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 Eighth Edition Marilyn Friend, PhD University of North Carolina at Greensboro William D. Bursuck, PhD University of North Carolina at Greensboro Prepared by Raye Lakey, MEd Lakey Associates Boston Columbus Indianapolis New York San Francisco Hoboken Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul Singapore Taipei Tokyo ______________________________________________________________________ Copyright © 2019, 2015, 2012 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms and the appropriate contacts within the Pearson Education Global Rights & Permissions Department, please visit www.pearsoned.com/permissions/. Instructors of classes using Friend and Bursuck’s Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition, may reproduce material from the Instructor’s Resource Manual and Test Bank for classroom use. 10 9 8 7 6 5 4 3 2 1 www.pearsonhighered.com ISBN-10: 0134754166 ISBN-13: 9780134754161 Preface The test bank for the eighth edition of Including Students with Special Needs: A Practical Guide for Classroom Teachers is organized by chapter for the twelve chapters of the text. Each chapter’s test questions include multiple-choice, true/false, short-answer, and essay. A separate answer key section for answers to all test questions for chapters 1-12 is included at the end of the test bank file. iii Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved. Table of Contents Chapter 1 The Foundation for Educating Students with Special Needs 1 Chapter 2 Special Education Procedures and Services 7 Chapter 3 Building Partnerships through Collaboration 13 Chapter 4 Assessing Student Needs 18 Chapter 5 Planning Instruction by Analyzing Classroom and Student Needs 23 Chapter 6 Students with Low-Incidence Disabilities 29 Chapter 7 Students with High-Incidence Disabilities 35 Chapter 8 Students with Special Needs Other Than Disabilities 42 Chapter 9 Adjusting Instruction 49 Chapter 10 Strategies for Independent Learning 55 Chapter 11 Evaluating Student Learning 62 Chapter 12 Responding to Student Behavior 68 Answer Key 75 iv Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved. Chapter 1: The Foundation for Educating Students with Special Needs 1.1 Multiple Choice Questions 1) Dee has speech therapy three days a week at school. What component of special education provides speech and language therapy and occupational therapy? A) Supplementary services B) Supplementary aids C) Related services D) Specially designed instruction (SDI) 2) When Carlos was in the second grade, he was identified as a student with a disability. He began receiving special education services, including accommodations for math. Which of the following procedures describes an accommodation he might have received? A) Working the same math as the other students in class, but not taking standardized tests B) Working on reading during math and eliminating math lessons C) Learning first-grade level math when the rest of the class is learning third-grade math D) Working only odd-numbered problems on the same math worksheet the class is doing 3) According to IDEA (Individuals with Disabilities Education Act), students with disabilities should be educated in a setting as similar as possible to that for students without disabilities, one in which they can succeed with the provision of appropriate supports. This principle of IDEA is known as which of the following? A) Individualized education B) Due process C) Least restrictive environment D) Related services 4) One core principle of IDEA (Individuals with Disabilities Education Act) states that students with disabilities are entitled to “free appropriate public education (FAPE). This right includes the following specifications EXCEPT: A) Special education services as needed at a cost to parents B) Specialized materials and technology as needed C) Attendance at public schools D) Educational services designed to address their specific needs 5) Provisions of IDEA include which of the following? A) Exemption from the school’s standardized assessment program B) Discipline strategies described in the student’s IEP C) Paraprofessionals as teachers rather than general education teachers D) Transition services at any age the student prefers 6) The famous court case of Brown v. Board of Education, 1954, influenced thinking about discrimination against any group of people, including individuals with disabilities. What educational change was introduced as a direct result of the court decision in this case? A) Integration of diverse student groups in public schools 1 Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved. B) Inclusion of students with disabilities in public schools C) Exclusion of students with severe disabilities in public schools D) Establishment of special education classes in public schools 7) Court cases have been instrumental in shaping special education, clarifying the rights of students with disabilities and the responsibilities of schools. Legal decisions from precedentsetting cases include all of the following EXCEPT: A) Teachers can be held liable for lack of good-faith effort to provide required accommodations B) IQ tests can be used to determine whether African American students have intellectual disabilities C) Schools must educate students so they have ambitious goals and make meaningful educational progress D) The burden of proof is on parents if they file suit in disagreement about their child’s IEP 8) What civil rights legislation protects individuals with disabilities from discrimination and ensures access to transportation, buildings, and public places? A) Every Student Succeeds Act B) Elementary and Secondary Education Act C) Americans with Disabilities Act D) No Child Left Behind 9) The goal of Every Student Succeeds Act (ESSA) is to ensure that all students have equal access to high quality education. ESSA mandates which of the following? A) Students living in poverty should be held to lower academic standards than students living in affluence. B) Students with disabilities should make academic achievements at a level comparable to that of most students. C) Students receiving lower quality education should not be held accountable for the same academic progress as students receiving higher quality education. D) States must assess all students (including students with disabilities) in science on an annual basis. 10) All of the following themes characterize contemporary special education EXCEPT: A) Excluding students with intellectual disabilities from the general education curriculum B) Taking steps to prevent the need for special education C) Using effective practices that are grounded in research D) Holding students with disabilities to the same high expectations for progress as other students 11) Riley is struggling with first grade reading, and Mr. Wells needs to determine whether she has a learning disability and qualifies for special education. Which of the following procedures is he most likely to use to make the determination in this case? A) Positive behavior supports B) Multi-tiered system of support C) IQ testing 2 Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved. D) Response to intervention 12) Colter, a student in Ms. Sanders’ second grade class, exhibits behaviors that disrupt learning for all students in the class. Which of the following strategies is Ms. Sanders most likely to use to determine whether Colter needs special services? A) Curriculum modifications B) Curriculum accommodations C) Peer tutoring D) Positive behavior supports 13) Students in which group are two times as likely to be identified as having behavioral or emotional disabilities (resulting in disproportionate representation)? A) Female students B) Hispanic American students C) Asian American students D) African American students 14) Professional accountability includes all of the following responsibilities EXCEPT: A) School accountability for academic improvement of students with disabilities B) Teacher accountability for achievement gains of students without disabilities C) School accountability for maintaining positive neighborhood environments D) Teacher accountability for achievement gains of students with disabilities and special needs 15) Mr. Tam has two students in his class who have learning disabilities, and he is considering approaches that will be effective for them and all other students in the class. Which of the following approaches is recommended? A) Practices based on tradition B) Practices based on teacher preference and skill C) Practices that have become popular among students with disabilities D) Practices that are evidence-based 16) Consider how inclusion compares with mainstreaming of students with disabilities. Which of the following settings applies to inclusion? A) Physical, social, and instructional integration with nondisabled peers B) Elimination of special education classes C) Integration with nondisabled peers when extra support is not required D) Part-time special education and part-time least restrictive environment (LRE) 17) Inclusive practices have a quantifiable impact on the outcomes of students with disabilities. Based on feedback, parents perceive what benefit to be most important? A) Modified curriculum that reduces their child’s accountability B) Response to intervention (RtI) practices to prevent the need for special education C) Collaborative decision making about their child’s education D) Evidence-based practices that compensate for their child’s disability 3 Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved. 18) How many categories of exceptionality are prescribed by federal special education law (IDEA)? A) 7 B) 10 C) 13 D) 18 19) Among the categories of disability specified in IDEA, what disability is most common? A) Speech or language impairment B) Learning disability C) Intellectual disability D) Autism 20) 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 law B) IDEA C) Section 504 D) ESSA 22) McKenzie has been identified as having attention deficit-hyperactivity disorder (ADHD). What law, if any, protects her and addresses her educational needs? A) No law B) ADA C) ESSA D) Section 504 23) Students whose primary language is not English, i.e., English learners (ELs) or limited English proficiency (LEP), are sometimes considered at risk. How is this risk factor usually addressed? A) English as a second language services (ESL) B) Protection under Section 504 legislation C) Usually not addressed at all D) Special education comparable to students with learning disabilities 1.2 True/False Questions 1) Special education does NOT include instruction in a general education classroom. 2) For many students, the least restrictive environment is full-time or nearly full-time participation in a general education classroom. 4 Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved. 3) Modifications are changes in how the student learns key curriculum. 4) A provision of IDEA is that students must be taught by teachers who are highly qualified in the core academic content being taught. 5) By the end of the 1960s, special education authorities generally agreed that segregated special education classes were not the most appropriate educational settings for many students with disabilities. 6) The term inclusion does not appear in federal laws governing special education. 7) Although the court decision in Brown v. Board of Education referred primarily to racial segregation, it has been applied to extend equal educational opportunities to students with disabilities. 8) Students with a learning disability typically have average or above-average intelligence. 9) Federal legislation clearly distinguishes mild, moderate and severe intellectual disability. 10) Mild intellectual disability is a high-incidence disability. 1.3 Short Answer Questions 1) Explain what it means for students to receive accommodations and describe one or more examples of accommodations. 2) Describe Section 504 of the Rehabilitation Act. Give examples of students who do not qualify for assistance under IDEA but might qualify for assistance under Section 504. 3) In your own words, define special education. Include a description of the components (three types of services) of special education. 4) The six core principles of IDEA include the right to be educated in the least restrictive environment (LRE) and the right to receive individualized education with an individualized education program (IEP). Explain these two core principles. 5) One of the key themes of contemporary special education is prevention of the need for special education. Explain how response to intervention (RtI) is instrumental in preventing the need for special 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 in collaborating 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 be at risk? 10) What group has especially been disproportionately represented in special education, and how is this issue being addressed? 1.4 Essay Questions 1) Parents of children with disabilities have had tremendous influence in shaping special education. Explain their influence by discussing actions they have taken and changes effected by their actions. 2) Many educators continue to use the terms mainstreaming and inclusive practices interchangeably. Explain the distinction between the two concepts. 3) The civil rights movement was instrumental in shaping special education. Identify early civil rights legislation and current civil rights legislation, describing consequential changes in the education of students with disabilities. 5 Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved. 4) Describe responsibilities of general education teachers in educating students with disabilities by discussing roles: identifying students with special needs, collaborating, and providing instructional services. 6 Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved. Chapter 2 Special Education Procedures and Services 2.1 Multiple Choice Questions 1) Who typically has the most detailed, day-to-day knowledge of the student’s academic, social and physical needs within the classroom? A) School psychologist B) Special education teacher C) Adaptive physical educator D) General education teacher 2) Who is responsible for managing and coordinating the special education services a student receives? A) Counselor B) School psychologist C) Special education teacher D) School administrators 3) Special education teachers typically carry all of the following responsibilities EXCEPT: A) Provide direct and indirect instruction to students assigned to them B) Coordinate the services a student with disabilities needs to receive C) Develop a psychological report of a student’s strengths and areas of need D) Write and implement student IEPs 4) What is the primary role of the transition specialist? A) Prepare students with disabilities to transition into high school B) Prepare students for vocational training, employment, or higher education C) Coordinate volunteers to assist students with physical disabilities and mobility limitations D) Assist English language learners in acclimating to general education classes 5) Which of the following service providers is most likely to be involved in duties such as notetaking and feeding for a student with limited use of arms and hands? A) Paraprofessional B) Physical therapist C) School nurse D) Social worker 6) In their roles, which specialists are most likely to visit a student’s home and serve as a liaison between school and home? A) Social workers B) Special education teachers C) Speech and language therapists D) Bilingual special educators 7) 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? 7 Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved. A) Physical therapist B) Occupational therapist C) Adaptive physical educator D) Mobility specialist 8) Carson is a fourth-grade student with a mild intellectual disability. His teachers are guiding him to demonstrate increased levels of self-determination. Which of the following behaviors indicates 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 Amy to 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 is withdrawn 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, that signal unmet needs and may indicate a disability. She is creating simple interventions to help Ian succeed 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’s determining whether a student should be evaluated for the presence of a disability? A) Communicating with parents and colleagues, conducting interventions, universal screening B) Universal screening, analyzing unmet needs in the classroom, contacting parents C) Contacting parents, universal screening, contacting colleagues D) Conducting interventions, contacting parents, universal screening 12) 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 with their parents, documented his systematic attempts to help them, and is now providing intensive instruction. He instructs them three times a week along with four other students from other second grade classes who have similar struggles. Mr. Hale is using which of the following? 8 Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved. A) Tier 3 support B) Multidisciplinary support system C) Response to intervention D) Universal screening 14) Parents are key participants in all decision making related to their child’s suspected or documented 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 assessments indicate no need B) Parents have the right to request mediation to resolve conflicts with schools about their child’s placement C) Parents have the right to be a member of any group making placement decisions about their child D) Parents have the right to access and review any records pertaining to their child’s education 15) If RtI or MTSS do not sufficiently improve a student’s performance, a multidisciplinary team likely recommends and approves further assessment of the student. Who conducts such assessments? A) Administrators B) Paraprofessionals C) General education teachers D) Trained professionals 16) When the multidisciplinary team makes a placement decision, the team is required to do which 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 determine whether the student’s needs have changed. IDEA also stipulates that an IEP must be revised in all of the following circumstances EXCEPT: A) Whenever a student doesn’t make expected progress toward meeting goals B) When reevaluation information is gathered C) When the student requests that goals be revised on the IEP D) When parents bring additional information that affects the IEP 18) What set of procedures is outlined in the law for resolving disagreements between school district personnel and parents regarding students with disabilities? A) Multidisciplinary team review B) Litigation C) School board review D) Due process 9 Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved. 19) Justin’s IEP states that he is expected to increase his silent reading speed by 30 words per minute in the fourth grade. What component in an IEP includes such a statement? A) Goal B) Present level of performance C) Behavior intervention plan D) Short-term objectives 20) In describing the extent of the student’s participation in general education, the IEP must include all of the following EXCEPT: A) Explanation for placement for extracurricular activities B) A justification for placement outside the general education classroom C) A justification for placement in a general education classroom D) Explanation for placement for nonacademic activities 21) Ryan was identified recently as having a learning disability. According to IDEA, what provision is made for the school to document Ryan’s progress systematically and address his learning needs? A) Individualized education program B) Response to intervention C) Multi-tiered systems of support D) Multidisciplinary team 22) Behavior intervention plans are required in the IEP of what group of students? A) All students receiving special education services B) All students with significant behavior problems C) Students with intellectual disabilities D) Students with ADHD 23) The following students receive special education services. Which one or ones are required to have 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 what environment? A) Special education classroom B) General education classroom C) Resource room D) Separate school 2.2 True/False Questions 1) Students with disabilities show self-determination when they are able to state their needs and serve as their own advocate. 2) Students with intellectual disabilities should not be allowed to participate in writing an IEP. 10 Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved. 3) A student who suddenly displays behavior that will negatively affect his/her learning should be assessed as soon as possible to determine if the need is a disability. 4) Some students with a clear, diagnosable disability will not display a specific pattern of behavior. 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 team that meets to problem-solve prior to the formal assessment process for special education. 7) Parents have the right to disagree with the school district’s decisions about their child and can request 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 education services. 10) Testing accommodations stated in the IEP are for high-stakes testing only. 11) IDEA requires semi-annual reviews of each student’s IEP. 2.3 Short Answer Questions 1) Explain the role of the general education teacher in identifying a student with disabilities. 2) What is the primary role of the special education teacher when a student with disabilities is placed 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 with disabilities? 5) Administrators in your school play a key role in successfully providing educational services to all students. Describe their contribution. 6) Identify the 5 major questions a general education teacher might use in determining whether a student’s unmet need might be a disability. 7) Corey struggles with second grade reading and is receiving tier 2 intervention. Describe how his 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 will instruction 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 with disabilities. 2.4 Essay Questions 1) Ms. Parks, a second-grade teacher, suspects her student Nathan may have a learning disability and may qualify for special education services. Describe steps Ms. Parks should take in order to prepare for a meeting with her school’s prereferral team. 2) Many simple interventions can be made by general education teachers. Suggest two or three interventions a teacher might implement to address a student’s behavior needs and two or three interventions a teacher might implement to address a student’s academic problems. 3) Mr. Moreno is meeting with the parents of a student who has been identified as having a 11 Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved.