Introduction To Young Children With Special Needs Birth Through Age Eight 4th Edition Gargiulo Test Bank

Introduction to Young Children with
Special Needs Birth Through Age Eight

4th Edition Gargiulo Test Bank
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Introduction to Young Children with Special Needs Birth Through Age Eight 4th Edition Gargiu
Gargiulo/Kilgo, An Introduction to Young Children with Special Needs, 4th Edition
Chapter 2: The Context of Early Childhood Special Education
MULTIPLE CHOICE
1. This inclusive term generally refers to individuals who differ from societal or community
standards of normalcy.
a. Gifted children c. Exceptional children
b. Children with developmental delays d. Children who are special
ANS: C REF: p. 24
2. When professionals talk about a disability, they are referring to _____________.

a. a group of children in special education settings
b. cognitive delays of children
c. the inability of an individual to do something a certain way
d. the ability to do something differently
ANS: C REF: p. 24
3. The Individuals with Disabilities Education Improvement Act Amendment of 2004 (IDEA)
defines a student with a disability according to how many distinct categories?
a. Seven c. Ten
b. Thirteen d. Nine
ANS: B REF: p. 27
4. It is imperative that teachers focus on the _________ and not the impairment.
a. parent c. child
b. professionals d. IEP
ANS: C REF: p. 28
Copyright © 2014 Cengage Learning. All rights reserved.
Visit TestBankDeal.com to get complete for all chapters

Test Bank 2-2
5. When professionals talk about children being at-risk, they are speaking about children who
_____________.
a. have been formally diagnosed with a disability
b. have been formally tested by a specialist
c. have not been formally identified as having a disability
d. have been informally identified as having a disability
ANS: C REF: p. 26
6. Children with a diagnosed medical disorder of known etiology and predictable prognosis or
outcome are considered to manifest a(n) _____________.
a. established risk c. developmental risk
b. biological risk d. risk at birth
ANS: A REF: p. 26
7. Children with exceptionalities are to be educated to the maximum extent appropriate, with
typical students.
a. Free and Appropriate Public Education c. Individualized Education Program
b. Least Restrictive Environment d. Procedural due process
ANS: B REF: p. 28
8. What public law is viewed as a “Bill of Rights” for children with exceptionalities and their
families?
a. PL 101-476 c. PL 105-17
b. PL 94-142 d. IDEA 2004
ANS: B REF: p. 28
9. The right to a free appropriate public education (FAPE) is for _____________.

a. children with disabilities c. all children
b. children who are at-risk d. diagnosed children
ANS: C REF: p. 28

Test Bank 2-3
10. The preschool provision of PL 99-457 is _____________.

a. Part A c. Part C
b. Part B d. Part D
ANS: B REF: p. 31
11. Which component of the PL 99-457 created the Handicapped Infants and Toddlers Program,
a new provision aimed at children from birth through age two with developmental delays or
disabilities?
a. Part C c. Part D
b. Part B d. all of the above
ANS: A REF: p. 33
12. An individualized family service plan (IFSP) is similar to a(n) _____________.

a. assessment plan c. individual education program
b. statement of services d. statement of goals and objectives
ANS: C REF: p. 34
13. The focus of the IFSP is on the _____________.

a. family c. school
b. child d. environment
ANS: A REF: 34
14. An IFSP must be reviewed every _______ to assess its continual appropriateness.
a. year c. three years
b. three months d. six months
ANS: D REF: 34
15. PL 108-446 requires that ______ students participate in all state- and district-wide
assessments.
a. 50% c. all
b. 80% d. none of the above
ANS: C REF: p. 37

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The Project Gutenberg eBook of The Crimson Banner
This ebook is for the use of anyone anywhere in the United States and most
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have to check the laws of the country where you are located before using
this eBook.
Title: The Crimson Banner

A story of college baseball
Author: William D. Moffat
Release date: August 6, 2023 [eBook #71352]
Language: English
Original publication: Cleveland: The Goldsmith Publishing Co, 1907
Credits: Produced by Donald Cummings and the Online Distributed

Proofreading Team at https://www.pgdp.net
*** START OF THE PROJECT GUTENBERG EBOOK THE CRIMSON

BANNER ***
CRACK! CAME A REPORT THAT SOUNDED OVER THE WHOLE FIELD.
THE
CRIMSON BANNER
A Story of College Baseball
BY
WILLIAM D. MOFFAT
Author of “A Schoolboy’s Honor,” “The County
Pennant,” “Dirkman’s Luck,” etc.
ILLUSTRATED
THE GOLDSMITH PUBLISHING CO.

CLEVELAND
MADE IN U. S. A.
Copyright, 1907, by
C -P C
PRESS OF
THE COMMERCIAL BOOKBINDING CO.
CLEVELAND
CONTENTS
CHAPTER PAGE
I. AS L 9
II. S W J L ? 17
III. T N P 26
IV. L H A 34
V. U N 42
VI. A I L 52
VII. O E 63
VIII. C N 70
IX. AC W 80
X. AN E 88
XI. AS D 93
XII. AP 105
XIII. B F 112
XIV. T P 121
XV. AV P F 130
XVI. S O T 140
XVII. A U V 148
XVIII. T F G 160
XIX. F H 170
XX. C A 177
XXI. AT C 183
XXII. A U F 194
XXIII. R H 203
XXIV. AT L 211
XXV. T S G 220
XXVI. G H 231
XXVII. O R B 239
XXVIII. T T G 246
XXIX. T R B 256
XXX. B M O 262
XXXI. G N 268
XXXII. T F G 277
THE CRIMSON BANNER
CHAPTER I
A SINGULAR LETTER
One pleasant evening during the first week in April I left my room in
Colver Hall, and started across the campus of Belmont College toward the
main street of the town. As I approached the gateway at the entrance to the
grounds, I noticed several of the boys sitting upon and around the two large
cannons that stood on either side of the gateway, mounted upon their old
fashioned iron carriages.
These old cannons were landmarks of the college, and dear to the heart of
every inmate. Many years before they had been discovered by a rambling
party of students in a deserted part of the hilly country about ten miles west
of Belmont. It was believed that they had been left there by a section of the
army during the war of 1812. However that might be, they were
appropriated and dragged home to the college, where they were
enthusiastically adopted by the students, and soon became favorite lounging
posts. Almost every warm afternoon or evening would find several fellows
perched on the old artillery or seated near by, reading, chatting, or singing
college songs.
Through the deepening twilight I recognized two of my classmates
leaning against one of the cannon.
“Hello, Miller,” I called out, “where is Tony Larcom?”
“Down by the lake, I think,” was the answer. “He was here about twenty
minutes ago, and said he was going to the boat house to look after his
canoe.”
Retracing my steps, I hurried around old Burke Hall, the main building of
the college, and crossed the back quadrangle. Then, leaving the circuitous
path to the boat house, I struck out on a straight line down through the
underbrush toward the shore of the lake. There I stood a moment, close to
the dock, looking out over the water.
The dusk prevented my seeing further than fifty yards ahead, and in that
space no sign of Tony’s boat appeared, so, putting my hands to my mouth, I
called out at the top of my voice,
“Hello, Tony Larcom!”
The cry rang out over the quiet sheet of water, and echoed back from the
rugged sides of Mount Bell, which loomed up in the evening sky beyond
the lake.
Receiving no reply, I repeated my call several times with increasing
force.
Suddenly a queer chuckling noise sounded almost immediately beside
me, and peering through the bushes, I saw the face of Tony Larcom not four
feet in front of me. He was seated quietly in his canoe, and with difficulty
repressing his laughter.
“Did you speak?” he asked, straightening his face into an expression of
gravity, when he found he had been discovered.
“Oh, no,” I answered sarcastically. “I was only breathing hard. What do
you mean by sitting there without a word while I was shouting myself
hoarse?”
“Why, I didn’t recognize you at first, Harry. You had your mouth open so
wide I couldn’t see you at all. What do you want?”
“Do you realize the fact that there is to be a mass meeting of the college
in the Latin room at half past seven to consider baseball matters, and that
you, as secretary of the association, must be there?”
“I do,” said Tony.
“Then what are you doing down here by the lake? I’ve been looking all
over for you, and was afraid you were going to play us your old trick of
forgetting all about an important engagement.”
“Oh, no, not this time. I wouldn’t miss the mass meeting for the world.
There was plenty of time, and I wanted to see how my canoe had stood the
winter, so I came down to try her on the water. She will be all right with a
little paint. Give me a hand here and help me get her out.”
Tony paddled along toward the boat house, while I accompanied him,
pushing my way through the bushes that grew thickly by the water’s edge.
When we had reached the dock I helped him drag out the canoe and carry
it into the boat house.
As he made it fast to the wall, Tony remarked,
“There will be something besides baseball to interest the boys tonight. I
have a letter to read.”
“From whom?”
“From Park College.”
“What about?”
“Read it and see,” said Tony, taking a letter from his pocket and handing
it to me.
I opened it, and, standing in the light of the single oil lamp fastened
against the wall, I read as follows:
To the Students of Belmont College:

On a number of occasions during late years your attention
has been called to the claims of Park College to the cannons
which stand upon your campus. Enough evidence has been
produced to convince an unprejudiced mind of our right of
ownership of said cannons, but this evidence has in every
case been rejected by you. We, the students of Park College,
have at length decided to take a positive stand in the matter,
and, accordingly, submit to you this formal demand for the
surrender of the cannons to us. Should this be disregarded,
we shall take more active steps to secure our rights. We trust
this will secure your immediate attention, and await the
favor of your reply.
I looked up in amazement. Tony winked.

“How is that for a game of bluff?” he asked.
“What in the world do they mean by ‘active steps’?” I asked.
“I don’t know. Legal proceedings would be simply absurd. My idea is
that they think because their college is a trifle larger than ours that they can
bully us. They have always wanted the cannons, you know.”
“Yes, but I thought they had given up all claims several years ago when
the subject was thoroughly discussed in the college papers. You remember,
they claimed that the cannons were in their country, two miles from
Berkeley, and so belonged to them. But it was decided then that they
belonged to nobody, and as our students had found them, they were ours by
right of treasure trove as well as forty years’ possession.”
“Yes, but you know how it is in college: a new batch of students comes in
and revives old sores. Now they are at it again, and now it is our business to
meet them as it was our predecessor’s.”
“Well, we will, and with a vengeance, too, if necessary. Did you show the
letter to Edwards?”
Edwards was the managing editor of the college paper, the Belmont
Chronicle.
“No; I received it only two hours ago in the late afternoon mail. Come up
to Burke Hall, and we will have some fun with it. Watch the sensation when
I read it to the boys in the mass meeting.”
Closing the side door of the boat house, Tony padlocked it, and we
started back again toward the campus.
“Have you seen Ray Wendell this afternoon?” I asked.
“No; but of course he will be on hand. What would a baseball meeting be
without Ray Wendell? By the way, what a scare he gave me last month
when he hinted about resigning the captaincy.”
“That was a queer notion. What started it, I wonder?”
“He said he was afraid it would interfere with his studies, especially his
preparation for his final examinations.”
“Bosh!”
“Well, you know he is working for one of the honorary orations at
commencement, and he said he would have to work hard, for there is to be a
good deal of competition this year.”
“Nonsense, Wendell is sure of an oration, and probably the valedictory.
There isn’t a smarter man in the Senior class. There is no reason why
baseball should interfere at all.”
“Certainly not. If we are to have a winning team this year it will only be
with Ray Wendell as captain—and so I told him. I showed him that all the
fellows looked to him, and the college reputation rested in his hands. That
soon brought him to terms, and he has never mentioned the matter since. I
can’t help thinking, however, that there was more back of that freak of his
than he said.”
“He knows as well as the rest of us how necessary he is to the nine,” I
rejoined.
“And for that very reason I think something must have influenced him.
At first I thought perhaps his father had asked him to give up baseball, but
then I remembered that Mr. Wendell always seemed to be as proud of Ray’s
athletics as he was of his high rank in his class. Still, I don’t care, now that
he has let the matter drop.”
“What is that crowd doing outside of Burke Hall?” I asked. “Do you
suppose that old Ferguson has forgotten to unlock the Latin room door?”
“Looks like it,” said Tony. “Still he must be there, for the windows are
bright. He must be lighting up now.”
The question was promptly settled, for, while we were speaking there
was a sudden outburst of cheers, and the crowd surged into the building.
The doors had evidently just been opened.
Pandemonium reigned within as we entered. The room was crowded to
suffocation with a noisy, jostling mass of students. Every seat was full, and
many of the boys were standing along the side walls. The din was almost
deafening. Suddenly Tony Larcom’s presence was detected and
immediately his name was on every one’s lips.
“There’s Tony. Take the chair, Tony. Pass him up to the platform,
fellows.”
He was seized unceremoniously by a dozen pairs of hands, and half
dragged, half carried, to the desk. There he stood a moment, laughing and
kicking, until he was released, when he sobered down, took out his note
book, and seated himself at a small desk in front of the platform, ready for
business.
I made my way to the front row where Dick Palmer had reserved a place
for me with considerable difficulty, by sitting in one seat and putting his
feet in the next one.
At this moment Clinton Edwards, who had been asked by Tony to open
the meeting, went upon the platform and summoned the crowd to order by
hammering on the desk with a heavy ruler.
As all were intensely interested in the subject for which the meeting was
called, the room soon became perfectly still.
CHAPTER II
SHALL WE JOIN THE LEAGUE?
“Gentlemen,” began Clinton Edwards, “as you are all aware, this meeting
has been called for the purpose of considering baseball matters. At the close
of last year’s season the nine held its customary annual meeting, and the
usual elections of secretary and captain were made for the ensuing year. It
now remains with you to approve and ratify these elections, and, in that
event, the captain, as has been our custom heretofore, becomes also
president of the association. The names of these officers were announced in
the Chronicle at the time of their election, as you doubtless remember, but I
will repeat them. Mr. Larcom was elected secretary——”
The speaker paused a moment, when some one in the back of the room
called out, “I forbid the banns!”
The meeting was in an uproar at this. Laughter, stamping of feet, and
shouts of “Bully boy!” “Hi, hi for Tony!” threatened to destroy the
secretary’s gravity. Rising, note book in hand, he said,
“Mr. Chairman, I rise to a point of information. Do I enter these remarks
in the minutes?”
Edwards, ignoring the point, continued:
“The captaincy, which was made vacant by the graduation of Mr. Terry,
was filled by the election of Mr. Wendell.”
There was now a long and uproarious burst of applause. Cheer followed
cheer as the name was announced.
A more popular man than Ray Wendell rarely passed through Belmont
College. Bright and industrious in his studies, active and strong in athletics,
generous, good humored, and with agreeable and fascinating manners Ray
had been my ideal of a college man since Freshman year.
As he rose modestly from his seat in answer to the repeated cheers, I
thought I had never seen him look handsomer. His tall, graceful figure and
fine face never appeared to better advantage than at that moment as he
blushingly acknowledged the applause that greeted his name.
Several times he attempted to speak, but the continued cheering
discouraged his effort. At length silence was obtained, when Ray said
smilingly, and quickly turning attention from himself:
“Gentlemen, you forget that you have not yet decided to be represented
in the Berkshire League. You have first to vote on the question: do we send
out a nine?”
“We scarcely need put that question,” said a student, as Ray sat down. “It
has been only a form in past years, and I move, therefore, Mr. Chairman,
that we approve these elections——”
“One moment, Mr. Chairman,” broke in a voice from the back of the
room.
“Mr. Pratt has the floor,” said Edwards.
“I have finished,” said Pratt. “My motion is before the meeting.”
It was seconded at once by a dozen voices. Then the speaker at the back
of the room rose slowly. It was Len Howard, a Senior, and a prominent
lawn tennis player. He looked and acted as if he had a hard and ugly task
before him.
“Have I the floor now?” he asked.
“You have,” answered Edwards.
“Then before putting this question I beg to say a few words,” and
Howard settled himself more firmly on his feet, while most of us looked at
him in surprise.
“I am a warm admirer of baseball, as warm an admirer as there is in
college. But I am also a warm admirer of tennis, and it is in behalf of this
latter game that I want to speak. I beg to call attention to the respective
records of Belmont College in these two sports. Year before last our
baseball team amounted to little—stood third in the League, last year we
were again third, and this year we have but three players of the old nine left
us, and prospects of a still poorer record. Lawn tennis, on the other hand,
without any encouragement from the college, has grown steadily in

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Introduction to Young Children with

Special Needs Birth Through Age Eight

Gargiulo/Kilgo, An Introduction to Young Children with Special Needs, 4th Edition

Chapter 2: The Context of Early Childhood Special Education

2. When professionals talk about a disability, they are referring to _____________.

Copyright © 2014 Cengage Learning. All rights reserved.

Visit TestBankDeal.com to get complete for all chapters

9. The right to a free appropriate public education (FAPE) is for _____________.

Copyright © 2014 Cengage Learning. All rights reserved.

10. The preschool provision of PL 99-457 is _____________.

12. An individualized family service plan (IFSP) is similar to a(n) _____________.

13. The focus of the IFSP is on the _____________.

Copyright © 2014 Cengage Learning. All rights reserved.

Title: The Crimson Banner

Author: William D. Moffat

Release date: August 6, 2023 [eBook #71352]

Original publication: Cleveland: The Goldsmith Publishing Co, 1907

Credits: Produced by Donald Cummings and the Online Distributed

*** START OF THE PROJECT GUTENBERG EBOOK THE CRIMSON

THE GOLDSMITH PUBLISHING CO.

To the Students of Belmont College:

I looked up in amazement. Tony winked.

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