The purpose of teacher assistance teams is to
a. suggest instructional alternatives to special education testing and placement.
b. replace the IEP team for students with moderate disabilities.
c. perform the assessment needed to qualify students for special education.
d. work with the general education teacher to keep students in the classroom.
[Ques. 2] Which of the following is NOT considered a defining characteristic of collaboration between general and special educators?
a. Collaboration depends on shared responsibility for participation and decision making.
b. Effective collaboration requires that the participants share a common philosophy of education.
c. Participation in a collaborative model should be voluntary.
d. Collaboration requires parity among participants, with each persons contribution equally valued.
[Ques. 3] The main point that advocates of inclusion make is that only in regular class settings will
a. students with disabilities receive individualized instruction.
b. general education teachers acquire skills necessary to teach students with disabilities.
c. students with disabilities learn appropriate social interactions.
d. special education teachers acquire skills necessary to teach mainstream students.
[Ques. 4] The concept of least restrictive environment is based on the opportunities made available to the student with disabilities to
a. work with a special education teacher on a one-to-one basis.
b. interact with his or her non-disabled peers.
c. participate in his or her IEP meeting.
d. have legal representation, if required, when attending an IEP meeting.
[Ques. 5] Which of the following statements about labels in special education is true?
a. Competent authorities feel that labels encourage the early return of a student with a disability to the mainstream.
b. Most parent groups deny that any benefit comes from labels.
c. Many professionals consider labels a necessary evil.
d. Labels are for helping select specific academic interventions and curricula for individual students.
[Ques. 6] The Individualized Transition Plan includes
a. a statement of needed transition services.
b. annual goals in each service area.
c. interagency responsibilities and linkages.
d. All of the above.
[Ques. 7] The law now requires that the general education teacher
a. be involved in developing, reviewing, and revising the IEP.
b. write the IEP independently.
c. be informed of IEP goals for each student.
d. take an active role in the students instruction.
[Ques. 8] Individualized education, the heart of IDEA, implies that
a. each student should have a program tailored to his or her unique needs.
b. the student is taught outside the mainstream classroom at least part of the day.
c. the student receives one-to-one instruction at least part of the day.
d. All of the above.
[Ques. 9] In this 1988 case, the Supreme Court ruled that a student receiving special education services cannot be expelled if the behavior in question is related to his or her disability:
a.
Honig v. Doe. b.
Diana v. Board of Education. c.
Ingraham v. Wright. d.
Florence County School District v. Carter.
[Ques. 10] In the
Rowley decision the Supreme Court ruled that
a. catheterization by a school nurse is considered a related service.
b. separate but equal is inherently unequal.
c. appropriate education does not mean that a student reaches his or her maximum potential.
d. the use of culturally biased assessment practices denies a person due process.
Quick Reply
