47.The comprehensive approach to educating students with disabilities that advocates : 1200685.
47.The comprehensive approach to educating students with disabilities that advocates a total, systematic, and coordinated web of services is referred to as:
c.least restrictive environment.
48.Which of the following is a provision of inclusion?
a.Students with special needs will be placed on a regular school campus.
b.Students with special needs will be placed in separate school campus settings.
c.Students with special needs will be given paraprofessionals for each of their classes.
d.Students with special needs will be given free and available legal advice as needed.
49.Which of the following is not a concern or criticism of inclusion?
a.Students worry whether they will be happy in general education classrooms.
b.Parents are concerned that their children’s needs might not be addressed.
c.Teachers question whether they can receive necessary additional support.
d.Special educators worry that inclusion may result in inappropriate placements.
50.Which of the following is not a component of inclusion?
a.Ensuring that students spend a specified amount of time daily with a specialist for their disability.
b.Creating appropriate support and services to guarantee an adaptive fit.
c.Coordinating general and special education services.
d.Placing students with special needs in a classroom setting that meets their instructional needs.
51.Three of the descriptions below are provisions that fall within amendments to IDEA. Which one is not a provision of these amendments?
a.Reduce the special education paperwork burden by deleting short-term objectives and benchmarks from IEPs.
b.Conduct instruction for non-native-English-speaking students with learning problems in their native languages.
c.Create discipline provisions that allow districts to remove students who “inflict serious bodily injury” from the classroom to an alternative setting during the appeals process.
d.Establish methods to reduce the number of students from culturally and linguistically diverse backgrounds who are inappropriately placed in special education.
Use the following case study to answer Items 52-56.
Mr. Roberts’s observations of Hector Sanchez, one of his sixth graders, indicate that Hector may have a learning disability. Hector, a native-Spanish-speaking child who speaks hesitant English, is given a widely used and validated intelligence test in English by certified special education officials to diagnose his possible exceptionality.
Because he scores low on the vocabulary section of the test compared to the other sections, he is diagnosed as having a learning disability. An IEP for Hector is prepared by Mr. Roberts and the exceptional student specialists in the school, and it is immediately implemented to help Hector as much as possible. Part of the IEP calls for Hector being placed in a resource reading program for one hour a day. (He is mainstreamed the rest of the day.)
Hector’s mother meets with the school officials, learns about the IEP, and objects to the placement, saying, “There’s nothing wrong with my boy.” She requests Hector’s school records and test results.
The school offers the name of a person who could do an independent evaluation of Hector but refuses to release their test results on the grounds of keeping the test administrator’s identity confidential.
52.According to IDEA, the school’s refusal to release the records was:
a.against the law because of the provision guaranteeing parental involvement.
b.against the law because of the provision guaranteeing minority protection, since Hector is a cultural minority.
c.within the law, since Hector was found to have a disability. It would have been against the law if no disability was found.
d.within the law, since Hector was mainstreamed for most of the school day (only in a resource program for an hour a day).
53.The school officials violated a specific provision of IDEA in their handling of Hector’s case. Of the following, the best description of the violation is:
a.placing Hector in a resource reading program.
b.officials’ offering the name of an independent evaluator.
c.mainstreaming Hector for most of the day.
d.giving Hector the test in English.
54.Consider the school officials’ use of an intelligence test as a basis for making their assessment of Hector. Based on IDEA, which of the following is the most accurate statement about using intelligence tests for placement in special programs?
a.The use of intelligence tests is within the law if the tests are validated and widely used.
b.The use of intelligence tests is against the law for purposes of making decisions about placement in special programs.
c.The use of intelligence tests is within the law if they are supplemented by other measures, such as classroom performance.
d.The use of intelligence tests is within the law if they are given by certified personnel.
55. Consider the school officials’ offering of an independent evaluator to diagnose Hector’s possible exceptionality. Based on IDEA, which of the following is the most accurate statement?
a.The offer was within the law.
b.The offer is prohibited by the law.
c.The law doesn’t speak to the offer of an independent evaluation.
56.Consider the development and implementation of Hector’s IEP. Based on IDEA, which of the following is the most accurate statement?
a.The development and implementation of the IEP were done according to the law.
b.The development of the IEP was against the law, since Mr. Roberts—a regular teacher rather than a certified special education specialist—was involved in the process.
c.The development and implementation of the IEP were against the law, since it called for Hector being removed from the general education classroom for part of the day.
d.The development and implementation of the IEP were against the law, since Hector’s mother didn’t participate in its development.