Test Bank For Special Education In
x x x x x x
Contemporary Society An Introduction To
x x x x x
Exceptionality, 7th Edition, Richard M. Gargiulo,
x x x x x x
Emily C. Bouck
x x x
,Multiple Choice nnss
1. A written plan developed by a team that coordinates
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services for infants and toddlers and their families is
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referred to as .
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a. a 504 Plan
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b. an Individualized Education Program
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c. an Individualized Transition Plan
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d. an Individualized Family Service
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Plan Ans: D
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Learning Objective: 1.9: Summarize the services typically available
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to infants/toddlers, preschoolers, adolescents, and adults with
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disabilities. Cognitive Domain: Knowledge
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Answer Location: Infants/Toddlers and Preschoolers With Special
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Needs Difficulty Level: Easy
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2. Multiple means of representation, engagement, and
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expression are the essential elements of
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a. an Individualized Education Program
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b. universal design for learning nnss nnss nnss
c. an Individualized Transition Plan
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d. an Individualized Family Service
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Plan Ans: B
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Learning Objective: 1.8: Identify key dimensions of universal design for
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learning. Cognitive Domain: Knowledge
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Answer Location: Universal Design for Learning
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Difficulty Level: Easy
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3. Services designed by federal law whose purpose is
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to assist a student with exceptionalities in deriving
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benefits from a special education.
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a. an Individualized Family Service Plan
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b. a 504 Plan
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c. an Individualized Education Program
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d. related
services Ans:
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D
nnss
,Learning Objective: 1.1: Define exceptional children, disability, handicapped,
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developmentally delayed, at risk, and special education.
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Cognitive Domain: Knowledge nnss nnss
Answer Location: Developmentally Delayed and At Risk
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Difficulty Level: Easy
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4. worked with the urban poor and children with intellectualnns s nnss nnss nnss nnss nnss nnss nnss
disabilities.
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a. Maria Montessori nnss
b. Eleanor Roosevelt nnss
c. Alexander Bell nnss
d. Alfred
Binet Ans:
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A
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Learning Objective: 1.4: Describe the historical evolution of services
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for children and adults with disabilities.
nnss nnss nnss nnss nnss nnss
Cognitive Domain: Knowledge nnss nnss
Answer Location: A Brief History of the Development of Special
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Education Difficulty Level: Easy
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5. The legislation most responsible for the rapid
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development of services for young children with
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disabilities or delays is
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a. PL 94–142, 1975
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b. PL 101–476, 1990
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c. PL 108–446, 2004
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d. PL 99–457, 1986
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Ans: D n n s s
Learning Objective: 1.4: Describe the historical evolution of services
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for children and adults with disabilities.
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Cognitive Domain: Comprehension nnss nnss
Answer Location: Number of Children and Young Adults
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Served Difficulty Level: Medium
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6. One teacher taking the instructional lead while the other
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providing support and assistance to the students describes which
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type of co-teaching method?
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a. station
b. alternative
c. l one teach, one
nnss support
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d. parallel
Ans:
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C
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Learning Objective: 1.7: Describe common instructional models of
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cooperative teaching.
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Cognitive Domain: Knowledge nnss nnss
Answer Location: Cooperative
nnss nnss
Teaching Difficulty Level: Easy
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7. This co-teaching instructional arrangement lowers the
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teacher– pupil ratio. Instruction is planned jointly but
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, nnss delivered separately.
nnss
x x x x x x
Contemporary Society An Introduction To
x x x x x
Exceptionality, 7th Edition, Richard M. Gargiulo,
x x x x x x
Emily C. Bouck
x x x
,Multiple Choice nnss
1. A written plan developed by a team that coordinates
nnss nnss nnss nnss nnss nnss nnss nnss
services for infants and toddlers and their families is
nnss nnss nnss nnss nnss nnss nnss nnss nnss
referred to as .
nnss nnss nnss nnss
a. a 504 Plan
nnss nnss
b. an Individualized Education Program
nnss nnss nnss
c. an Individualized Transition Plan
nnss nnss nnss
d. an Individualized Family Service
nnss nnss nnss
Plan Ans: D
nnss nnss nnss
Learning Objective: 1.9: Summarize the services typically available
nnss nnss nnss nnss nnss nnss nnss
to infants/toddlers, preschoolers, adolescents, and adults with
nnss nnss nnss nnss nnss nnss nnss
disabilities. Cognitive Domain: Knowledge
nnss nnss nnss nnss
Answer Location: Infants/Toddlers and Preschoolers With Special
nnss nnss nnss nnss nnss nnss
Needs Difficulty Level: Easy
nnss nnss nnss nnss
2. Multiple means of representation, engagement, and
nnss nnss nnss nnss nnss
expression are the essential elements of
nnss nnss . nnss nnss nnss nnss nnss
a. an Individualized Education Program
nnss nnss nnss
b. universal design for learning nnss nnss nnss
c. an Individualized Transition Plan
nnss nnss nnss
d. an Individualized Family Service
nnss nnss nnss
Plan Ans: B
nnss nnss nnss
Learning Objective: 1.8: Identify key dimensions of universal design for
nnss nnss nnss nnss nnss nnss nnss nnss nnss
learning. Cognitive Domain: Knowledge
nnss nnss nnss nnss
Answer Location: Universal Design for Learning
nnss nnss nnss nnss nnss
Difficulty Level: Easy
nnss nnss nnss
3. Services designed by federal law whose purpose is
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to assist a student with exceptionalities in deriving
nnss nnss nnss nnss nnss nnss nnss nnss
benefits from a special education.
nnss nnss nnss nnss nnss
a. an Individualized Family Service Plan
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b. a 504 Plan
nnss nnss
c. an Individualized Education Program
nnss nnss nnss
d. related
services Ans:
nnss nnss
D
nnss
,Learning Objective: 1.1: Define exceptional children, disability, handicapped,
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developmentally delayed, at risk, and special education.
nnss nnss nnss nnss nnss nnss nnss
Cognitive Domain: Knowledge nnss nnss
Answer Location: Developmentally Delayed and At Risk
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Difficulty Level: Easy
nnss nnss nnss
4. worked with the urban poor and children with intellectualnns s nnss nnss nnss nnss nnss nnss nnss
disabilities.
nnss
a. Maria Montessori nnss
b. Eleanor Roosevelt nnss
c. Alexander Bell nnss
d. Alfred
Binet Ans:
nnss nnss
A
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Learning Objective: 1.4: Describe the historical evolution of services
nnss nnss nnss nnss nnss nnss nnss nnss
for children and adults with disabilities.
nnss nnss nnss nnss nnss nnss
Cognitive Domain: Knowledge nnss nnss
Answer Location: A Brief History of the Development of Special
nnss nnss nnss nnss nnss nnss nnss nnss nnss
Education Difficulty Level: Easy
nnss nnss nnss nnss
5. The legislation most responsible for the rapid
nnss nnss nnss nnss nnss nnss
development of services for young children with
nnss nnss nnss nnss nnss nnss nnss
disabilities or delays is
nnss nnss . nnss nnss
a. PL 94–142, 1975
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b. PL 101–476, 1990
nnss nnss
c. PL 108–446, 2004
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d. PL 99–457, 1986
nnss nnss
Ans: D n n s s
Learning Objective: 1.4: Describe the historical evolution of services
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for children and adults with disabilities.
nnss nnss nnss nnss nnss nnss
Cognitive Domain: Comprehension nnss nnss
Answer Location: Number of Children and Young Adults
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Served Difficulty Level: Medium
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6. One teacher taking the instructional lead while the other
nnss nnss nnss nnss nnss nnss nnss nnss
providing support and assistance to the students describes which
nnss nnss nnss nnss nnss nnss nnss nnss nnss
type of co-teaching method?
nnss nnss nnss nnss
a. station
b. alternative
c. l one teach, one
nnss support
n n s s nnss n n s s
d. parallel
Ans:
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C
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Learning Objective: 1.7: Describe common instructional models of
nnss nnss nnss nnss nnss nnss nnss
cooperative teaching.
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Cognitive Domain: Knowledge nnss nnss
Answer Location: Cooperative
nnss nnss
Teaching Difficulty Level: Easy
nnss nnss nnss nnss
7. This co-teaching instructional arrangement lowers the
nnss nnss nnss nnss nnss
teacher– pupil ratio. Instruction is planned jointly but
nnss nnss nnss nnss nnss nnss nnss nnss
, nnss delivered separately.
nnss
