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Special Education: Contemporary Perspectives, 5e (Friend) Chapter 1 Understanding Special Education 1.1 Multiple Choice Questions 1) In 2012, the most recent year for which data are available, approximately how many children and youth form birth to 21 years of age received special education services in U.S. schools? A) 2.8 million B) 5.5 million C) 6.7 million D) 10.2 million Answer: C 2) Supports that are NOT directly related to a student's instruction but that are needed so that a student can access instruction are: A) General education. B) Resource services. C) Specialized curriculum. D) Related services. Answer: D 3) Preferential seating, computer access, and a one-on-one teaching assistant are examples of: A) Special Education. B) Free and Appropriate Education. C) Related Services. D) Supplemental Aids and Services. Answer: D 4) Edouard Seguin is known for: A) The idea that children with disabilities were not capable of learning. B) Establishing the first public school class in 1875. C) The idea that students with disabilities could learn if provided a structured learning environment. D) His work with 12-year-old Victor. Answer: C 5) During the late 19th and early 20th centuries, many immigrants to the U.S. were judged to be "feebleminded" because they did not know English or American customs. Because of this, some became victims of laws supporting: A) Eugenics. B) Social conservatism. C) Deportation. D) Compulsory education. Answer: A

6) The 1954 Brown v. Board of Education of Topeka, Kansas, decision resulted in which of the following: A) Separate can be equal. B) Separate cannot be equal. C) Separate classes are needed in extreme situations. D) None of the above. Answer: B 7) Mercer introduced the concept of: A) Stigmatizing effects of labels. B) "The six-hour retarded child." C) Free appropriate education. D) Inclusion. Answer: B 8) Which is considered the "basis for all subsequent special education practice"? A) P.L. 94-142 Education of the Handicapped Act B) Larry P. v. Riles C) P.L. 89-750 Elementary and Secondary Education Act D) Diana v. State Board of Education of California Answer: A 9) Mr. Edwards is a single dad whose son has recently been diagnosed with Tourette's syndrome. He will begin kindergarten in the fall. Mr. Edwards knows that by law his son in entitled to specialized instruction, related services, and supplemental aids and services. Mr. Edwards and his son are guaranteed these rights by which provisions of IDEA? A) Least Restrictive Environment B) Zero Reject C) Nondiscriminatory Evaluation D) Free and Appropriate Education Answer: B 10) Based on the section of IDEA concerning nondiscriminatory evaluation, which statement is TRUE? A) More than one test is used to assess the presence of a disability. B) Any educational professionals can interpret assessment results. C) Assessment occurs in only one academic area. D) Tests are to be administered in English or Spanish. Answer: A

11) As Mrs. Vanstory read over the transcript of one of her new students, Audrey, she was amazed. Audrey had a long and colorful history of medication difficulties and multiple behavioral challenges. Mrs. Vanstory later called her close friend who was also a teacher (at another school) and proceeded to tell her Audrey's history. How did she violate the rights of both Audrey and her family? A) Information about a student must be shared in person, not over the phone or email. B) She didn't have permission from Audrey's parents to access Audrey's file. C) Information regarding a student with a disability may not be shared with anyone who is not directly working with the student. D) Only the administrator and counselor can access students' records. Answer: C 12) IDEA was most recently reauthorized in: A) 1997. B) 1999. C) 2001. D) 2004. Answer: D 13) By far, the most comprehensive legislation protecting the rights of individuals with disabilities, no matter their age, is: A) Americans with Disabilities Act. B) Individuals with Disabilities Education Act. C) Section 504. D) Adult with Disabilities Act. Answer: A 14) Many young children with disabilities who receive services have milder needs related to: A) Hearing impairments. B) Specified learning disabilities. C) Physical disabilities. D) Language development or motor skill development. Answer: D 15) Emily is 2 years old and is significantly behind her playmates in her gross motor skills. Her mother wants her evaluated for disabilities. Which of the following statements is TRUE? A) For children ages birth to 2 years old, special education is not always required by federal law. B) IDEA mandates children birth to 5 years old to receive specialized education services. C) Americans with Disabilities Act mandates children ages birth to 5 years old receive specialized education services. D) Section 504 specifies that children are not eligible for services until the age of three. Answer: A

16) Margaret is a fifth grader at Harrison Middle School. She has been in the AG (academically gifted) program for two years. She was recently identified as LD in math. What services is she legally entitled to? A) She is only eligible for AG services. B) She is only entitled to special education services. C) Since she has dual exceptionalities, she is not eligible for either. D) She is entitled to a combination of enrichment (AG) and special education services. Answer: B 17) What groups of students are NOT specifically included in IDEA? A) Students who are gifted, students with multiple disabilities, and students who are homeless. B) Students who are gifted, students with ADHD, and students who are at risk for school failure. C) Students who are gifted, students with other health impairments, and students who are at-risk. D) Students who live in poverty, students who are born addicted to cocaine, and students with autism. Answer: B 18) Which of the following choices is the most critical issue related to parent participation? A) Lack of interest B) Lack of time C) Lack of money D) Lack of skill Answer: B 19) Using family-centered practices and respecting the uniqueness of the families are examples of: A) Barriers to parent participation. B) Strategies to encourage parent participation. C) Reasons parents choose to participate. D) Benefits of parent participation. Answer: B 20) An educator's role is to: A) Convince families that their child has a disability. B) Help families be realistic about their children. C) Act as a case manager to refer families to a variety of resources. D) Offer assistance to families, regardless of their perceptions of their children. Answer: D 21) The term "inclusion": A) Is specifically featured in the newest reauthorization of IDEA. B) Appears in several places in federal legislation governing the education of students with disabilities. C) Does not appear in federal legislation governing the education of students with disabilities. D) Appears in several places in federal legislation, but not in state legislations. Answer: C 4 Copyright © 2018 Pearson Education, Inc.

22) In this text, inclusion is described as a belief system that focuses on: A) The responsibility to educate all students so that they can reach their potential. B) The setting in which students with special needs receive instruction. C) The social interaction between traditional students and students with special needs. D) Traditional and special education teachers co-teaching. Answer: A 23) Social interaction and skills that are best learned with typical peers are part of the: A) General curriculum. B) Teacher's curriculum. C) Hidden curriculum. D) Implicit curriculum. Answer: D 24) According to the textbook, collaboration never exists as a goal in and of itself; instead, it is: A) An objective to be included in students' IEPs. B) A choice that teachers are not always expected to agree with. C) A loosely structured system for achieving objectives. D) A means for achieving other goals. Answer: D 25) Which statement is TRUE regarding the Elementary and Secondary Education Act? A) Students with disabilities are exempt from achieving the same academic goals as those without disabilities. B) Most students with disabilities are expected to achieve the same academic goals as those without disabilities. C) Only students with low-incidence disabilities are expected to achieve the same academic goals as those without disabilities. D) Only students with high-incidence disabilities are exempt from achieving the same academic goals as those without disabilities. Answer: B 26) Ms. Eddy has been teaching eighth grade for five years. She has learned that planning lessons from the beginning to meet a wide range of diverse learners is the most effective and time efficient way to plan. Ms. Eddy is demonstrating which concept? A) Least restrictive environment B) Differentiated Instruction C) Free and appropriate education D) Universal Design for Learning Answer: D

27) Ms. Manno verbally explains concepts, illustrates those concepts using pictures and demonstrations, and gives students a variety of activities from which to choose to practice those concepts and demonstrate understanding. She is demonstrating: A) Least restrictive environment. B) Differentiated Instruction. C) Free and appropriate education. D) Universal Design for Learning. Answer: B 28) In which technique is a data-based system of increasingly intensive interventions put in place and carefully tracked to see if the need for special education might be avoided? A) Multi-tiered system of support B) Differentiated instruction C) Response to intervention D) Universal design for learning Answer: C 29) Which of the following is a mid-tech example of assistive technology to facilitate learning? A) A grip to help a student hold a pencil B) An audio recorder used during a class lecture C) An electronic communication board D) A computerized remedial reading instructional program Answer: B 30) Marty's dysfunctional behavior is so severe he is no longer able to learn alongside his peers. Which would be the most appropriate intervention to decrease Marty's dysfunctional behavior? A) Negative behavior supports B) Positive behavior supports C) Assistive technology D) Universal design for learning Answer: B 1.2 Praxis Style Questions 1) Joey, a second-grade student in a general education classroom, has been having difficulty in school since kindergarten. He was identified as having learning disabilities and Attention Deficit/Hyperactivity Disorder. His biggest challenges are his lack of progress in learning how to read and staying on-task in the classroom. His teacher has consulted with a special education teacher to try to accommodate Joey in her classroom, but he continues to fall behind his classmates. The teacher, the special education teacher, and Joey's parents have been considering having him spend more time in a resource classroom to receive specialized instruction. This is consistent with which aspect of the principle of least restrictive environment? A) Full inclusion, all the time B) Parent's involvement in due process C) Availability of a continuum of services D) The zero-reject policy Answer: C 6 Copyright © 2018 Pearson Education, Inc.

2) Roberto, who speaks English as a second language, has been having difficulty with reading and writing tasks in his third-grade class. After he is referred for testing, his scores on the WISCIII are significantly subaverage. His family contests the results of the testing. Which of the following principles from IDEA might they cite as inconsistent with the test? A) Zero reject B) Nondiscriminatory assessment C) Parent participation D) Individualized education Answer: B 3) Jessica is a student with learning disabilities who requires more services than those currently being provided in the general education classroom where she is placed. Her parents want her to receive resource room services, but the school currently has no resource teacher. They do have a separate class for students with intellectual disabilities, and are in the process of reassessing Jessica to see if she might qualify for services under a different disability category. Jessica's parents are furious about what appears to be an attempt to fit their daughter into an existing program rather than to design and IEP and make placement decisions based on Jessica's actual needs. Which principle of IDEA enables them to confront the school system with their concerns? A) Parent participation B) Nondiscriminatory assessment C) Free appropriate public education D) Procedural safeguards Answer: D 1.3 Fill in the Blank Questions 1) The author uses the analogy of an ________ to describe the process of standardizing the education of American children in the late 19th and early 20th centuries. Answer: assembly line 2) The 1975 P.L. ________, the Education of the Handicapped Act, is considered the basis for all subsequent special education practice. Answer: 94-142 3) To accomplish zero reject, each state has in place what is called a ________ system, a set of procedures for alerting the public that services are available for students with disabilities. Answer: child find 4) Some students with ADHD may receive special education services when their disorder is significant enough that they are identified as ________. Answer: other health impaired (OHI) 5) ________ refers to the way in which professionals interact with each other and with parents or family members as they work together to educate students with disabilities. Answer: Collaboration

1.4 Short Answer Questions 1) What are three examples of supplementary aids and services? Answer: Discussion should include examples such as access to computer with voice recognition software, preferential seating in the classroom, and one-on-one teaching assistant. 2) How did the passage of federal laws change the way individuals with disabilities are treated? Answer: All children are now guaranteed a public school education; nondiscriminatory evaluation is completed before a child is placed in special education; and parental rights are guaranteed. 3) What is "zero reject"? What are some pros and cons of zero reject in regard to students with disabilities? Answer: The principle of zero reject entitles all students with disabilities to a public education regardless of the nature or severity of their disabilities. Pros and cons will vary. 4) What are three examples of procedural safeguards in IDEA that ensure that any decisions made concerning students with disabilities have parental input? Explain why you believe these safeguards are, or are not, necessary. Answer: For example, parents must give written consent for their children to be assessed to determine if they have a disability. Similarly, parents must be invited to attend any meetings regarding their child, and they must give permission for the child to begin receiving special education. When parents and school personnel disagree on any aspect of special education, specific steps must be followed to attempt to resolve the dispute. Opinions about the necessity of safeguards will vary. 5) What are strengths of children with disabilities, as reported from parent interviews? Include at least four strengths. Answer: Colavita, Luthra, and Perry (2014) analyzed survey responses from 141 parents who described their children's strengths, including: • Positive personality characteristics • Positive social personality characteristics • Cognitive functioning, such as motivation • Coping abilities, such as being cooperative and resilient • Specific skills, such as hobbies

1.5 Essay Questions 1) What court case decision clarified that "separate cannot be equal"? Explain the affect this court case continues to have on the field of special education. Answer: Shortly after the advent of the modern civil rights movement in education, with the 1954 Brown v. Board of Education of Topeka, Kansas decision clarifying that "separate cannot be equal," some professionals began questioning whether separate classes provided students with disabilities with an appropriate education. This led to a series of studies referred to as efficacy studies. They compared the achievement and social adjustment of students with intellectual disabilities who were enrolled in special classes to that of students of similar abilities who remained in general education settings. The studies found that students with intellectual disabilities in general education classes achieved more academically than those in special classes, probably because teachers' expectations of them were higher and because they were learning in the same curriculum as other students. This has had a profound effect on where and how students with disabilities are taught. 2) Compare and contrast IDEA, Section 504, and the American with Disabilities Act of 1990. Answer: IDEA (formerly the Education for All Handicapped Children Act) captured many of the issues that were being addressed in the courts, funded efforts to find children with disabilities who were not in school, and mandated that states follow the law to create full educational opportunities for students with disabilities in order to receive federal funding (which includes zero reject, free appropriate public education, least restrictive environment, nondiscriminatory evaluation, parent and family rights, and procedural safeguards). IDEA is a law that guarantees educational rights, while Section 504 and guarantee the civil rights of children and adults. Section 504 states that "No qualified handicapped person shall, on the basis of handicap, be excluded from participation in, be denied the benefits of, or otherwise be subjected to discrimination under any program or activity which receives or benefits from Federal financial assistance." ADA applies to both public and private sectors, including libraries, state and local governments, restaurants, hotels, theaters, transportation systems, and stores. It directly addresses communication, and ensures that buildings have access ramps and that most have elevators, that buses and trains can accommodate wheelchairs, and that employers may not refuse to hire a new employee because that individual has a disability. 3) What are three groups of students who need special supports but who are NOT eligible for services under IDEA? How does this ineligibility affect the education of these groups of students? Answer: IDEA does not provide for special education for students who are gifted, those with ADHD, or those who are at risk for school failure. Students who are gifted are currently not entitled, by federal legislation, to special education, despite the need for special instruction. ADHD is not, by itself, a disability category. Many students with ADHD receive support through the provisions of Section 504 and some students with ADHD may receive special education services when their disorder is significant enough that they are identified as other health impaired (OHI). At risk students may be homeless, abuse drugs or other substances, live in poverty, or have any of hundreds of other characteristics that can negatively affect their learning. These students need the attention of caring and skillful teachers who can set high expectations, teach in a way that maximizes student potential, and instill in students the love of learning. 9 Copyright © 2018 Pearson Education, Inc.

4) Define inclusion as it is presented in this text. Defend the implementation of inclusive practices to skeptics of this concept. Answer: Inclusion is a belief system or philosophy shared by every member of a school as a learning community—teachers, administrators, other staff members, students, and parents— about their responsibility to educate all students so that they reach their potential. Although the physical location of students in schools and classrooms is one dimension of inclusiveness, inclusion is not about where students sit as much as it is about how adults and classmates welcome all students to access learning and recognize that the diversity of learners in today's schools dictates that no single approach is appropriate for all. Inclusive practices encompass students who are gifted and talented, those who are at risk for failure because of their life circumstances, those with disabilities, and those who are average learners. Likewise, it includes all the teachers and other staff members who work in today's schools. Arguments to defend inclusion will vary. 5) Besides inclusion, describe two critical issues influencing special education today. Answer: Descriptions will come from: (a) prevention of some disabilities through data-based early interventions: In response to intervention, when a teacher raises concern about a student's rate of learning, a data-based system of increasingly intense interventions is put in place and carefully tracked to see if it might be possible to accelerate the student's learning to avoid the need for special education. (b) continued calls for rigor and accountability in programs for students with disabilities and the outcomes achieved: The Elementary and Secondary Education Act calls for all students to be proficient in reading and math, including students with disabilities. Data related to this proficiency requirement are analyzed separately for certain groups of students, including those with disabilities, and schools whose students do not reach this goal may face remedial action. Most students with disabilities are required by law to take the same standardized achievement tests as their peers without disabilities. (c) professional collaboration: Inclusive schools rely on professionals and parents working closely with each other so, collaboration has become a crucial dimension to the planning, delivery, and evaluation of special education and related services. Collaboration refers to the way in which professionals interact with each other and with parents or family members as they work together to educate students with disabilities. It never exists as a goal in and of itself: It is the means for achieving other goals.

Special Education: Contemporary Perspectives, 5e (Friend) Chapter 2 The Personnel and Procedures of Special Education 2.1 Multiple Choice Questions 1) Early childhood special educators generally are expected to: A) Have knowledge primarily about one disability because they tend to be assigned to one type of program. B) Have knowledge primarily about behavioral concerns as those are the most important aspect of early childhood development. C) Have knowledge about a wide range of disabilities. D) Have knowledge about early childhood physical therapy. Answer: C 2) Students who have disabilities and whose first language is NOT English sometimes receive their special education services from a: A) Bilingual teacher. B) Special education teacher. C) Bilingual paraeducator. D) Bilingual special education teacher. Answer: D 3) Bilingual special education teachers generally have expertise in each of the following EXCEPT: A) Special behavior management techniques. B) Knowledge of language proficiency. C) Appropriate assessment tools and techniques. D) Cultural and linguistic diversity. Answer: A 4) Which individuals sometimes conduct lessons for an entire class to resolve issues in peer relationships? A) School psychologist B) Social worker C) School counselor D) Special educator Answer: C 5) A professional who is licensed to administer intelligence tests and other assessments used in determining whether a student is eligible to receive special education services is a: A) School psychologist. B) Social worker. C) School counselor. D) Special educator. Answer: A

6) Which of the following is NOT categorized as an additional service provider? A) Adapted physical educator B) Rehabilitation counselor C) Art therapist D) Audiologist Answer: A 7) Each of the following is a term used to describe educators who work under the direction of a teacher or another school professional to help in the delivery of services EXCEPT: A) Paraeducator. B) Service support professional. C) Paraprofessional. D) Teaching assistant. Answer: B 8) Mrs. Byrd needs assistance. Despite her efforts to use a variety of strategies to assist Donna in math, Donna continues to lag behind her classmates. Donna is becoming increasingly frustrated and often cries during math. Mrs. Byrd decides to ask that Donna's case be reviewed by the: A) Psychology team. B) Multidisciplinary team. C) Intervention assistance team. D) Behavior assistance team. Answer: C 9) An alternative option for addressing serious student learning problems that was approved in the 2004 reauthorization of IDEA is: A) Response to intervention. B) Response to treatment programs. C) Continuous progress monitoring. D) Multi-tiered system of support. Answer: A 10) Tier 1 interventions are most often used with: A) Serious behavior concerns. B) Reading and math problems. C) Social skills problems. D) Emotional problems. Answer: B 11) Tier 2 interventions generally involve: A) Daily one-to-one instruction outside the classroom. B) Extra instruction in reading or math. C) Small-group instruction several times a week. D) Use of research-based approaches for all students. Answer: C

12) Each is a parent right regarding special education eligibility determination EXCEPT: A) To have immediate access to educational records after a formal request. B) To request individual testing. C) To be full members of the team determining services. D) To have their child educated in the LRE. Answer: A 13) Which aspect of assessment refers to the consistency with which a test measures something? A) Reliability B) Validity C) Content validity D) Accuracy Answer: A 14) Each of the following is a decision made by the multidisciplinary team EXCEPT whether: A) The student has a disability. B) The disability adversely affects educational performance. C) The student's needs can be addressed by special education. D) The school has the services needed by the student. Answer: D 15) Mr. Fuentas called Sarah's parents to schedule a meeting to update information on Sarah's learning progress and to set goals for the upcoming year. This type of meeting is called a/an: A) Three-year evaluation. B) Eligibility meeting. C) Intervention assistance. D) Annual review. Answer: D 16) Who are the central members of the IEP team? A) Educators B) Parents C) Administrators D) Students Answer: B 17) "Jenna will increase her decoding and reading comprehension from a first grade level to a second grade level" is an example of a/an: A) Present level of performance. B) Annual goal. C) Short-term objective. D) Benchmark. Answer: B

18) Which IEP component comprises achievement test scores, teacher ratings of student behavior, and scores on specialized assessments? A) Present level of performance B) Annual goal C) Short-term objective D) Benchmark Answer: A 19) Phillip is an eighth grader with intellectual disabilities. He is exempt from the achievement tests required by federal law. This occurred because: A) Phillip's parents signed a waiver stating they did not want him tested. B) Phillip's IEP specifies that alternative assessments are more appropriate. C) Students with intellectual disabilities are automatically exempt. D) Students with disabilities usually are exempt from these tests. Answer: B 20) Mr. Lavella, a special education teacher at Washington High School, notices that three students' re-evaluations are due within the month. He attempts to contact all the students' parents but only two students' parents agree to attend the meetings. The third student's parents refuse to come and ask Mr. Lavella not to contact them again. Which is a TRUE statement? A) The re-evaluation cannot take place without the permission of the parents. B) The re-evaluation cannot take place without the permission and participation of the parents. C) The re-evaluation can occur without the permission of the parents. D) The school is entitled to participate in due process against the parents. Answer: C 21) How a student's progress in meeting goals and objectives will be measured: A) Must be determined by the family. B) Must be provided at the family's request. C) Must be included on the student's IEP. D) Must be included on each report card. Answer: C 22) Tara is an elementary student diagnosed with autism. She is currently in the general education classroom but is having difficulty functioning in this setting. Her family is happy with her placement but the teacher feels a change is needed. Tara's placement can be changed by: A) The student's team with parent permission. B) The student's team without parent permission. C) The student's family. D) The school administrator. Answer: A

23) A student's placement must be reviewed: A) Weekly if necessary. B) At the teacher's request. C) At least monthly. D) At least annually. Answer: D 24) General education, resource, separate class, separate school, residential facilities, home, and hospital are the options for providing educational services to students with disabilities. These options are called: A) Continuum of services. B) Continuum of placements. C) Least restrictive environment. D) Special education services. Answer: B 25) When students receive services outside of the regular classroom between 21 and 60 percent of the day, they are in which setting? A) A separate classroom B) A separate school C) A resource setting D) A general education classroom Answer: C 26) About 0.4% of students with disabilities receive services in which setting? A) Home or hospital B) Residential C) Separate school D) Separate classroom Answer: A 27) An informal way of settling disagreements among professionals and parents regarding the special education services of a child is: A) Mediation. B) Due process. C) Positive communication strategies. D) Collaboration. Answer: C 28) Which of the following is TRUE regarding due process hearings? A) The hearing officer is a judge. B) The hearing officer is not a judge. C) There is no officer present, only lawyers. D) It is an informal attempt to resolve disputes. Answer: B

29) Dominique is a second grader who has Down syndrome. His parents insist that the least restrictive environment for him is the general education classroom. However, because he has frequent violent outbursts due to frustration, the professionals involved feel that a resource setting would be more appropriate until his outbursts are under control. Since an agreement cannot be reached, all parties involved have agreed that an impartial professional must be brought in to help resolve this dispute. This is referred to as: A) Administrative intervention. B) Mediation process. C) Due process. D) Dispute settlement process. Answer: B 30) Each of the following is an issue for effective implementation of RTI EXCEPT: A) It has been shown to be a reliable method for improving instruction of students with learning disabilities. B) General education teachers do not always know how to implement it. C) Special education teachers may not have time to explain it to others. D) It may not be effective with students for whom English is a second language. Answer: A 2.2 Praxis Style Questions 1) Mary is a student with cerebral palsy who has difficulty with fine and gross motor skills. Mary's resource room teacher would most likely contact an occupational therapist for help with which of the following? A) Counseling Mary about applying to college B) Helping Mary to walk with a cane C) Finding a job coach for Mary's after school work D) Teaching Mary how to paint with a brush Answer: D 2) Anthony is a first-grade student who has been struggling in his general education setting. The parents and teacher have discussed their concerns about Anthony's lack of progress and frustration. Using the response to intervention model, what is the likely first step to implement for Anthony? A) The teacher should implement high-quality, research-based interventions and monitor Anthony's progress. B) The teacher should request that Anthony be tested for special education services. C) The parents should have Anthony assessed by his pediatrician. D) The teacher and parents should wait until Anthony gets a bit older before acting on their concerns. Answer: A