,TESTBANK for Educating Exceptional Children, 15th
Edition Samuel A. Kirk
Notes
1- The file is chapter after chapter.
2- We have shown you 10 pages.
3- The file contains all Appendix and Excel
sheet if it exists.
4- We have all what you need, we make
update at every time. There are many new
editions waiting you.
5- If you think you purchased the wrong file
You can contact us at every time, we can
replace it with true one.
Our email:
,Chapter 01: Children and Youth with Exceptionalities and Their Families
1. A child with disabilities can be eligible for special education services in __________ different legal categories.
a. 8
b. 10
c. 13
d. 15
ANSWER: c
QUESTION TYPE: Multiple Choice
2. “IDEA” stands for __________.
ANSWER: The Individuals with Disabilities Education Act.
QUESTION TYPE: Subjective Short Answer
3. The most recent reauthorization of IDEA occurred in
a. 1990
b. 1994
c. 2004
d. 2015
ANSWER: c
QUESTION TYPE: Multiple Choice
4. Attention deficit/hyperactivity disorder falls under which disability category?
a. Learning disabilities
b. Mild intellectual disabilities
c. Emotional/behavioral disorders
d. Other health impairment
ANSWER: d
QUESTION TYPE: Multiple Choice
5. Students who are exceptional based on gifts and talents are included in federal legislation for exceptional children.
a. True
b. False
ANSWER: False
QUESTION TYPE: True / False
6. Briefly define exceptionality based on gift and talents.
ANSWER: Students with gifts and talents perform—or have the capability to perform—at higher levels
compared to others of the same age, experience, and environment in one or more domains.
QUESTION TYPE: Subjective Short Answer
7. What is a major similarity between students with gifts and talents and students with disabilities?
ANSWER: They both require modification(s) to their educational experience(s) to learn and realize their
potential.
QUESTION TYPE: Subjective Short Answer
8. It doesn’t really matter which disability category a child is identified with; special education is special education.
a. True
Copyright Cengage Learning. Powered by Cognero. Page 1
, b. False
ANSWER: False
QUESTION TYPE: True / False
9. __________ is the ability to remain calm and open in the present moment and bring non-judgmental awareness to our
internal thoughts, feelings, and sensations.
a. Mindfulness
b. Dyslexia
c. Proactivity
d. IDEA
ANSWER: a
QUESTION TYPE: Multiple Choice
10. Variances that occur within a single child are known as __________.
ANSWER: intra individual differences
QUESTION TYPE: Subjective Short Answer
11. Differences between children are known as __________.
ANSWER: inter individual differences
QUESTION TYPE: Subjective Short Answer
12. IEP stands for __________.
ANSWER: individualized education program
QUESTION TYPE: Subjective Short Answer
13. Name the five components of the Information Processing Model.
ANSWER: input, processing, output, executive function, emotional context
QUESTION TYPE: Subjective Short Answer
14. Describe what is happening in the “process” stage of the Information Processing Model.
ANSWER: classification, reasoning, evaluation, memory, thinking about it.
QUESTION TYPE: Subjective Short Answer
15. In which component of the Information Processing Model do we determine whether a student has learned what we are
teaching?
ANSWER: output
QUESTION TYPE: Subjective Short Answer
16. Which component of the Information Processing Model allows students to choose what information to focus on, how
to interpret the information, and how to respond to the information?
ANSWER: executive function
QUESTION TYPE: Subjective Short Answer
17. If a student has met with repeated failures with prior learning, they may experience __________ anxiety in similar
learning situations.
ANSWER: anticipatory
QUESTION TYPE: Subjective Short Answer
18. Many students learn best when they interact with information in a(n)
Copyright Cengage Learning. Powered by Cognero. Page 2
, a. Concrete way
b. Abstract way
ANSWER: a
QUESTION TYPE: Multiple Choice
19. Many students learn best when they interact with information using __________ methods for input.
a. Visual
b. Auditory
c. Kinesthetic
d. Multiple
ANSWER: d
QUESTION TYPE: Multiple Choice
20. Until about __________, it was believed that heredity alone determined intelligence.
a. 1945
b. 1960
c. 1975
d. 1990
ANSWER: b
QUESTION TYPE: Multiple Choice
21. The belief that heredity alone determined intelligence led people to conclude that a child’s future outcomes were
already set.
a. True
b. False
ANSWER: True
QUESTION TYPE: True / False
22. Environmental conditions can result in a child having
a. A disability
b. Gifts and talents
c. Both A and B
d. Neither A nor B
ANSWER: c
QUESTION TYPE: Multiple Choice
23. Today we understand that intelligence, behavior, and exceptionality are the result of
a. Multiple complex genes
b. Complex interactions between genes and environments
c. Complex environmental factors
d. None of the above
ANSWER: b
QUESTION TYPE: Multiple Choice
24. It appears that changing the environmental conditions of early childhood can activate different patterns of genes, so
that environment influences heredity.
a. True
Copyright Cengage Learning. Powered by Cognero. Page 3
, b. False
ANSWER: True
QUESTION TYPE: True / False
25. Some genes can control behavior directly.
a. True
b. False
ANSWER: False
QUESTION TYPE: True / False
26. In many cases, we do not know what caused a child’s disability.
a. True
b. False
ANSWER: True
QUESTION TYPE: True / False
27. We estimate that __________ children in the U.S. have exceptionalities in the disability categories outlined by the
U.S. Department of Education.
a. 700,000
b. 7.1 million
c. 12.6 million
d. 18 million
ANSWER: b
QUESTION TYPE: Multiple Choice
28. The categories of disability that are most prevalent are known as the __________ disabilities.
ANSWER: high incidence
QUESTION TYPE: Subjective Short Answer
29. When there is a cut-off point in qualifying for an exceptionality, students directly on either side of this cut-off point
are generally significantly different from one another.
a. True
b. False
ANSWER: False
QUESTION TYPE: True / False
30. Students who narrowly miss the cut-off point for formal identification with a disability are likely to require additional
supports in order to be successful.
a. True
b. False
ANSWER: True
QUESTION TYPE: True / False
31. About what percentage of students in the U.S. qualify for services under IDEA?
a. 2%
b. 5%
c. 10%
Copyright Cengage Learning. Powered by Cognero. Page 4
, d. 17%
ANSWER: c
QUESTION TYPE: Multiple Choice
32. The largest category of exceptionality is
a. Learning disabilities
b. Intellectual disabilities
c. Attention deficit hyperactivity disorder
d. Emotional/behavioral disorder
ANSWER: a
QUESTION TYPE: Multiple Choice
33. Disability categories that make up less than 1 percent of the total school population are known as __________
disabilities.
ANSWER: low-incidence
QUESTION TYPE: Subjective Short Answer
34. Disability categories that are most prevalent are known as __________ disabilities.
ANSWER: high-incidence
QUESTION TYPE: Subjective Short Answer
35. Name three high-incidence disabilities.
ANSWER: learning disability, speech/language, emotional/behavioral disorder, mild intellectual disability,
autism spectrum disorder
QUESTION TYPE: Subjective Short Answer
36. Name three low-incidence disabilities.
ANSWER: multiple disabilities, traumatic brain injury, deaf-blindness, visual impairment/blindness, hard-of-
hearing/deafness, orthopedic impairment, moderate to severe intellectual disability.
QUESTION TYPE: Subjective Short Answer
37. Black students are __________ to be identified with a disability when compared with all other students.
a. 15% more likely
b. 15% less likely
c. 25% less likely
d. 40% more likely
ANSWER: d
QUESTION TYPE: Multiple Choice
38. “LRE” stands for __________.
ANSWER: least restrictive environment
QUESTION TYPE: Subjective Short Answer
39. Define “least restrictive environment.”
ANSWER: students with disabilities should be educated in settings with their nondisabled peers to the greatest
extent possible.
QUESTION TYPE: Subjective Short Answer
Copyright Cengage Learning. Powered by Cognero. Page 5
,40. Legally recognized categories of exceptionality are defined by
a. the Individuals with Disabilities Education Improvement Act (IDEA).
b. the laws of individual states.
c. No Child Left Behind (NCLB).
d. the Council for Exceptional Children (CEC).
ANSWER: a
QUESTION TYPE: Multiple Choice
41. From an educator's point of view, identification of a student as exceptional is necessary when the student
a. has an obvious inter individual difference.
b. has an obvious intra individual difference.
c. requires special adaptations in the educational program.
d. has a parent who wants services.
ANSWER: c
QUESTION TYPE: Multiple Choice
42. Shannon, who is 10 years old, has the intelligence of a 12-year-old and the social behavior of an 8-year-old. This
discrepancy is referred to by the authors of your text as
a. comorbidity.
b. learning disability.
c. Inter individual difference.
d. Intra individual difference.
ANSWER: d
QUESTION TYPE: Multiple Choice
43. The Information Processing Model includes all BUT which of the following components?
a. Executive function
b. Emotional context
c. Genetic predisposition
d. Input of information
ANSWER: c
QUESTION TYPE: Multiple Choice
44. One area of exceptionalities where prevalence seems to be increasing rapidly is
a. developmental disabilities.
b. autism spectrum disorders.
c. learning disabilities.
d. hearing impairment.
ANSWER: b
QUESTION TYPE: Multiple Choice
45. In what three areas of special education do we see overrepresentation of students of color?
ANSWER: identification/eligibility, placement in separate settings (non-general education settings), disciplinary
measures (harsher punishments)
QUESTION TYPE: Subjective Short Answer
46. Describe two negative unintended outcomes to suspension/expulsion.
Copyright Cengage Learning. Powered by Cognero. Page 6
,ANSWER: interrupts student’s access to education and educational supports, gives the student the message that
they do not belong in school with the other students, undermines student’s connections with teacher
and peers, may increase drop-outs, may support a system that is biased against students of color.
QUESTION TYPE: Subjective Short Answer
47. Briefly describe “cultural competence” for teachers.
ANSWER: the ability to relate effectively with people of different cultures and socio-economic backgrounds.
Cultural competence includes: awareness of one’s own cultural perspective; attitudes towards cultural
differences; knowledge of different cultural practices and worldviews; and the development of cross-
cultural skills.
QUESTION TYPE: Subjective Short Answer
48. List three adverse factors linked to poverty.
ANSWER: divorce or separation of parents, parental death, witnessing adult and or neighborhood violence,
family members serving time in jail, living with someone who has an alcohol or drug problem, and
being treated or judged unfairly due to race or ethnicity
QUESTION TYPE: Subjective Short Answer
49. Remaining calm and open in the present moment is known as
a. a High Leverage Practice
b. a self-centered approach
c. mindfulness
d. creative positivity
ANSWER: c
QUESTION TYPE: Multiple Choice
50. Describe three strategies involved in mindful listening.
ANSWER: remove distractions, minimize interruptions, make sure the environment is comfortable and inviting,
pay attention to what is being said, pay attention to tone and body language, restate/paraphrase what
the speaker is saying, ask clarifying questions.
QUESTION TYPE: Subjective Short Answer
Copyright Cengage Learning. Powered by Cognero. Page 7
, Chapter 02: Children and Youth with Exceptionalities and Social Institutions: Government, Courts, and Schools
1. What was a significant problem faced by the field of special education in the United States in the 1940s and 1950s?
a. There were not enough professional special educators to meet demand.
b. States felt stifled by federal legislation regarding special education services.
c. Parent groups were concerned that all students with disabilities were being treated the same.
d. States could not develop special education programs without federal intervention.
ANSWER: a
QUESTION TYPE: Multiple Choice
2. Federal legislation regarding special education went against an established U.S. tradition. Which of the following U.S.
traditions was violated?
a. Legislation originates from lawmakers, not from interest groups such as parents of children with disabilities.
b. Schools have the right to accept or reject any student for any reason.
c. Education of our children is the responsibility of the individual states.
d. Tax dollars should be invested in students who are most likely to contribute to the economy.
ANSWER: c
QUESTION TYPE: Multiple Choice
3. For what reason did President John F. Kennedy have a particular interest in special education?
a. He had been a student in special education himself.
b. His sister had a developmental disability.
c. His mother had been a special education teacher.
d. He briefly studied to be a special education teacher.
ANSWER: b
QUESTION TYPE: Multiple Choice
4. How did PL 99-457 (Education of the Handicapped Act Amendments of 1986) amend PL 94-142 (Education for All
Handicapped Children Act)?
a. It expanded services to children with more severe disabilities.
b. It made schools responsible for transitioning students with disabilities to life after high school.
c. It placed greater responsibility on parents of children with disabilities.
d. It allocated funding for programs covering birth to school age.
ANSWER: d
QUESTION TYPE: Multiple Choice
5. How does Section 504 of the Rehabilitation Act of 1973 support students with disabilities?
a. It provides funding for specially designed instruction, including personnel, equipment, and teacher training.
b. It allocates funding to pay for services such as occupational therapy, physical therapy, and speech therapy.
c. It mandates that students with disabilities must have equal access to programs and services and should be
offered accommodations to ensure this access.
d. It challenges teachers to include students with the most severe disabilities in general education classrooms.
ANSWER: c
QUESTION TYPE: Multiple Choice
6. In MTSS (Multi-Tiered System of Support), which tier provides the most intensive supports?
a. Tier I
b. Tier II
Copyright Cengage Learning. Powered by Cognero. Page 1
Edition Samuel A. Kirk
Notes
1- The file is chapter after chapter.
2- We have shown you 10 pages.
3- The file contains all Appendix and Excel
sheet if it exists.
4- We have all what you need, we make
update at every time. There are many new
editions waiting you.
5- If you think you purchased the wrong file
You can contact us at every time, we can
replace it with true one.
Our email:
,Chapter 01: Children and Youth with Exceptionalities and Their Families
1. A child with disabilities can be eligible for special education services in __________ different legal categories.
a. 8
b. 10
c. 13
d. 15
ANSWER: c
QUESTION TYPE: Multiple Choice
2. “IDEA” stands for __________.
ANSWER: The Individuals with Disabilities Education Act.
QUESTION TYPE: Subjective Short Answer
3. The most recent reauthorization of IDEA occurred in
a. 1990
b. 1994
c. 2004
d. 2015
ANSWER: c
QUESTION TYPE: Multiple Choice
4. Attention deficit/hyperactivity disorder falls under which disability category?
a. Learning disabilities
b. Mild intellectual disabilities
c. Emotional/behavioral disorders
d. Other health impairment
ANSWER: d
QUESTION TYPE: Multiple Choice
5. Students who are exceptional based on gifts and talents are included in federal legislation for exceptional children.
a. True
b. False
ANSWER: False
QUESTION TYPE: True / False
6. Briefly define exceptionality based on gift and talents.
ANSWER: Students with gifts and talents perform—or have the capability to perform—at higher levels
compared to others of the same age, experience, and environment in one or more domains.
QUESTION TYPE: Subjective Short Answer
7. What is a major similarity between students with gifts and talents and students with disabilities?
ANSWER: They both require modification(s) to their educational experience(s) to learn and realize their
potential.
QUESTION TYPE: Subjective Short Answer
8. It doesn’t really matter which disability category a child is identified with; special education is special education.
a. True
Copyright Cengage Learning. Powered by Cognero. Page 1
, b. False
ANSWER: False
QUESTION TYPE: True / False
9. __________ is the ability to remain calm and open in the present moment and bring non-judgmental awareness to our
internal thoughts, feelings, and sensations.
a. Mindfulness
b. Dyslexia
c. Proactivity
d. IDEA
ANSWER: a
QUESTION TYPE: Multiple Choice
10. Variances that occur within a single child are known as __________.
ANSWER: intra individual differences
QUESTION TYPE: Subjective Short Answer
11. Differences between children are known as __________.
ANSWER: inter individual differences
QUESTION TYPE: Subjective Short Answer
12. IEP stands for __________.
ANSWER: individualized education program
QUESTION TYPE: Subjective Short Answer
13. Name the five components of the Information Processing Model.
ANSWER: input, processing, output, executive function, emotional context
QUESTION TYPE: Subjective Short Answer
14. Describe what is happening in the “process” stage of the Information Processing Model.
ANSWER: classification, reasoning, evaluation, memory, thinking about it.
QUESTION TYPE: Subjective Short Answer
15. In which component of the Information Processing Model do we determine whether a student has learned what we are
teaching?
ANSWER: output
QUESTION TYPE: Subjective Short Answer
16. Which component of the Information Processing Model allows students to choose what information to focus on, how
to interpret the information, and how to respond to the information?
ANSWER: executive function
QUESTION TYPE: Subjective Short Answer
17. If a student has met with repeated failures with prior learning, they may experience __________ anxiety in similar
learning situations.
ANSWER: anticipatory
QUESTION TYPE: Subjective Short Answer
18. Many students learn best when they interact with information in a(n)
Copyright Cengage Learning. Powered by Cognero. Page 2
, a. Concrete way
b. Abstract way
ANSWER: a
QUESTION TYPE: Multiple Choice
19. Many students learn best when they interact with information using __________ methods for input.
a. Visual
b. Auditory
c. Kinesthetic
d. Multiple
ANSWER: d
QUESTION TYPE: Multiple Choice
20. Until about __________, it was believed that heredity alone determined intelligence.
a. 1945
b. 1960
c. 1975
d. 1990
ANSWER: b
QUESTION TYPE: Multiple Choice
21. The belief that heredity alone determined intelligence led people to conclude that a child’s future outcomes were
already set.
a. True
b. False
ANSWER: True
QUESTION TYPE: True / False
22. Environmental conditions can result in a child having
a. A disability
b. Gifts and talents
c. Both A and B
d. Neither A nor B
ANSWER: c
QUESTION TYPE: Multiple Choice
23. Today we understand that intelligence, behavior, and exceptionality are the result of
a. Multiple complex genes
b. Complex interactions between genes and environments
c. Complex environmental factors
d. None of the above
ANSWER: b
QUESTION TYPE: Multiple Choice
24. It appears that changing the environmental conditions of early childhood can activate different patterns of genes, so
that environment influences heredity.
a. True
Copyright Cengage Learning. Powered by Cognero. Page 3
, b. False
ANSWER: True
QUESTION TYPE: True / False
25. Some genes can control behavior directly.
a. True
b. False
ANSWER: False
QUESTION TYPE: True / False
26. In many cases, we do not know what caused a child’s disability.
a. True
b. False
ANSWER: True
QUESTION TYPE: True / False
27. We estimate that __________ children in the U.S. have exceptionalities in the disability categories outlined by the
U.S. Department of Education.
a. 700,000
b. 7.1 million
c. 12.6 million
d. 18 million
ANSWER: b
QUESTION TYPE: Multiple Choice
28. The categories of disability that are most prevalent are known as the __________ disabilities.
ANSWER: high incidence
QUESTION TYPE: Subjective Short Answer
29. When there is a cut-off point in qualifying for an exceptionality, students directly on either side of this cut-off point
are generally significantly different from one another.
a. True
b. False
ANSWER: False
QUESTION TYPE: True / False
30. Students who narrowly miss the cut-off point for formal identification with a disability are likely to require additional
supports in order to be successful.
a. True
b. False
ANSWER: True
QUESTION TYPE: True / False
31. About what percentage of students in the U.S. qualify for services under IDEA?
a. 2%
b. 5%
c. 10%
Copyright Cengage Learning. Powered by Cognero. Page 4
, d. 17%
ANSWER: c
QUESTION TYPE: Multiple Choice
32. The largest category of exceptionality is
a. Learning disabilities
b. Intellectual disabilities
c. Attention deficit hyperactivity disorder
d. Emotional/behavioral disorder
ANSWER: a
QUESTION TYPE: Multiple Choice
33. Disability categories that make up less than 1 percent of the total school population are known as __________
disabilities.
ANSWER: low-incidence
QUESTION TYPE: Subjective Short Answer
34. Disability categories that are most prevalent are known as __________ disabilities.
ANSWER: high-incidence
QUESTION TYPE: Subjective Short Answer
35. Name three high-incidence disabilities.
ANSWER: learning disability, speech/language, emotional/behavioral disorder, mild intellectual disability,
autism spectrum disorder
QUESTION TYPE: Subjective Short Answer
36. Name three low-incidence disabilities.
ANSWER: multiple disabilities, traumatic brain injury, deaf-blindness, visual impairment/blindness, hard-of-
hearing/deafness, orthopedic impairment, moderate to severe intellectual disability.
QUESTION TYPE: Subjective Short Answer
37. Black students are __________ to be identified with a disability when compared with all other students.
a. 15% more likely
b. 15% less likely
c. 25% less likely
d. 40% more likely
ANSWER: d
QUESTION TYPE: Multiple Choice
38. “LRE” stands for __________.
ANSWER: least restrictive environment
QUESTION TYPE: Subjective Short Answer
39. Define “least restrictive environment.”
ANSWER: students with disabilities should be educated in settings with their nondisabled peers to the greatest
extent possible.
QUESTION TYPE: Subjective Short Answer
Copyright Cengage Learning. Powered by Cognero. Page 5
,40. Legally recognized categories of exceptionality are defined by
a. the Individuals with Disabilities Education Improvement Act (IDEA).
b. the laws of individual states.
c. No Child Left Behind (NCLB).
d. the Council for Exceptional Children (CEC).
ANSWER: a
QUESTION TYPE: Multiple Choice
41. From an educator's point of view, identification of a student as exceptional is necessary when the student
a. has an obvious inter individual difference.
b. has an obvious intra individual difference.
c. requires special adaptations in the educational program.
d. has a parent who wants services.
ANSWER: c
QUESTION TYPE: Multiple Choice
42. Shannon, who is 10 years old, has the intelligence of a 12-year-old and the social behavior of an 8-year-old. This
discrepancy is referred to by the authors of your text as
a. comorbidity.
b. learning disability.
c. Inter individual difference.
d. Intra individual difference.
ANSWER: d
QUESTION TYPE: Multiple Choice
43. The Information Processing Model includes all BUT which of the following components?
a. Executive function
b. Emotional context
c. Genetic predisposition
d. Input of information
ANSWER: c
QUESTION TYPE: Multiple Choice
44. One area of exceptionalities where prevalence seems to be increasing rapidly is
a. developmental disabilities.
b. autism spectrum disorders.
c. learning disabilities.
d. hearing impairment.
ANSWER: b
QUESTION TYPE: Multiple Choice
45. In what three areas of special education do we see overrepresentation of students of color?
ANSWER: identification/eligibility, placement in separate settings (non-general education settings), disciplinary
measures (harsher punishments)
QUESTION TYPE: Subjective Short Answer
46. Describe two negative unintended outcomes to suspension/expulsion.
Copyright Cengage Learning. Powered by Cognero. Page 6
,ANSWER: interrupts student’s access to education and educational supports, gives the student the message that
they do not belong in school with the other students, undermines student’s connections with teacher
and peers, may increase drop-outs, may support a system that is biased against students of color.
QUESTION TYPE: Subjective Short Answer
47. Briefly describe “cultural competence” for teachers.
ANSWER: the ability to relate effectively with people of different cultures and socio-economic backgrounds.
Cultural competence includes: awareness of one’s own cultural perspective; attitudes towards cultural
differences; knowledge of different cultural practices and worldviews; and the development of cross-
cultural skills.
QUESTION TYPE: Subjective Short Answer
48. List three adverse factors linked to poverty.
ANSWER: divorce or separation of parents, parental death, witnessing adult and or neighborhood violence,
family members serving time in jail, living with someone who has an alcohol or drug problem, and
being treated or judged unfairly due to race or ethnicity
QUESTION TYPE: Subjective Short Answer
49. Remaining calm and open in the present moment is known as
a. a High Leverage Practice
b. a self-centered approach
c. mindfulness
d. creative positivity
ANSWER: c
QUESTION TYPE: Multiple Choice
50. Describe three strategies involved in mindful listening.
ANSWER: remove distractions, minimize interruptions, make sure the environment is comfortable and inviting,
pay attention to what is being said, pay attention to tone and body language, restate/paraphrase what
the speaker is saying, ask clarifying questions.
QUESTION TYPE: Subjective Short Answer
Copyright Cengage Learning. Powered by Cognero. Page 7
, Chapter 02: Children and Youth with Exceptionalities and Social Institutions: Government, Courts, and Schools
1. What was a significant problem faced by the field of special education in the United States in the 1940s and 1950s?
a. There were not enough professional special educators to meet demand.
b. States felt stifled by federal legislation regarding special education services.
c. Parent groups were concerned that all students with disabilities were being treated the same.
d. States could not develop special education programs without federal intervention.
ANSWER: a
QUESTION TYPE: Multiple Choice
2. Federal legislation regarding special education went against an established U.S. tradition. Which of the following U.S.
traditions was violated?
a. Legislation originates from lawmakers, not from interest groups such as parents of children with disabilities.
b. Schools have the right to accept or reject any student for any reason.
c. Education of our children is the responsibility of the individual states.
d. Tax dollars should be invested in students who are most likely to contribute to the economy.
ANSWER: c
QUESTION TYPE: Multiple Choice
3. For what reason did President John F. Kennedy have a particular interest in special education?
a. He had been a student in special education himself.
b. His sister had a developmental disability.
c. His mother had been a special education teacher.
d. He briefly studied to be a special education teacher.
ANSWER: b
QUESTION TYPE: Multiple Choice
4. How did PL 99-457 (Education of the Handicapped Act Amendments of 1986) amend PL 94-142 (Education for All
Handicapped Children Act)?
a. It expanded services to children with more severe disabilities.
b. It made schools responsible for transitioning students with disabilities to life after high school.
c. It placed greater responsibility on parents of children with disabilities.
d. It allocated funding for programs covering birth to school age.
ANSWER: d
QUESTION TYPE: Multiple Choice
5. How does Section 504 of the Rehabilitation Act of 1973 support students with disabilities?
a. It provides funding for specially designed instruction, including personnel, equipment, and teacher training.
b. It allocates funding to pay for services such as occupational therapy, physical therapy, and speech therapy.
c. It mandates that students with disabilities must have equal access to programs and services and should be
offered accommodations to ensure this access.
d. It challenges teachers to include students with the most severe disabilities in general education classrooms.
ANSWER: c
QUESTION TYPE: Multiple Choice
6. In MTSS (Multi-Tiered System of Support), which tier provides the most intensive supports?
a. Tier I
b. Tier II
Copyright Cengage Learning. Powered by Cognero. Page 1
