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