33. Instruction can be adapted to meet interindividual or intraindividual differences by making modifications to
a. curriculum content, consensus, and adjustment services.
b. curriculum content, teaching strategies, and the learning environment.
c. the learning environment, adjustment services, and life skills.
d. life skills, curriculum content, and adjustment services.
34. Individualized Education Programs (IEPs) are
a. required for all students.
b. required for every student with a disability who is receiving special education services.
c. not required but can be used for special education students if the district chooses.
d. required only for special education services that take place outside the regular classroom.
35. An Individualized Education Plan (IEP) should include
a. requirements for out-of-school testing.
b. long-term goals and short-term objectives.
c. all the goals that the parents request.
d. all Tier I activities that occurred before the student was identified.
36. What are the five major components of the IEP required by law? Briefly describe the purpose of each.
37. A child‘s must describe the child’s current performance and goals for the school year, the
particular special education services to be delivered, and the procedures by which outcomes are evaluated.
38. The IEP is primarily written by
a. the parent(s).
b. the special educator.
c. the principal or administrator of the school the child is attending.
d. the IEP team writes the IEP together.
39. Which of the following is a true statement about the IEP?
a. The IEP does not address long-term goals for the student.
b. The IEP is used in exactly the same format in all school districts.
c. Teachers are not required to have IEPs for all children classified as exceptional.
d. The IEP addresses all areas of education that are affected by a student’s exceptionality.
40. Transition services, as required by the student’s IEP, are programs that help exceptional students
a. move from school placements to life in the community.
b. arrange for tutoring when needed.
c. move from preschool placements to elementary education placements.
d. move from a resource room back into a regular education classroom.
41. Which of the following must be included in a student’s individualized education program?
a. A description of the child’s family
b. The cost of the specific intervention
c. Activities for the siblings to interact with the child with disabilities
d. The program’s long–term objectives
42. A Behavior Intervention Plan (BIP) for the student who has been excluded for more than 10 days for disciplinary
reasons does NOT include which of the following?
a. A functional behavior assessment
b. Positive behavior intervention and strategies to allow the student back into the academic community
c. A clear statement of all targeted behavior
d. Academic penalties for further behavioral issues
43. The term inclusion refers to
a. educating students with disabilities together with same–age peers in the general classroom.
b. providing services in a setting that is as close to normal as possible.
c. providing transition services for community-based goals.
d. educating students with disabilities together with same-functioning level peers in the special education
classroom.
44. The placement option for students with disabilities that has experienced the biggest increase in recent decades is
a. the resource room.
b. the general education classroom.
c. the separate special education classroom.
d. the residential school.
45. The process of bringing all, or most, children with exceptionalities into the general classroom for their education is
called
a. acceptance.
b. IPM.
c. inclusion.
d. RTI.
46. Supporters of
classroom.
a. the regular education initiative
b. the full–inclusion movement
c. No Child Left Behind
d. cooperative learning
call for the elimination of special education services outside the regular
47. The Information Processing Model can be used to identify
a. specific IEP regulations regarding children with autism.
b. which tier of the RtI model that is required.
c. specific areas that need educational attention.
d. the special education referral process.
48. Discuss how the RtI model may have the potential for more appropriate placement and planning for students
experiencing difficulty in regular education, especially students from diverse cultural backgrounds.
49. The primary reason for going through the process of identification and diagnosis is to
a. learn more about the child’s personality.
b. learn more about the child’s family.
c. place the child in an environment that best meets his or her needs.
d. place the child in an environment in which learning objectives are used.
50. The hypothesized decision-making element that controls reception, central processing, and expression is
a. executive function.
b. sensory integration.
c. high-stakes function.
d. Universal Design for Learning.
51. Dana is not mastering certain aspects of the school curriculum. Which of the following types of tests is designed to
help Dana’s teacher determine why she is having problems with certain academic skills?
a. Achievement tests
b. Diagnostic achievement tests
c. Intelligence tests
d. Personality tests
52. Most special education students are initially identified through which of the following?
a. Academic failure
b. Intelligence tests
c. Tests of perceptual–motor abilities
d. Hearing tests
53. What are the benefits and challenges to the co-teaching approach?
54. Which of the following statements about the Common Core State Standards (CCSS) is NOT true?
a. CCSS provide clear expectations for how students with exceptionalities can be helped to reach educational
goals.
b. CCSS outline what all K-12 students are expected to know and do at each grade level.
c. Standardized tests based on the CCSS are currently in development and will be implemented soon.
d. CCSS do not provide specific guidance on how particular knowledge or skills should be taught.
55. The Common Core State Standards were developed specifically to meet the needs of students with exceptionalities.
a. True
b. False
56. What is Universal Design for Learning (UDL)? Describe the three key components of UDL.
57. Assistive technology
a. gives every student with an IEP a computer.
b. evaluates a student with a disability without assessor bias.
c. consists of tools that enhance the functioning of people with special disabilities.
d. aides screening, classification, and placement.
58. Which of the following is an example of assistive technology?
a. A DVD
b. A braille reader
c. The internet
d. A USB device
59. ________________ _ is designed to deliver instruction and content effectively to students with exceptionalities.
60. Which of the following is true regarding students from culturally or linguistically diverse backgrounds?
a. Students from culturally or linguistically diverse backgrounds are more likely to have exceptionalities.
b. Potential biases in tests may inaccurately reflect the ability of culturally or linguistically diverse students.
c. The RtI model is the only intervention needed for students from culturally or linguistically diverse
backgrounds.
d. Students must be proficient in English before they can be included in special education programs.
61. is a measurement of the applications of knowledge.
a. Authentic assessment
b. Real-life assessment
c. Performance assessment
d. Accountability assessment
62. is a measure of the applications of knowledge, whereas ________________ _ involves the
typical classroom performance of the student.
63. Authentic assessments measure
a. the applications of knowledge.
b. the student’s performance on a contrived task.
c. typical classroom performance.
d. academic achievement as compared to other students of the same age and grade.
64. Which service must include instruction, community experience, development of employment, and other post school,
adult-living objectives?
a. Respite care services
b. Assessment services
c. Ecological services
d. Transition services