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Chapter 2: Disability and Cultural Justice
Multiple Choice
1. Customary beliefs, social forms, and material traits of a racial, religious, or social group; and the
characteristic features of everyday existence shared by people in a place and time is which of the
following?
A. Microculture
B. Culture
C. Cultural responsiveness
D. Ethnicity
2. Race/ethnicity, language, income, religion, disability, gender, sexual orientation, age, and geography
are which of the following?
A. Microcultures
B. Cultures
C. Considerations of cultural responsiveness
D. Macrocultures
3. Which of the following terms refers to the “customary beliefs, social forms, and material traits
of a racial, religious, or social group; also, the characteristic features of everyday
existence…shared by people in a place and time?”
A. Culture
B. Macroculture
C. Microculture
D. Ethnicity
4. Which type of discrimination refers to the practice of never granting individuals with
disabilities access to public education?
A. Inclusion
B. “Functional” exclusion
C. “Purposeful” exclusion
D. “Pure” exclusion
5. Which type of discrimination refers to the granting of educational access to individuals with
disabilities, but not conferring any benefit for the students once they had access to school?
A. Inclusion
B. “Functional” exclusion
C. “Purposeful” exclusion
D. “Pure” exclusion
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6. The disability rights movement in special education began primarily with the efforts of:
A. the Council for Exceptional Children
B. advocacy lawyers
C. parents of children and adults with disabilities
D. public school officials
7. Which of the following ordered schools to desegregate by race with all due deliberate speed?
A. Brown v. Board of Education
B. Larry P. v. Riles
C. Diana v. Board of Education
D. PASE v. Hannon
8. Which two court cases are most credited with prompting Congress to write IDEA (then called
the Education for All Handicapped Students Act)?
A. Mills v. Board of Education and Diana v. Board of Education
B. Brown v. Board of Education and Mills v. Board of Education
C. PARC v. Commonwealth of Pennsylvania and Brown v. Board of Education
D. PARC v. Commonwealth of Pennsylvania and Mills v. Board of Education
9. In 1990, the Education for All Handicapped Students Act was renamed the:
A. PL 94-142
B. Individuals with Differences Education Act
C. Individuals with Disabilities Education Act
D. Rehabilitation Act
10. The most recent revision of IDEA was in:
A. 1990
B. 1997
C. 1975
D. 2004
11. The phrase, “individuals with disabilities,” is an example of:
A. Person-first language
B. Identity-first language
C. Culturally biased language
D. Inappropriate labeling
12. The phrase, “disabled adults,” is an example of:
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A. Person-first language
B. Identity-first language
C. Culturally biased language
D. Inappropriate labeling
13. Based on 2013-2014 data, the national rate for students with disabilities receiving a diploma
is:
A. 66%
B. 50%
C. 19%
D. 93%
14. The disability groups with the highest graduation rates (82%) are students with:
A. Intellectual disability and emotional disturbance
B. Emotional disturbance and visual impairments
C. Visual impairments and hearing impairments
D. Visual impairments and speech or language impairments
15. The disability group with the lowest graduation rate (42%) is students with a(n):
A. Intellectual disability
B. Emotional disturbance
C. Visual impairment
D. Hearing impairment
16. Which of the following is NOT a factor leading to drop-out among students with disabilities
relative to students who do not have disabilities?
A. Students with disabilities often struggle with school motivation.
B. Students with disabilities are retained in grades more often.
C. Students with disabilities have lower than average grades.
D. Students with disabilities are disciplined more often by suspensions and expulsions.
17. Students who have been expelled are ________ times more likely to subsequently drop out.
A. 10
B. 2
C. 3
D. 4
18. Adults without disabilities have an employment rate over ________ that of adults with
disabilities.
A. half
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B. twice
C. three times
D. four times
19. ________ represents our attitudes on a conscious level that we readily express and
consistently apply when we are with people who do or do not share our cultural identity.
A. Implicit bias
B. Explicit bias
C. Cultural bias
D. Discriminatory bias
20. ________ operates on an unconscious level and influences our attitudes about other people,
but we are not even aware of our bias.
A. Implicit bias
B. Explicit bias
C. Cultural bias
D. Discriminatory bias
21. Which of the following terms describes how disability, race, and other microcultures
intersect with each other.
A. Explicit bias
B. Implicit bias
C. Intersectionality
D. Disproportionality
22. Which of the following terms refers to the overrepresentation or underrepresentation of
students with disabilities who are from various microcultures.
A. Explicit bias
B. Implicit bias
C. Intersectionality
D. Disproportionality
23. What percentage of all children and youth ages 3 to 21, across all states, receive IDEA?
A. 5%
B. 13%
C. 20%
D. 50%
24. Which two racial subgroup classifications are over-represented in special education?
A. American Indian/Alaska Native and Black
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B. American Indian/Alaska Native and White
C. Black and Hispanic
D. Asian and Pacific Islander
25. Approximately ________ of students receiving special education services are male.
A. one-third
B. two-thirds
C. half
D. three-fourths
26. Although students with disabilities make up approximately 13 percent of the public school
population, they receive ________ percent of all restraints or seclusion.
A. 67
B. 50
C. 30
D. 20
27. American Indian/Alaska Native and Black males are restrained or secluded approximately
________ times their population rate.
A. 2.5
B. 2
C. 3
D. 5
28. What types of statements are brief comments by teachers or classmates about the effect of
another person’s behavior on themselves?
A. Belief statements
B. Affective statements
C. Bias statements
D. Advocacy statements
29. A communal and inclusive approach to solving problems that can serve as an alternative to
suspension and expulsion is known as:
A. Response to intervention
B. Positive behavioral interventions and supports
C. In-school suspension
D. Restorative justice
30. This practice uses the experiences, perspectives, family and social networks, strengths, and
needs of diverse students as a resource to ensure learning and positive outcomes.
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A. Culture-centered pedagogy
B. Current and relevant teaching
C. Culturally responsive teaching
D. Restorative justice
Praxis style questions
1. Juanita, a second grader who recently arrived from Mexico with rudimentary English skills,
was referred for a special education assessment after displaying sustained poor academic
performance in the classroom. With permission from her parents, the team began the
assessment process. Juanita’s scores on the intelligence exam (WISC-III) demonstrated an IQ
similar to students with moderate intellectual disabilities. She also performed poorly on the
school’s standard reading, spelling, and writing tests. However, her adaptive and social living
skills were above average. Before the team recommends Juanita for special education, which
principle of IDEA should they be concerned that they may have violated?
A. Nondiscriminatory assessment
B. Free appropriate public education
C. Individualized education
D. Due process
2. This school year you have very culturally diverse students. In order to enhance your self-
awareness of culture, you should do all of the following EXCEPT
A. Examine your cultural values.
B. Talk to each student’s parents.
C. Become aware of your biases.
D. Expect your students to conform to the majority value system.
3. You notice in your culturally diverse classroom that there are some underlying prejudices
among certain students. How can you reduce these prejudices to create a culturally accepting
environment?
A. When you notice prejudice, punish the student.
B. Talk to the parents of the student who is exhibiting prejudice.
C. Teach about the concept of race as a social construct.
D. When you notice prejudice, send that student to the principal’s office.
Short Answer
1. What is the relationship between culture and microcultures?
2. Explain, briefly, why restorative justice approaches are preferred to suspension.
3. Provide an example of intersectionality.
4. Explain one consequence of using labels in special education.
5. Explain how one can enhance self-awareness of one’s own cultural values.
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Essay
1. Describe how theories and approaches to diversity have changed over time.
2. Explain how Brown v. Board of Education impacted students with special needs.
3. What data sources are used to document representation in special education? Summarize the
findings of these sources (not with specific numbers).
4. How do race/ethnicity, language, and poverty intersect to affect classification of students into
special education categories and what term describes how educators need to deal with this
problem?
5. Explain how one becomes a culturally responsive teacher and advocate.
Chapter 2: Disability and Cultural Justice
Multiple Choice
Praxis
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Short Answer:
Essay:
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