CramX Logo
RegisterLog in
Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition - Document preview page 1

Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition - Page 1

Document preview content for Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition

Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition

Prepare for your test like a pro with Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition, packed with high-quality practice questions and solutions.

Christopher Lee
Contributor
4.8
0
12 months ago
Preview (16 of 126 Pages)
100%
Log in to unlock
Page 1 of 16
Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition - Page 1 preview imageTest BankforIncluding Students with SpecialNeeds:A Practical Guide for Classroom TeachersEighthEditionMarilyn Friend, PhDUniversity of North Carolina at GreensboroWilliamD.Bursuck, PhDUniversity of North CarolinaatGreensboroPrepared byRaye Lakey,MEdLakey Associates
Page 2 of 16
Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition - Page 2 preview image
Page 3 of 16
Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition - Page 3 preview imageivTable of ContentsChapter 1The Foundation for Educating Students with Special Needs1Chapter 2Special Education Procedures and Services7Chapter 3Building PartnershipsthroughCollaboration13Chapter 4Assessing Student Needs18Chapter 5Planning Instruction by Analyzing ClassroomandStudent Needs23Chapter 6Students with Low-Incidence Disabilities29Chapter 7Students with High-Incidence Disabilities35Chapter 8Students with Special Needs Other Than Disabilities42Chapter 9Adjusting Instruction49Chapter 10Strategies for Independent Learning55Chapter 11Evaluating Student Learning62Chapter 12Responding to Student Behavior68Answer Key75
Page 4 of 16
Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition - Page 4 preview image1Chapter 1:The Foundation for Educating Students with Special Needs1.1Multiple Choice Questions1) Dee has speech therapy three days a week at school. What component of special educationprovides speech and language therapy and occupational therapy?A)Supplementary servicesB)Supplementary aidsC)Related servicesD)Specially designed instruction (SDI)2) When Carlos was in the second grade, he was identified as a student with a disability. Hebegan receiving special education services, includingaccommodationsfor math. Which of thefollowing procedures describes an accommodation he might have received?A)Working the same math as the other students in class, but not taking standardized testsB)Working on reading during math and eliminating math lessonsC)Learning first-grade level math when the rest of the class is learning third-grade mathD)Working only odd-numbered problems on the same math worksheet the class is doing3) According to IDEA (Individuals with Disabilities Education Act), students with disabilitiesshould be educated in a setting as similar as possible to that for students without disabilities,onein which they can succeed with the provision of appropriate supports. This principle of IDEA isknown as which of the following?A)Individualized educationB)Due processC)Least restrictive environmentD)Related services4) One core principle of IDEA (Individuals with Disabilities Education Act) states that studentswith disabilities are entitled to "free appropriate public education (FAPE). This right includes thefollowing specifications EXCEPT:A)Special education services as needed at a cost to parentsB)Specialized materials and technology as neededC)Attendance at public schoolsD)Educational services designed to address their specific needs5) Provisions of IDEA include which of the following?A)Exemption from the school's standardized assessment programB)Discipline strategies described in the student's IEPC)Paraprofessionals as teachers rather than general education teachersD)Transition services at any age the student prefers6) The famous court case of Brown v. Board of Education, 1954, influenced thinking aboutdiscrimination against any group of people, including individuals with disabilities. Whateducational change was introduced as a direct result of the court decision in this case?A)Integration of diverse student groups in public schools
Page 5 of 16
Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition - Page 5 preview image2B)Inclusion of studentswith disabilities in public schoolsC)Exclusion of students with severe disabilities in public schoolsD)Establishment of special education classes in public schools7) Court cases have been instrumental in shaping special education, clarifying the rights ofstudents with disabilities and the responsibilities of schools. Legal decisions from precedent-setting cases include all of the following EXCEPT:A)Teachers can be held liable for lack of good-faith effort to provide requiredaccommodationsB)IQ tests can be used to determine whether African American students have intellectualdisabilitiesC)Schools must educate students so they have ambitious goals and make meaningfuleducational progressD)The burden of proof is on parents if they file suit in disagreement abouttheir child's IEP8) What civil rights legislation protects individuals with disabilities from discrimination andensures access to transportation, buildings, and public places?A)Every Student Succeeds ActB)Elementary and Secondary Education ActC)Americans with Disabilities ActD)No Child Left Behind9) The goal of Every Student Succeeds Act (ESSA) is to ensure that all students have equalaccess to high quality education. ESSA mandates which of the following?A)Students living in poverty should be held to loweracademic standards than studentsliving in affluence.B)Students with disabilities should make academic achievements at a level comparable tothat of most students.C)Students receiving lower quality education should not be held accountable for the sameacademic progress as students receiving higher quality education.D)States must assess all students (including students with disabilities) in science on anannual basis.10) All of the following themes characterize contemporary special education EXCEPT:A)Excluding students with intellectual disabilities from the general education curriculumB)Taking steps to prevent the need for special educationC)Using effective practices that are grounded in researchD)Holding students with disabilities to the same high expectations for progress as otherstudents11) Riley is struggling with first grade reading, and Mr. Wells needs to determine whether shehas a learning disability and qualifies for special education. Which of the following procedures ishe most likely to useto make the determination in this case?A)Positive behavior supportsB)Multi-tiered system of supportC)IQ testing
Page 6 of 16
Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition - Page 6 preview image3D)Response to intervention12) Colter, a student in Ms. Sanders' second grade class, exhibits behaviors that disrupt learningfor all students in the class. Which of the following strategies is Ms. Sanders most likely to use todetermine whether Colter needs special services?A)Curriculum modificationsB)Curriculum accommodationsC)Peer tutoringD)Positive behavior supports13) Students in which group are two times as likely to be identified as having behavioral oremotional disabilities (resulting in disproportionate representation)?A)Female studentsB)Hispanic American studentsC)Asian American studentsD)African American students14) Professional accountabilityincludes all of the following responsibilities EXCEPT:A)School accountability for academic improvement of students with disabilitiesB)Teacher accountability for achievement gains of students without disabilitiesC)School accountability for maintainingpositive neighborhood environmentsD)Teacher accountability for achievement gains of students with disabilities and specialneeds15) Mr. Tam has two students in his class who have learning disabilities, and he is consideringapproaches that will be effective for them and all other students in the class. Which of thefollowing approaches is recommended?A)Practices based on traditionB)Practices based on teacher preference and skillC)Practices that have become popular among students with disabilitiesD)Practices that are evidence-based16) Consider how inclusion compares with mainstreaming of students with disabilities. Which ofthe following settings applies to inclusion?A)Physical, social, and instructional integration with nondisabled peersB)Elimination of specialeducation classesC)Integration with nondisabled peers when extra support is not requiredD)Part-time special education and part-time least restrictive environment (LRE)17) Inclusive practices have a quantifiable impact on the outcomes of students withdisabilities.Based on feedback, parents perceive what benefit to be most important?A)Modified curriculum that reduces their child's accountabilityB)Response to intervention (RtI) practices to prevent the need for special educationC)Collaborative decision making about their child's educationD)Evidence-based practices that compensate for their child's disability
Page 7 of 16
Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition - Page 7 preview image418) How many categories of exceptionality are prescribed by federal special education law(IDEA)?A)7B)10C)13D)1819) Among the categories of disabilityspecified in IDEA, what disability is most common?A)Speech or language impairmentB)Learning disabilityC)Intellectual disabilityD)Autism20) Among the following children, which one has the disability of lowest incidence?A)Carlie has an emotional disturbance.B)Erica has a disease specified as "other health impairment" (OHI).C)Ben has an orthopedic impairment.D)Sofia has an intellectual disability.21) What federal law, if any, addresses the needs of students who are gifted or talented?A)No lawB)IDEAC)Section 504D)ESSA22) McKenzie has been identified as having attention deficit-hyperactivity disorder (ADHD).What law, if any, protects her and addresses her educational needs?A)No lawB)ADAC)ESSAD)Section 50423) Students whose primary language is not English, i.e., Englishlearners (ELs) or limitedEnglish proficiency (LEP), are sometimes considered at risk. How is this risk factor usuallyaddressed?A)English as a second language services (ESL)B)Protection under Section 504 legislationC)Usually not addressed at allD)Special education comparable to students with learning disabilities1.2True/False Questions1) Special education does NOT include instruction ina general education classroom.2) For many students, the least restrictive environment is full-time or nearly full-timeparticipation in a general education classroom.
Page 8 of 16
Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition - Page 8 preview image53) Modifications are changes inhowthestudent learns key curriculum.4) A provision of IDEA is that students must be taught by teachers who are highly qualified inthe core academic content being taught.5) By the end of the 1960s, special education authorities generally agreed that segregated specialeducation classes were not the most appropriate educational settings for many students withdisabilities.6) The terminclusiondoes not appear in federal laws governing special education.7) Although the court decision inBrown v. Board of Educationreferred primarily to racialsegregation, it has been applied to extend equal educational opportunitiesto students withdisabilities.8) Students with a learning disability typically have average or above-average intelligence.9) Federal legislation clearly distinguishes mild, moderate andsevere intellectual disability.10) Mild intellectual disabilityis a high-incidence disability.1.3Short Answer Questions1) Explain what it means for students to receive accommodations and describe one or moreexamples of accommodations.2) Describe Section 504 of the Rehabilitation Act. Give examples of students who do not qualifyfor assistance under IDEA but mightqualify for assistance under Section 504.3) In your own words, define special education. Include a description of the components (threetypes ofservices) of special education.4) The six core principles of IDEA include the right to be educated in the least restrictiveenvironment (LRE) and the right to receive individualized education with an individualizededucation program (IEP). Explain these two core principles.5) One of the key themes of contemporary special education is prevention of the need for specialeducation. Explain how response to intervention (RtI) is instrumental in preventingthe need forspecial education.6) Inclusive practices represent a philosophy based on what three dimensions?7) Collaboration is an essential aspect of inclusive practice. Who might be involved incollaborating with the general education teacher to meet a student's special needs?8) Explain 'high-incidence disabilities' and give one example.9) What groups or categories of students are considered to beat risk?10) What group has especially been disproportionately represented in special education, and howis this issue being addressed?1.4Essay Questions1) Parents of children with disabilities have had tremendous influence in shaping specialeducation. Explain their influence by discussing actions they have taken and changes effected bytheir actions.2) Many educators continue to use the terms mainstreaming and inclusive practicesinterchangeably. Explain the distinction between the two concepts.3) The civil rights movement was instrumental in shaping special education. Identify early civilrights legislation and current civil rights legislation, describing consequential changes in theeducation of students with disabilities.
Page 9 of 16
Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition - Page 9 preview image64) Describe responsibilities of general education teachers in educating students with disabilitiesby discussing roles: identifying students with special needs, collaborating, and providinginstructional services.
Page 10 of 16
Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition - Page 10 preview image7Chapter 2Special Education Procedures and Services2.1Multiple ChoiceQuestions1) Who typically has the most detailed, day-to-day knowledge of the student's academic, socialand physical needs within the classroom?A)School psychologistB)Special education teacherC)Adaptive physical educatorD)General education teacher2) Whois responsible for managing and coordinating the special education services a studentreceives?A)CounselorB)School psychologistC)Special education teacherD)School administrators3) Special education teachers typically carry all of the following responsibilities EXCEPT:A)Provide direct and indirect instruction to students assigned to themB)Coordinate the services a student with disabilities needs to receiveC)Develop a psychological report of a student's strengths and areas of needD)Write and implement student IEPs4) What is the primary role of the transition specialist?A)Prepare students with disabilities to transition into high schoolB)Prepare students for vocational training, employment, or higher educationC)Coordinate volunteers to assist students with physical disabilities and mobility limitationsD)Assist English language learners in acclimating to general education classes5) Which of the following service providers is most likely to be involved in duties such asnotetaking and feeding for a student with limiteduse of arms and hands?A)ParaprofessionalB)Physical therapistC)School nurseD)Social worker6) In their roles, which specialists are most likely to visit a student's home and serve as a liaisonbetween school and home?A)Social workersB)Special education teachersC)Speech and language therapistsD)Bilingual special educators7) Second grade student Kelly has difficulty working with a pencil and using fine motor skills.What specialist is most likely to help her improve her fine motor skills?
Page 11 of 16
Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition - Page 11 preview image8A)Physical therapistB)Occupational therapistC)Adaptive physical educatorD)Mobility specialist8) Carson is a fourth-grade student with a mild intellectual disability. His teachers are guidinghim to demonstrate increased levels of self-determination. Which of the following behaviorsindicates this type of self-determination?A)Carson refuses to complete tasks that are assigned to him.B)Carson's parents speak out on his behalf at the IEP annual review.C)Carson states that he needs help using the math manipulatives.D)Carson asks his friend Amyto complete his math problems.9) Which of the following represents a problematic, chronic pattern of behavior?A)Jamal isn't able to concentrate during seatwork today.B)Brian's grades in math indicate a gradual decline this grading period.C)Hector iswithdrawn and never interacts in small group or whole class discussion.D)Devon has had trouble focusing on school work since the divorce of his parents.10) Ms. Kim has been observing Ian and making notes about behaviors, particularly in math, thatsignalunmet needs and may indicate a disability. She is creating simple interventions to help Iansucceed in math, and these interventions likely include which of the following?A)Replace math assignments with reading assignments.B)Eliminate math assignments and allow Ian to choose a game.C)Give Ian longer assignments with additional practice sets.D)Give Ian a small part of the assignment at a time.11) What is the appropriate sequence of events involved in a general education teacher'sdetermining whether a studentshould be evaluated for the presence of a disability?A)Communicating with parents and colleagues, conducting interventions, universalscreeningB)Universal screening, analyzing unmet needs in the classroom, contacting parentsC)Contacting parents, universal screening, contacting colleaguesD)Conducting interventions, contacting parents, universal screening12) If a school district uses a prereferral team, sometimes called an intervention assistance team,what is the purpose of the team?A)Schedule and conduct meetings with the child's parents.B)Consider alternative strategies that may help the student.C)Critique the teacher's approach to the student's problem.D)Refer the student to a resource teacher for assistance.13) Mr. Hale suspects that two of his students may have a learning disability. He has met withtheir parents, documented his systematic attempts to help them, and is now providing intensiveinstruction. He instructs them three times a week along with four other students from othersecond grade classes who have similar struggles. Mr. Hale is using which of the following?
Page 12 of 16
Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition - Page 12 preview image9A)Tier 3 supportB)Multidisciplinary support systemC)Response to interventionD)Universal screening14) Parents are key participants in all decision making related to their child's suspected ordocumented disability. Their rights as parents include all of the following EXCEPT:A)Parents have the right to demand special education for their child even if assessmentsindicate no needB)Parents have the right to request mediation to resolve conflicts with schools about theirchild's placementC)Parents have the right to be a member of any group making placement decisions abouttheir childD)Parents have the right to access and review any records pertaining to their child'seducation15) If RtI or MTSS do notsufficiently improve a student's performance, a multidisciplinary teamlikely recommends and approves further assessment of the student. Who conducts suchassessments?A)AdministratorsB)ParaprofessionalsC)General education teachersD)Trained professionals16)When the multidisciplinary team makes a placement decision, the team is required to dowhich of the following?A)Use the student's IQ score as the determining factor.B)Include a significant general education component.C)Get general education teachers' permission to place a student in their classes.D)Provide justification for placement outside the general education classroom.17) IDEA requires annual review of a student's progress and a three-year evaluation to determinewhether the student's needs have changed.IDEA also stipulates that an IEP must be revised in allof the following circumstances EXCEPT:A)Whenever a student doesn't make expected progress toward meeting goalsB)When reevaluation information is gatheredC)When the student requests that goals be revisedon the IEPD)When parents bring additional information that affects the IEP18) What set of procedures is outlined in the law for resolving disagreements between schooldistrict personnel and parents regarding students with disabilities?A)Multidisciplinaryteam reviewB)LitigationC)School board reviewD)Due process
Page 13 of 16
Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition - Page 13 preview image1019) Justin's IEP states that he is expected to increase his silent reading speed by 30 words perminute in the fourth grade. What component in an IEP includes such a statement?A)GoalB)Present level of performanceC)Behavior intervention planD)Short-term objectives20) In describing the extent of the student's participation in general education, the IEP mustinclude all of the following EXCEPT:A)Explanation for placement for extracurricular activitiesB)A justification for placement outside the general education classroomC)A justification for placement in a general education classroomD)Explanation for placement for nonacademic activities21) Ryan was identified recently as having a learning disability. Accordingto IDEA, whatprovision is made for the school to document Ryan's progress systematically and address hislearning needs?A)Individualized education programB)Response to interventionC)Multi-tiered systems of supportD)Multidisciplinary team22) Behaviorintervention plans are required in the IEP of what group of students?A)All students receiving special education servicesB)All students with significant behavior problemsC)Students with intellectual disabilitiesD)Students with ADHD23) The following students receive special education services. Which one or ones are required tohave a transition plan in their current IEP?A)Lil is 6 and is about to begin special education services in a general education classroom.B)Emma is 11 and is about to transition from one school district to another in her state.C)Leo is 16 and is about to start a class to learn a new trade.D)Emma and Leo are required to have a transition plan in their current IEP.24) In the U.S., most of the students with disabilities spend most of the school day in whatenvironment?A)Special education classroomB)General education classroomC)Resource roomD)Separate school2.2True/False Questions1) Students with disabilities show self-determination when they are able to state their needs andserve as their ownadvocate.2) Students with intellectual disabilities should not be allowed to participatein writing an IEP.
Page 14 of 16
Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition - Page 14 preview image113) A student who suddenly displays behavior that will negatively affect his/her learning shouldbe assessed as soon as possible to determine if theneed is a disability.4) Some students with a clear, diagnosable disability will not displaya specific pattern ofbehavior.5) Response to intervention (RtI) is an approach for the identification of learning disabilities.6) Multidisciplinary team and intervention assistance team are synonymous terms for the teamthat meets to problem-solve prior to the formal assessmentprocess for special education.7) Parents have the right to disagree with the school district's decisions about their child and canrequest a hearing.8) Placement refers to where the student's education is to occur.9) Transition plans are required components of IEPs for all students receiving special educationservices.10) Testing accommodations stated in the IEP are for high-stakestesting only.11) IDEA requires semi-annual reviews of each student's IEP.2.3Short Answer Questions1) Explain the role of the general education teacher in identifying a student with disabilities.2) What is the primary role of the special educationteacher when a student with disabilities isplaced in the general education classroom?3) What is the role of the school psychologist in serving students with disabilities?4) How does the role of the social worker contribute to meeting the needs of the student withdisabilities?5) Administrators in your school play a key role in successfully providing educational services toall students. Describe their contribution.6) Identify the 5 major questions a general education teacher might use in determining whether astudent's unmet need might be a disability.7) Corey struggles with second grade reading and is receiving tier 2 intervention. Describe howhis tier 2 intervention might be provided.8) Describe the multidisciplinary team and its responsibilities.9) Explain what is included in the present level of performance portion of the IEP.10) A student with special needs has been placed in the general education classroom. How willinstruction be delivered to this student?11) What are resource programs and how do they function?12) Explain what is included in supplementary aids and services received by some students withdisabilities.2.4Essay Questions1) Ms. Parks, a second-grade teacher, suspects her student Nathan may have a learning disabilityand may qualify for special education services. Describe steps Ms. Parks should take in order toprepare for a meeting withher school's prereferral team.2) Many simple interventions can be made by general education teachers. Suggest two or threeinterventionsa teacher might implement to address a student's behavior needs and two or threeinterventions a teacher might implement to addressa student's academic problems.3) Mr. Moreno is meeting with the parents of a student who has been identified as having a
Page 15 of 16
Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition - Page 15 preview image12learning disability. Before meeting with them, Mr. Moreno wants to make sure he understandsparents' rights, including due process. How might Mr. Moreno's colleague accurately explain dueprocess to him?4) Two essential components of the IEP are 'Annual Goals' and 'Short Term Objectives.' Explainwhat information should be included in each section.5) Identify and explain the guiding principle for student placement decisions (where studentsreceive their educational services).
Page 16 of 16
Test Bank for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition - Page 16 preview image13Chapter 3Building Partnerships Through Collaboration3.1Multiple Choice Questions1) Ms. Simms, the principal, is requiring two teachers to collaborate in developing grade-levelscience lessons. These two teachers have taught fifth grade across the hall from one another forseveral years, but they have very different ideas about teaching, particularly in the area ofscience. Ms. Simms seems to be overlooking what basic characteristic of collaboration?A)Shared responsibilityB)Shared goalC)VoluntaryD)Parity2) Good communicationand interaction skills are prerequisites for collaboration. They includeall of the following EXCEPT:A)ListeningB)Ignoring nonverbalsC)QuestioningD)Persuading3) Mr. Reese is the most experienced teacher in his building. He has been co-teaching a series oflessons with special educator Ms. Cicardo. During their planning session today, Mr. Reeseinforms Ms. Cicardo that they have a problem with Madge, a student who has ADHD. He beginsthe shared problem-solving approach by proposing a solution. What important step is missingfrom his approach?A)BrainstormingB)Planning specificsC)Identifying the problemD)Including the student in the discussion4) When proposing solutions in shared problem solving, collaborative teams often usebrainstorming. True brainstormingfollows which of the following principles?A)Quality of ideas is more important than quantity.B)Judgment of ideas is suspended.C)Everyone must share at least one idea.D)Only creative ideas are generated.5) According to experts, what is the most critical stepof the shared problem-solving process inprofessional collaboration?A)Brainstorming solutionsB)Evaluating ideasC)Identifying the problemD)Discovering a shared need6) At their collaborative team problem-solving session, the second-grade teachers have evaluatedideas and are now planning specifics. This part of shared problem solving encompasses all of the
Preview Mode

This document has 126 pages. Sign in to access the full document!

Study Now!

X-Copilot AI
Unlimited Access
Secure Payment
Instant Access
24/7 Support
Document Chat

Document Details

Subject
Education
Textbook
Including Students With Special Nee...

Related Documents

View all
Class Notes

Lecture Notes for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition

4.9
•38
Class Presentation

Needs Assessment Data Presentation

Class Notes

Healthcare Analytics

Solved Assignments

Professional Development Plan

4.2
00
Solved Assignments

Outcome Assessment 5 Project Requirements

4.3
00
Solved Assignments

Developmentally Appropriate Teaching Strategies

4.2
00
Solved Assignments

Assessment of The Nature of Cheating by Business Students at Rocky University

4.8
00
Solved Assignments

Debating the Impact of Item Analysis on Test Reliability and Validity

4.6
00
Solved Assignments

Analyzing Student Perceptions of History: The Impact of Education and Musician Status

4.8
00
Solved Assignments

Integrating Technology and Pedagogy: A TPACK-Based Lesson Plan for Early Literacy Development

4.8
00