IDEA:
a. mandates that parents/guardians must actively participate in the IEP process and assist in the creation of the students goals and short-term objectives/benchmarks.
b. does not recommend that students take part in the IEP as discussions in the meeting may lower their selfesteem.
c. states that schools are liable if they do not provide services stipulated in the IEP.
d. states that all IEP forms must be uniform and not vary in format from district-to-district or state-to-state.
[Ques. 2] At a minimum, an IEP team must consist of:
a. the student, a parent/guardian, the students special education teacher, a knowledgeable representative from the school district, the school nurse, and a school psychologist.
b. a parent/guardian, the students general education teacher, a school psychologist, a knowledgeable representative from the school district, and the student.
c. the student, a parent/guardian, the schools career counselor, the students special education teacher, a knowledgeable representative from the school district, and a school psychologist.
d. a parent/guardian, the childs general and special education teachers, a knowledgeable representative from the school district, and a school psychologist.
[Ques. 3] All of the following statements concerning an IEP are true, EXCEPT:
a. IEPs can serve as means to encourage collaboration and cooperation between parents and professionals.
b. An IEP should be developed within 30 days following the evaluation and determination of the students disability.
c. Once the team has placed the student in the least restrictive environment, they then should address the goals and short-term objective/benchmarks in the IEP.
d. An IEP can best be viewed as a management tool that provides instructional direction so that the student receives an education to meet their individual needs.
[Ques. 4] Each student who is found eligible for special education services must have:
a. further evaluations to determine placement.
b. a letter from their parent(s)/guardian(s) concurring with the evaluation teams findings. c. a 504 accommodation plan.
d. an IEP.
[Ques. 5] If an evaluation determines that a student is not eligible to receive special education services, then:
a. there is no need to try further intervention strategies.
b. the student should be removed from his or her present placement.
c. the team might want to consider whether or not the student is eligible for a 504 accommodation plan.
d. parents only need be informed that the student did not qualify for special education services, but do not need to be told why their child was found ineligible.
[Ques. 6] A proper evaluation puts together multiple sources of information which typically include all the of the following,
EXCEPT:
A proper evaluation puts together multiple sources of information which typically include all the of the following,
EXCEPT:
a. a medical evaluation.
b. standardized tests.
c. work samples.
d. observational data.
[Ques. 7] Criterion-referenced assessments:
a. are associated with interindividual differences.
b. provide limited instructional information.
c. compare a students performance on a task with that of a representative sample of children.
d. are helpful in identifying specific skills the student has already mastered, as well as those that are yet to be mastered.
[Ques. 8] All of the following statements are true regarding norm-referenced assessments, EXCEPT:
a. the data from norm-referenced tests are very useful for instructional planning.
b. the data from norm-referenced tests are presented in terms of percentile ranks, stanines, or grade equivalent scores.
c. norm-referenced tests compare the performance of an individual student with that of a representative sample of children.
d. evaluators can compare a students performance to that of their same-aged peers, when using a normreferenced test.
[Ques. 9] In order to measure interindividual differences, evaluators use:
a. both norm-referenced and informal tests.
b. norm-referenced and criterion-referenced tests.
c. criterion-referenced tests.
d. norm-referenced tests.
[Ques. 10] In obtaining the consent of the childs parent(s)/guardian(s) for a formal evaluation, the school must notify the parent/guardian:
a. in the primary language spoken by the child at school.
b. of the schools intent to place their child in special education classes.
c. of the schools intention to evaluate their child, including the reasoning behind the decision.
d. of the schools intention to put their child on an IEP.
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