exceptionalities access to the general curriculum or specialized education programs.
a. True
b. False
27. Examining whether educators have done what they said they would do for their students is an example of
a. supervisory need.
b. a trend toward accountability.
c. a trend toward standards based curricula.
d. unintended consequences.
28. What are the two major ways the needs of students with exceptionalities can be met within the framework of the
school? Briefly describe each.
29. Describe how the 5 key elements outlined by McNulty and Goeckler (2011) help schools meet the needs of all
students.
30. Raymond is a second grader having some difficulties in school with both academics and behavior. Raymond’s
parents and teachers are concerned about his progress. Describe the steps Raymond’s school should take to
address his (potential) special needs.
31. Which of the following is NOT a recent trend in education?
a. Response to Intervention
b. Tracking
c. Cooperative learning
d. Accountability
32. Before a referral for special education services, a(n)
cope with the child‘s behavior.
a. ad hoc
b. evaluation
c. progress
d. prereferral
committee may be used to find ways to