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1. Education moved from a privilege to a right for children with disabilities as part of what social movement in the
United
States?
a. Anti-war protests b. Immigration Acts
c. Civil Rights Movement d. Free Speech Movement
ANSWER: c
REFERENCES: Bloom's: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.02.02 - Identify the principal issues in the right-to-education
cases that led to the eventual passage of the national mandate to educate students
with disabilities.
NATIONAL STANDARDS: United States - CEC.6.0 - Beginning special education professionals use
foundational knowledge of the field and their professional Ethical Principles and
Practice Standards to inform special education practice, to engage in lifelong
learning, and to advance their profession.
2. Education was reaffirmed as a right and not a privilege by the U.S. Supreme Court in the
case of a. Mills v. District of Columbia.
b. Brown v. Board of Education.
c. PARC v. Commonwealth of
Pennsylvania. d. Wyatt v. Stickney.
ANSWER: b
with disabilities.
NOTES: Brown v. Topeka Kansas, Board of Education (1954) established that education
must be made available to everyone on an equal basis. The court declared that “. . .
it is doubtful that any child may reasonably be expected to succeed in life if he is
denied the opportunity of an education.” Although usually heralded for striking
down racial segregation by acknowledging that separate is not equal, this decision
also set a precedent for the right to inclusive education for students with disabilities.
Copyright Cengage Learning. Powered by Cognero. Page 1
3. The zero principle in IDEA requires that public schools provide special education and related services to
meet the individual needs of all students.
a. exclusion b. affect
c. inclusion d. tolerance
ANSWER: a
REFERENCES: Bloom's: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.02.03 - Describe special education and related services as they
apply to each of the major provisions of the IDEA.
NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand
how exceptionalities may interact with development and learning and use this
knowledge to provide meaningful and challenging learning experiences for
individuals with exceptionalities.
NOTES: Referred to as the zero-exclusion principle, IDEA requires that public schools
provide special education and related services to meet the individual needs of all
eligible students, regardless of the extent or type of their disability.
4. Jamal needs speech and language services in order to benefit from special education. This is an example of a(n)
a. adaptive fit. b. IFSP.
c. IEP. d. related service.
ANSWER: d
REFERENCES: Bloom's: Applying
NOTES: IDEA also stipulates that students with disabilities receive any related
services necessary to ensure that they benefit from their educational
experience.
5. IDEA is based on the value

that
a. only some students are able to benefit from education.
b. most, but not necessarily all students, are able to benefit from
education. c. every student can learn.
d. only a few students are able to benefit from education.
ANSWER: c
REFERENCES: Bloom's: Analyzing
NOTES: IDEA is based on the value that every student can learn.

6. The Supreme Court declared that an appropriate special education must
be a. ideal. b. beneficial.
c. the best. d. ideal and the best.
ANSWER: b
NATIONAL STANDARDS: United States - CEC.2.0 - Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-
being, positive social interactions, and self-determination.
NOTES: The Supreme Court declared that an appropriate education consists of “specially
designed instruction and related services” that are “individually designed” to provide
“educational benefit.” Often referred to as the “some educational benefit” standard,
the ruling mandates that a state need not provide an ideal education, but must
provide a beneficial one for students with disabilities.
7. Sven is receiving an education consisting of specially designed instruction and related services that are
individually designed to provide educational benefit. Sven is receiving a(n)
a. TBI. b. LRE.
c. FAPE. d. 504 Plan.
ANSWER: c
NATIONAL STANDARDS: United States - CEC.5.0 - Beginning special education professionals select,
adapt, and use a repertoire of evidence-based instructional strategies to advance
learning of individuals with exceptionalities.
8. IDEA requirements for nondiscriminatory and multidisciplinary assessment testing procedures

include a. testing all children in English.
b. the use of the IQ test as a primary tool for determining
eligibility. c. a team approach to assessment.
d. testing all children in English, the use of the IQ test as a primary tool for determining eligibility, and a
team approach to assessment.
ANSWER: c
multiple methods of assessment and data sources in making educational
decisions.
NOTES: The law mandates students are to be tested in their native language using
multiple assessment tools. Assessment is to be conducted by a
multidisciplinary team of professionals using several pieces of information.
9. The intent of parental safeguards is to ensure that parents are involved in decisions about their child’s education
and a. encourage adversarial relationships between parents and professionals.
b. protect the student and family from decisions that could negatively impact the child’s
education. c. provide schools with more power in decision making than parents.
d. encourage adversarial relationships between parents and professionals, protect the student and family
from decisions that could negatively impact the child’s education , and provide schools with more power
in decision making than parents.
ANSWER: b
NOTES: The intent of these safeguards is twofold: first, to create an opportunity for parents to
be more involved in decisions regarding their child’s education program; and second,
to protect the student and family from decisions that could adversely affect the
child’s education.
10. The purpose of the individualized education program (IEP) is to

a. provide an appropriate educational experience for each
student. b. promote effective communication between school
and parents.
c. establish continuity in the delivery of educational services from day to day, as well as annually.
d. provide an appropriate educational experience for each student, promote effective communication
between school and parents, and establish continuity in the delivery of educational services from day to
day, as well as annually.
ANSWER: d
United States - CEC.5.0 - Beginning special education professionals select, adapt,
and use a repertoire of evidence-based instructional strategies to advance learning
of individuals with exceptionalities.
NOTES: The purpose of the IEP process is to ensure continuity in the delivery of special
education services and supports for each student on a daily and annual basis. The
IEP is also intended to promote more effective communication between school
personnel and the child’s family

11. The least restrictive environment
is
a. the general education classroom for all
students. b. a special school if the child is blind.
c. individually
determined. d. an
inclusive setting.
ANSWER: c
12. Franco's teacher has noticed that he is often not able to complete one digit addition problems due to difficulty
with number sequencing. Before making a referral for special education services she decides to try and use
a. more punishment. b. an instructional adaptation.
c. an instructional modification. d. an instructional adaptation and an instructional adaptation.
ANSWER: d
LEARNING OBJECTIVES: HESC.HARD.17.02.04 - Discuss the special education referral, assessment,
planning, and placement process.

13. The process in special education begins with
a. assessing student eligibility and need. b. developing the individual education
program. c. the determination of the least restrictive environment. d. the initial referral.
ANSWER: d
NOTES: The process involves four sequential phases: (1) initiating the referral, (2)
assessing student eligibility and educational need, (3) developing the
individualized education program (IEP), and (4) determining the student’s
educational placement in the least restrictive environment (LRE).
14. The development of an individualized education program (IEP) for an identified child with a disability is made by
the
IEP team consisting
of a. school
personnel.
b. the special education teacher and the parent.
c. parents, school personnel, the student, and a school district
representative. d. None of the answers are correct.
ANSWER: c
NOTES: At a minimum, this team consists of the student’s parents, the student (when
appropriate), a special education teacher, a general education teacher (if the
student is participating in the general education environment), and a representative
of the local education agency (LEA) (aka school district).

15. Determination of the student’s educational placement in the least restrictive environment is
based on a. cost.
b. location.
c. preference for the general education
classroom. d. the student’s native language.
ANSWER: c
NOTES: IDEA begins with the premise that the general education classroom is where all
children belong.
16. A principle that characterizes school accountability under the No Child Left Behind Act and IDEA
2004 is a. an emphasis on challenging academic standards for all students.
b. exclusion of most students with disabilities from academic standards.
c. progress on the goals for the IEP as the way to hold each school accountable for student
learning. d. All of the above
ANSWER: a
LEARNING OBJECTIVES: HESC.HARD.17.02.05 - Describe what schools should do to ensure
accountability for student learning and access to the general curriculum
NOTES: There are three principles that characterize the standards-based approach in
America's schools: a focus on student achievement as the primary measure of
school success; an emphasis on challenging academic standards that specify the
knowledge and skills students should acquire and the levels at which they should
demonstrate mastery of that knowledge; and a desire to extend the standards to all
students, including those for whom expectations have been traditionally low.

17. To ensure that all students, including students with disabilities, succeed in school, students must
have a. highly qualified and effective teachers.
b. an IEP.
c. exemptions from mandated
assessments. d. creative curriculum.
ANSWER: a
LEARNING OBJECTIVES: HESC.HARD.17.02.06 - Distinguish between students with disabilities who are
eligible for services under Section 504/ADA and those eligible under IDEA.
United States - CEC.6.0 - Beginning special education professionals use
NOTES: Students with disabilities must be assured access to (1) “highly qualified and
effective” teachers who are knowledgeable in the subject matter area(s) being
taught; (2) a curriculum upon which the standards are based; (3) assessments that
measure performance on the standards; and (4) inclusion in the reported results
that determine how well a school is meeting the established performance criteria.
18. IDEA addresses the need for special education and related services for students with disabilities. Section 504 and
the
Americans with Disabilities Act address the issues of
a. nondiscrimination and equal opportunity for students with
disabilities. b. language needs for students who native language is
not English.
c. parental rights to be included in their child’s
education. d. societal views on disability.
ANSWER: a
NOTES: Section 504 and ADA address issues of nondiscrimination and equal opportunity
for students with disabilities.

19. Students with disabilities may have accommodations or modifications to ensure they are afforded access
to an appropriate education. Some examples include:
a. changes in seating
arrangements. b. auditory
textbooks.
c. oral response to assignments.
d. changes in seating arrangements, auditory textbooks, and oral response to assignments.
ANSWER: d
HESC.HARD.17.02.06 - Distinguish between students with disabilities who are
NOTES: Numerous accommodations or modifications can be made for students, depending
on identified need. Some examples include untimed tests, extra time to complete
assignments, change in seating arrangement to accommodate vision or hearing
loss or distractibility, opportunity to respond orally on assignments and tests, taped
textbooks, access to peer tutoring, access to study carrel for independent work,
use of supplementary materials such as visual or auditory aids, and so on.
20. A remaining challenge in ensuring all students have the opportunity to

learn is a. developing IEPs for all students.
b. educators have the knowledge and skills to work collaboratively in partnership with
families. c. retaining separate education facilities for students with disabilities.
d. full participation in state and district wide assessments.
ANSWER: b
HESC.HARD.17.02.06 - Distinguish between students with disabilities who are
NOTES: It will be critical that all general and special educators have the knowledge and skills
to work collaboratively in partnership with families to provide an education
experience that consistently reflects the stated value of an education for all.

21. There were numerous high quality options for the education of students with disabilities starting in the late 19th
Century.
a. True
b. False
a. True
b. False
ANSWER: False
LEARNING OBJECTIVES: HESC.HARD.17.02.01 - Describe the educational services that were
available for students with disabilities during most of the 20th century.
22. PARC vs. Commonwealth of Pennsylvania established that all students with disabilities have the right to a free
and appropriate public education.
a. True
b. False
a. True
b. False
ANSWER: False
with disabilities.
23. Related services must be provided to ensure that students benefit from special
education. a. True
b. False
a. True
b. False
ANSWER: True

24. Special education may require some cost to parents if the child’s educational needs exceed the resources of a
school district.
a. True
b. False
a. True
b. False
ANSWER: False
25. The Supreme Court in Hendrick Hudson v. Rowley declared that schools must provide an ideal educational
program for each student with a disability.
a. True
b. False
a. True
b. False
ANSWER: False
with disabilities.
26. IDEA mandates that the general education teacher must participate on the IEP team if the child is, or
may be, receiving services in the general education classroom.
a. True
b. False
a. True
b. False
ANSWER: True

27. Every IEP must contain measurable annual goals, including academic and functional
goals. a. True
b. False
a. True
b. False
ANSWER: False
decisions.
28. The definition of FAPE includes not only some educational benefit but also meaningful
progress. a. True
b. False
a. True
b. False
ANSWER: True
29. IDEA 2004 reaffirms the notion that students with disabilities are incapable of learning more if high
academic standards are expected.
a. True
b. False
a. True
b. False
ANSWER: False

30. There is no difference among students with disabilities under IDEA and Section
504/ADA. a. True
b. False
a. True
b. False
ANSWER: False
31. How would you describe the educational services that were available for students with disabilities during most
of the twentieth century?
ANSWER: 1) What services did exist were primarily educational programs provided in
segregated settings; 2) special education was sporadic and selective; and 3) special
education was allowed in many states but required in few until 1975.
32. Describe at least one right-to-education court case discussed in the text that led to eventual passage of the
national mandate to educate students with disabilities.
ANSWER: 1) Brown v. Board of Education declared that education is a right and not a
privilege; 2) PARC v. Pennsylvania Courts ordered a free and appropriate education
for students with mental retardation between ages six and twenty-one; 3) the Mills
case extended
the right to a FAPE to all school-aged children with disabilities (students may cite
other cases that have had an impact).
with disabilities.


33. Identify at least three of the major components of the Individuals with Disabilities Education Act (IDEA).
ANSWER: 1) Nondiscriminatory and multidisciplinary assessment; 2) Parental
safeguards; 3) Procedural safeguards (due process); 4) FAPE; 5) LRE; 6)
IEP
decisions.
34. Identify the four phases of special education referral, planning, and placement process.
ANSWER: 1) Initiating the referral; 2) Assessing eligibility and need; 3) Developing the
IEP; 4) Determining the LRE
35. Describe two of the principles of a standards based approach to improving student achievement.
ANSWER: 1) focus on student achievement as the primary measure of school success; 2)
an emphasis on challenging academic standards that specify the knowledge and
skills students acquire and the levels that they will demonstrate mastery of this
skills; 3) a desire to extend the standards to all students, including those for
whom expectations have been traditionally low.
decisions.

36. List at least two of the features that students with disabilities must have to fulfill that promise that all students
will succeed if schools expect the highest academic standards.
ANSWER: 1) highly qualified and effective teachers; 2) curriculum based on standards; 3)

assessments that measure performance on the standards; and 4) inclusion in the
reported results that determine if a school is meeting established performance
level.
37. Under IDEA, what must a student's IEP include relative to accessing the general education curriculum?
ANSWER: IDEA requires that a student's IEP describe how the disability affects involvement
and progress in the general education curriculum. IEP goals must enable the
student to access the general curriculum when appropriate.
38. Describe the difference between students with disabilities who are eligible for services under Section
504/ADA and those eligible under IDEA.
ANSWER: Students eligible under ADA are entitled to accommodations and/or modifications
to their educational program that will ensure that they receive an appropriate
education comparable to that of their peers without disabilities. Students eligible
under IDEA are entitled to special education and related services to ensure that
they receive a FAPE.
39. Describe the difference between an IEP and a 504 Plan.

ANSWER: The two are different in scope and intent. An IEP is concerned with ensuring access
to
FAPE, while a 504 plan provides the means to create a level and fair playing field.


40. Describe the principle of zero exclusion.
ANSWER: The principle of zero exclusion states that no student with a disability can be denied a
FAPE regardless of the nature, type, or extent of the disability
41. Discuss the major components of the Individuals with Disabilities Education Act.
ANSWER: The five major components of IDEA are: 1) nondiscriminatory and multidisciplinary
assessment of educational needs; 2) parental involvement in developing each child's
educational program; 3) a free and appropriate public education, 4) education in the
least restrictive environment (LRE); and 5) an individualized education program
(IEP).
Provisions for nondiscriminatory assessment and multidisciplinary assessment

include: 1) testing of students in their native or primary language, whenever possible;
2) the use of evaluation procedures selected and administered to prevent cultural or
racial discrimination; 3) the use of assessment tools validated for the purpose for
which they are being used; 4) assessment by a multidisciplinary team utilizing
several pieces of information to formulate a placement decision.
Parents are granted several rights under IDEA, including: 1) consent in writing
before the child is initially evaluated; 2) consent in writing before the child is initially
placed in a special education program; 3) request an independent education
evaluation if they feel the school's evaluation is inappropriate; 4) request an
evaluation at public expense if a due-process hearing finds that the public agency's
evaluation was inappropriate; 5) participation on the committee that considers the
evaluation, placement, and programming of the child; 6) inspection and review
educational records and challenge information believed to be inaccurate, misleading,
or in violation of the privacy or other rights of the child; 7) request a copy of
information from the child's educational record;
8) request a hearing concerning the school's proposal or refusal to initiate or change
the identification, evaluation, or placement of the child or the provision of a free,
appropriate public education.
All students with disabilities are entitled to a free and appropriate public education
(FAPE) based upon individual ability and need. The IDEA provisions related to
FAPE are based on the Fourteenth Amendment to the U.S. constitution guaranteeing
equal protection of the law. No student with a disability can be excluded from a
public education based on a disability. The least restrictive environment clause of
IDEA mandates that students with disabilities receive their education with
nondisabled peers to the maximum extent appropriate. In order to meet this mandate,
federal regulations
required schools to develop a continuum of placements, ranging from general
classrooms with support services to homebound and hospital programs. IDEA
mandates that all student with disabilities are to have an individual education program
(IEP).
All IEPs contain information about the following: (1) the student's present level of

performance; (2) annual goals for all students and short-term objectives for
students taking alternate assessments aligned with alternate achievement
standards; (4) related services; (5) percentage of time spent in general education;
(6) beginning and ending dates for special education services; and (7) annual
evaluation.
decisions.
42. Discuss the concept of the least restrictive environment. Is the LRE always the most inclusive placement?
ANSWER: As mandated in IDEA, the least restrictive environment (LRE) means educating
students with disabilities with their nondisabled peers to the maximum extent
appropriate. Federal regulations require that the removal of a child from the general
education setting is to occur only when the nature and severity of the child's
disability is such that education in general education classes with supplementary
aids or services cannot be achieved satisfactorily
While the concept of the LRE suggests a strong preference for the student to be
educated alongside their nondisabled peers, it also states that this should occur only
when appropriate. As such, LRE and mainstreaming are not synonymous. The LRE
may be any one of a “continuum of alternative placements,” ranging from the
general education classroom to separate educational environments exclusively for
students with disabilities.
REFERENCES: Bloom's: Creating

43. It wasn't until that the value of full educational participation for all was put into practice in the United States.
a. 1965
b. 1970
c. 1975
d. 1980
ANSWER: c
44. In the 1960s, President Kennedy expanded the federal government's role in special
education by a. supporting IDEA.
b. providing financial support for special education teacher
preparation. c. supporting ADA.
d. All of the answers are correct.
ANSWER: b
45. Although largely considered a landmark case for ending racial discrimination, Brown v. Board of Education
set a precedent for access to education for
a. students from rural
communities. b. students who are
gifted.
c. students with
disabilities. d. preschool
students.
ANSWER: c
with disabilities.


46. Public Law 99-457 requires that all eligible children with disabilities between the ages of receive a free
and appropriate public education.
a. one and three
b. three and five
c. one and five
d. five and twenty-one
ANSWER: b
NOTES: P.L. 99-457 mandated preschool education for students with disabilities. Under this
law, all children between the ages of 3 and 5 must receive a free appropriate public
education.
47. Lillian is age four and is getting the benefit of early intervention services as a child with a developmental
delay as provided under .
a. PL 94-144
b. PL 95-947
c. PL 97-547
d. PL 99-457
ANSWER: d

48. Special education includes
a. specially designed
instruction. b. no cost to
parents.
c. services that are provided in all
settings. d. All of the answers are
correct.
ANSWER: d
49. In order for a student with a disability to receive specialized services under the Individuals with Disabilities
Education
Act, he or she must have
a. a disability condition as identified in federal law, or a counterpart in state
law. b. a demonstrated need for special education and related services.
c. All of the answers are correct.
d. None of the answers are correct.
ANSWER: c
NOTES: In order for an individual to receive the specialized services available under IDEA,
two criteria must be met. First, the individual must be identified as having a disability
condition identified in federal law or their counterparts in a state's special education
law. The second criteria for eligibility is the student's demonstrated need for
specialized instruction and related services in order to receive an appropriate
education.

50. In order for a student to receive services under IDEA he or she must be
identified as a. having a recognized disability and requiring special education.
b. needing reasonable accommodations but not special
education.
c. requiring special education but not necessarily having a
disability. d. None of the answers are correct.
ANSWER: a
51. Which of the following is a provision of IDEA?

a. Parental
safeguards
b. Individualized Education
Program c. Nondiscriminatory
assessments
d. All of the answers are correct.
ANSWER: d
52. The provisions for a free and appropriate public education (FAPE) are based on which Constitutional Amendment?
a. 18th
Amendment b.
15th Amendment
c. 16th
Amendment d.
14th Amendment
ANSWER: d
NOTES: IDEA provisions related to FAPE are based on the Fourteenth Amendment to the
U.S.
Constitution guaranteeing equal protection of the
law.

53. Which court case provided the major interpretation of FAPE?
a. Mills v. Board of Education
b. PARCS v. Pennsylvania
c. Brown v. Board of Education
d. Board of Education v. Rowley
ANSWER: d
54. Which of the following is not a component of nondiscriminatory assessment?

a. Validation of tools
b. Testing in primary
language c. Testing in
English only
d. Using nondiscriminatory procedures
ANSWER: c
decisions.
55. As a parent, you do not agree with the appropriateness of the school's evaluation of your child's learning disability.
You may choose to
a. request an independent educational assessment.
b. request an evaluation at public expense
assessment. c. None of the answers are correct.
d. request an independent educational assessment and request an evaluation at public expense assessment.
ANSWER: d


56. The individualized education program as mandated in IDEA 2004 must include a statement of
a. annual goals for all students and short-term objectives only for those students who take alternate
assessments aligned to alternate achievement standards.
b. annual goals, objectives, and benchmarks for all
students. c. academic annual goals only.
d. functional annual goals only.
ANSWER: a
57. Which of the following is required in an

IEP? a. Statement of current levels of
performance b. Measurable annual goals
c. Related services when
appropriate d. All of the answers
are correct.
ANSWER: d

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5. IDEA is based on the value

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8. IDEA requirements for nondiscriminatory and multidisciplinary assessment testing procedures

10. The purpose of the individualized education program (IEP) is to

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20. A remaining challenge in ensuring all students have the opportunity to

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ANSWER: 1) highly qualified and effective teachers; 2) curriculum based on standards; 3)

39. Describe the difference between an IEP and a 504 Plan.

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Provisions for nondiscriminatory assessment and multidisciplinary assessment

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51. Which of the following is a provision of IDEA?

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54. Which of the following is not a component of nondiscriminatory assessment?

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57. Which of the following is required in an

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FEATS ON THE FIORD. A tale of Norwegian life, by

Published by JOSEPH KNIGHT

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