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