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