EDSP 300 Study Guide
Chapter 1
1. Referring to individuals with special needs from a people-first perspective reflects a:
a. focus on the disability, not the person.
b. belief that teachers must only use politically correct language.
c. change in word order and nothing more.
d. belief that all our students have the potential to learn and are people first and
foremost.
2. The largest group of diverse learners is students:
a. from culturally diverse backgrounds.
b. from linguistically diverse
backgrounds.
c. with disabilities.
d. who are not American citizens.
3. Which of the following students would NOT be considered to have a disability, as defined by IDEA
2004?
a. A student at-risk for failing
b. A student with emotional disturbances
c. A student with autism
d. A student with specific learning disabilities
4. Which of the following would NOT fall under the Other Health Impairment category?
a. Diabetes
b. Leukemia
c. Schizophrenia
d. ADHD
5. Students who are gifted and talented:
a. fall under the disabled category.
b. do not require specialized instruction.
c. are considered exceptional.
, d. are included in federal special education
legislation.
6. Any child who is exposed to experiences such as domestic violence, substance abuse, child abuse,
poverty, and/or homelessness:
a. will become an at-risk student in time.
b. is an at-risk student.
c. has an increased likelihood of becoming an at-risk student.
d. has the same chance of becoming an at-risk student as a child who was not exposed to such
experiences.
7. A continuum or cascade of service delivery:
a. is a new concept introduced by IDEA in 1990.
b. is based on the concept that the effective delivery of special education services requires a
variety of settings to meet the unique needs of each learner at a given point in time.
c. is based on the concept that all special education services, regardless of the level of intensity,
should be provided in the general education classroom.
d. is based on the concept that the resource room is the best setting for students with special
needs.
8. Universal Design for Learning (UDL):
a. was originally developed as a scientific concept to describe the universality of chemical
reactions.
b. is synonymous with the universal inclusion of students with disabilities, both social and
academic, with non-disabled peers. ???
c. is seen as a vehicle for ensuring that teachers are able to meet the needs of students who
exhibit widely varying learning requirements in inclusive settings.
d. implies one optimal solution for everyone.
9. All of the following statements regarding special education litigation and legislation are true, EXCEPT:
a. Litigation often led to legislation, which in turn led to more litigation to interpret and clarify
the law.
b. Due to litigation, the past 30 years have seen a significant decrease in the educational benefits
available to individuals with special educational needs.
c. Before the late 1950s, the federal government paid little attention to individuals with special
needs.
d. Opportunities for individuals with special needs have greatly increased over the past 30 years
with the dramatic growth in special education legislation.
,10. Which of the following court cases found that the equal protection clause of the 14th Amendment was
violated by ‘tracking’ students based on the basis of biased, standardized tests?
a. Hobson v. Hansen
b. Diana v. State Board of Education ??? Pretty sure
c. Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania
d. Larry P. v. Riles
11. The landmark Education for All Handicapped Children Act (PL 94-142), later to be reauthorized as
the Individuals with Disabilities Education Act (IDEA), mandated:
a. transition services for students with disabilities.
b. a free and appropriate public education for all students with
disabilities.
c. access to public transportation for students with disabilities.
d. co-teaching between special and general educators.
12. Which of the following is not a major principle enshrined in PL 94-142, the Education for All
Handicapped Children Act?
a. FAPE
b. IEP
c. LRE
d. ADA
13. Although the Education for All Handicapped Children Act (PL 94-142) did not require services to
preschool children with disabilities, it did:
a. mandate services for young homeschooled children.
b. offer each state a financial grant incentive to serve preschool children with
disabilities.
c. mandate services for children from the age of 3 to 23.
d. offer a financial incentive grant to parents to serve preschool children with
disabilities.
14. Title I of PL 99-457 created the Handicapped Infants and Toddlers Program (Part H), which:
a. applied to children from birth to age 5, who had developmental disabilities. GUESSSSSS
b. mandated all states to fully implement the law.
, c. required a multidisciplinary assessment of all eligible children and families and a written
individualized family service plan (IFSP).
d. mandated that each eligible infant and toddler be reevaluated every two years.
15. The standards-based reform movement resulted in:
a. more challenging academic standards and less stringent graduation requirements.
b. many state departments of education accepting teachers with a degree outside of education,
but experience in successfully running their own businesses.
c. less accountability for school districts, administrators, and teachers.
d. the No Child Left Behind Act (PL 107-110), with the aim of further aligning special education
and general education into a unified delivery system to serve all students.
16. The Individuals with Disabilities Education Improvement Act of 2004:
a. significantly affects students, but has little effect on the professional lives of general and
special education teachers.
b. has not affected state- and district-wide assessment policies for children with disabilities.
c. resulted in changes to the IEP, such as short-term objectives and benchmarks no longer being
required, except for students who are evaluated by means of alternative assessments.
d. continues to require new IEPs to be developed every year for every student who receives
special education services.
17. The Individuals with Disabilities Education Improvement Act of 2004:
a. requires school districts to determine eligibility for special education services within six
months after parent permission for an evaluation is received.
b. states that a reevaluation must occur at least once every two years, unless the school and
parent agree that a reevaluation is not necessary.
c. holds school districts responsible for providing a free and appropriate public education for
students even if a parent refuses to give consent for special education services.
d. requires all students take part in all state- and district-wide assessments with accommodations
or alternative assessments if necessary, as stipulated in the student’s IEP.
18. Universal design in the context of instructional materials:
a. provides access to the curriculum for all students.
b. cannot begin to address the needs of diverse learners.
c. means creating a different curriculum and materials for each student based upon their
disability.
d. modifies work based upon the needs of students with disabilities as stated in their IEP.
Chapter 1
1. Referring to individuals with special needs from a people-first perspective reflects a:
a. focus on the disability, not the person.
b. belief that teachers must only use politically correct language.
c. change in word order and nothing more.
d. belief that all our students have the potential to learn and are people first and
foremost.
2. The largest group of diverse learners is students:
a. from culturally diverse backgrounds.
b. from linguistically diverse
backgrounds.
c. with disabilities.
d. who are not American citizens.
3. Which of the following students would NOT be considered to have a disability, as defined by IDEA
2004?
a. A student at-risk for failing
b. A student with emotional disturbances
c. A student with autism
d. A student with specific learning disabilities
4. Which of the following would NOT fall under the Other Health Impairment category?
a. Diabetes
b. Leukemia
c. Schizophrenia
d. ADHD
5. Students who are gifted and talented:
a. fall under the disabled category.
b. do not require specialized instruction.
c. are considered exceptional.
, d. are included in federal special education
legislation.
6. Any child who is exposed to experiences such as domestic violence, substance abuse, child abuse,
poverty, and/or homelessness:
a. will become an at-risk student in time.
b. is an at-risk student.
c. has an increased likelihood of becoming an at-risk student.
d. has the same chance of becoming an at-risk student as a child who was not exposed to such
experiences.
7. A continuum or cascade of service delivery:
a. is a new concept introduced by IDEA in 1990.
b. is based on the concept that the effective delivery of special education services requires a
variety of settings to meet the unique needs of each learner at a given point in time.
c. is based on the concept that all special education services, regardless of the level of intensity,
should be provided in the general education classroom.
d. is based on the concept that the resource room is the best setting for students with special
needs.
8. Universal Design for Learning (UDL):
a. was originally developed as a scientific concept to describe the universality of chemical
reactions.
b. is synonymous with the universal inclusion of students with disabilities, both social and
academic, with non-disabled peers. ???
c. is seen as a vehicle for ensuring that teachers are able to meet the needs of students who
exhibit widely varying learning requirements in inclusive settings.
d. implies one optimal solution for everyone.
9. All of the following statements regarding special education litigation and legislation are true, EXCEPT:
a. Litigation often led to legislation, which in turn led to more litigation to interpret and clarify
the law.
b. Due to litigation, the past 30 years have seen a significant decrease in the educational benefits
available to individuals with special educational needs.
c. Before the late 1950s, the federal government paid little attention to individuals with special
needs.
d. Opportunities for individuals with special needs have greatly increased over the past 30 years
with the dramatic growth in special education legislation.
,10. Which of the following court cases found that the equal protection clause of the 14th Amendment was
violated by ‘tracking’ students based on the basis of biased, standardized tests?
a. Hobson v. Hansen
b. Diana v. State Board of Education ??? Pretty sure
c. Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania
d. Larry P. v. Riles
11. The landmark Education for All Handicapped Children Act (PL 94-142), later to be reauthorized as
the Individuals with Disabilities Education Act (IDEA), mandated:
a. transition services for students with disabilities.
b. a free and appropriate public education for all students with
disabilities.
c. access to public transportation for students with disabilities.
d. co-teaching between special and general educators.
12. Which of the following is not a major principle enshrined in PL 94-142, the Education for All
Handicapped Children Act?
a. FAPE
b. IEP
c. LRE
d. ADA
13. Although the Education for All Handicapped Children Act (PL 94-142) did not require services to
preschool children with disabilities, it did:
a. mandate services for young homeschooled children.
b. offer each state a financial grant incentive to serve preschool children with
disabilities.
c. mandate services for children from the age of 3 to 23.
d. offer a financial incentive grant to parents to serve preschool children with
disabilities.
14. Title I of PL 99-457 created the Handicapped Infants and Toddlers Program (Part H), which:
a. applied to children from birth to age 5, who had developmental disabilities. GUESSSSSS
b. mandated all states to fully implement the law.
, c. required a multidisciplinary assessment of all eligible children and families and a written
individualized family service plan (IFSP).
d. mandated that each eligible infant and toddler be reevaluated every two years.
15. The standards-based reform movement resulted in:
a. more challenging academic standards and less stringent graduation requirements.
b. many state departments of education accepting teachers with a degree outside of education,
but experience in successfully running their own businesses.
c. less accountability for school districts, administrators, and teachers.
d. the No Child Left Behind Act (PL 107-110), with the aim of further aligning special education
and general education into a unified delivery system to serve all students.
16. The Individuals with Disabilities Education Improvement Act of 2004:
a. significantly affects students, but has little effect on the professional lives of general and
special education teachers.
b. has not affected state- and district-wide assessment policies for children with disabilities.
c. resulted in changes to the IEP, such as short-term objectives and benchmarks no longer being
required, except for students who are evaluated by means of alternative assessments.
d. continues to require new IEPs to be developed every year for every student who receives
special education services.
17. The Individuals with Disabilities Education Improvement Act of 2004:
a. requires school districts to determine eligibility for special education services within six
months after parent permission for an evaluation is received.
b. states that a reevaluation must occur at least once every two years, unless the school and
parent agree that a reevaluation is not necessary.
c. holds school districts responsible for providing a free and appropriate public education for
students even if a parent refuses to give consent for special education services.
d. requires all students take part in all state- and district-wide assessments with accommodations
or alternative assessments if necessary, as stipulated in the student’s IEP.
18. Universal design in the context of instructional materials:
a. provides access to the curriculum for all students.
b. cannot begin to address the needs of diverse learners.
c. means creating a different curriculum and materials for each student based upon their
disability.
d. modifies work based upon the needs of students with disabilities as stated in their IEP.
