EDSP 3700 Parker- Ch. 2 Questions with 100% Verified
Answers Latest Update
Question: Research evidence suggests that response to intervention is more effective than
prereferral teams at reducing the number of students referred for special education.
Answer:
False, there is not a lot of research on RTI because not a lot of school implement it.
Question: The individualized education program (IEP) is not required to be a written
statement; however, the parents must agree to the teacher's plans before the student is
enrolled.
Answer:
False, the IEP is a legal document.
Question: The least restrictive environment (LRE) is not always the general education
classroom.
Answer:
True
Question: Most students with disabilities spend the majority of their school day in special
education, self-contained classrooms.
Answer:
False, most of student with disabilities spend majority of their day in general classrooms
because of inclusion and they may have low intensity disabilities.
Question: Partial participation refers to the practice of having students with disabilities
integrated for part of the school day and in a special class for the remainder of the day.
Answer:
False, students with disabilities participate in the same activities as the students without
disabilities but on a reduced basis.
Question: Public school systems must make extensive efforts to screen and identify all
children and youths of school age who have disabilities.
Answer:
True
Question: Supporters of "standards-based" reforms feel that teachers have expected too
much of all students.
Answer:
, False, "standards-based" reforms actually feel that teachers have too low expectations for
students.
Question: Students with disabilities are not excluded from participation in standardized
assessment procedures.
Answer:
True
Question: Virtually all early childhood educators agree that young children with disabilities
and those considered "at risk" should be in inclusive programs.
Answer:
True
Question: Schools are not required to provide employment-related services to students with
disabilities.
Answer:
False, schools must provide employment-related services to students with disabilities
because it can help them with being employed in the future. For instance, my high school's
special education class had a special block of time once a week that provided
employment-related services to the students and most of the students got a job at our local
Publix or Kroger after they graduated.
Question: 1. Describe the relationship between prereferral teams and response to
intervention.
Answer:
Response to intervention is a systematic type of prereferral teams. Response to
intervention is supposed to help teachers identify if a student has a disability but some
educators believe that the RTI is ineffective.
Question: 2. Describe the Multi-tiered Model for Identification and explain why it is used.
Answer:
The Multi-tiered Model is an aspect of Response to intervention in determining if a student
has a disability. Tier 1 is an universal screening to identify students who may be at risk of
academic failure; implementation of quality, research-based instruction; and weekly
monitoring of student progress If tier 1 does not work students move to tier 2 where
students receives small-group instruction by teacher/high trained assistant 3 to 4 times a
week for 6 to8 weeks with a research-validated program in the areas the students struggles
with. If a student's performance doesn't improve the a multidisciplinary team meets to
determine if the student has a disability and if they qualify for it. Then the child moves to
tier 3 where an intensive intervention is provided by a special educator in an appropriate
placement to be determined by the student's individualized education program
Answers Latest Update
Question: Research evidence suggests that response to intervention is more effective than
prereferral teams at reducing the number of students referred for special education.
Answer:
False, there is not a lot of research on RTI because not a lot of school implement it.
Question: The individualized education program (IEP) is not required to be a written
statement; however, the parents must agree to the teacher's plans before the student is
enrolled.
Answer:
False, the IEP is a legal document.
Question: The least restrictive environment (LRE) is not always the general education
classroom.
Answer:
True
Question: Most students with disabilities spend the majority of their school day in special
education, self-contained classrooms.
Answer:
False, most of student with disabilities spend majority of their day in general classrooms
because of inclusion and they may have low intensity disabilities.
Question: Partial participation refers to the practice of having students with disabilities
integrated for part of the school day and in a special class for the remainder of the day.
Answer:
False, students with disabilities participate in the same activities as the students without
disabilities but on a reduced basis.
Question: Public school systems must make extensive efforts to screen and identify all
children and youths of school age who have disabilities.
Answer:
True
Question: Supporters of "standards-based" reforms feel that teachers have expected too
much of all students.
Answer:
, False, "standards-based" reforms actually feel that teachers have too low expectations for
students.
Question: Students with disabilities are not excluded from participation in standardized
assessment procedures.
Answer:
True
Question: Virtually all early childhood educators agree that young children with disabilities
and those considered "at risk" should be in inclusive programs.
Answer:
True
Question: Schools are not required to provide employment-related services to students with
disabilities.
Answer:
False, schools must provide employment-related services to students with disabilities
because it can help them with being employed in the future. For instance, my high school's
special education class had a special block of time once a week that provided
employment-related services to the students and most of the students got a job at our local
Publix or Kroger after they graduated.
Question: 1. Describe the relationship between prereferral teams and response to
intervention.
Answer:
Response to intervention is a systematic type of prereferral teams. Response to
intervention is supposed to help teachers identify if a student has a disability but some
educators believe that the RTI is ineffective.
Question: 2. Describe the Multi-tiered Model for Identification and explain why it is used.
Answer:
The Multi-tiered Model is an aspect of Response to intervention in determining if a student
has a disability. Tier 1 is an universal screening to identify students who may be at risk of
academic failure; implementation of quality, research-based instruction; and weekly
monitoring of student progress If tier 1 does not work students move to tier 2 where
students receives small-group instruction by teacher/high trained assistant 3 to 4 times a
week for 6 to8 weeks with a research-validated program in the areas the students struggles
with. If a student's performance doesn't improve the a multidisciplinary team meets to
determine if the student has a disability and if they qualify for it. Then the child moves to
tier 3 where an intensive intervention is provided by a special educator in an appropriate
placement to be determined by the student's individualized education program
