Deck 3: Inclusion and Multidisciplinary Collaboration in the Early Childhood and Elementary School Years

Question 1

Samuel, a student with disabilities, receives most of his instruction in his third grade general education classroom with some pullout for speech and language services. This is an example of

A) full inclusion.
B) partial inclusion.
C) reasonable accommodation.
D) segregation.

Answer 1

B

Question 2

is defined as professionals, parents, and students working together to achieve a mutual goal of delivering an effective educational program designed to meet the needs of the individual.

A) Collaboration
B) Collusion
C) Competition
D) Collateral

Answer 2

A

Question 3

The National Association of School Psychologists (2009) defined evidence-based inclusive education as the opportunity for students with disabilities to attend .

A) public school
B) the school of their choice
C) the same school they would attend if not disabled
D) a similar school to the one they would attend if not disabled

Answer 3

C

Question 4

Kalon, a student with severe disabilities, has art in the general education classroom with nondisabled high school peers. During an observation you notice him coloring from an elementary-level coloring book while the rest of the class is working on shading. You might collaborate with the art teacher to

A) move Colin back to his special education class.
B) provide an age-appropriate activity.
C) get more coloring books.
D) train him to sit quietly during activities that are difficult for him.

Question 5

Inclusive schools that are successful in promoting student achievement and valued post-school outcomes

A) promote values of diversity, acceptance, and belonging.
B) provide a multidisciplinary school-wide support system.
C) ensure access to the general curriculum while meeting the individualized needs of each student.
D) promote values of diversity, acceptance, and belonging, provide a multidisciplinary school-wide support system, and ensure access to the general curriculum while meeting the individualized needs of each student.

Question 6

The Regular Teacher Initiative is characterized by

A) the special education teacher having primary responsibility for students with disabilities.
B) the general education teacher having primary responsibility for students with disabilities.
C) general and special educators working independently of each other to support the student in achieving a common goal.
D) general and special education teachers working as partners to achieve a common goal.

Question 7

The individualized education program must describe

A) high expectations
B) instructional methodology.
C) how general education teachers are trained.
D) how the disability affects the child's involvement and progress in the general curriculum.

Question 8

Inclusive education paradigms for students with disabilities may be described as

A) pull out services.
B) push in services.
C) push out services.
D) left out services.

Question 9

Proponents of pull out programs argue that the available research does not support for all students with disabilities.

A) part-time placement in a special education self-contained classroom
B) placement in general education classes and resource rooms
C) full-time placement in a general education class
D) All of the answers are correct.

Question 10

The fundamental purpose of peer-mediated instruction is to

A) enhance academic learning only.
B) establish friendships between students with disabilities and their nondisabled peers.
C) create structured interactions between students to achieve academic and social-emotional goals.
D) provide the general education teacher the freedom to work with other students in the class while nondisabled peers teach students with disabilities.

Question 11

Understanding of brain development and neuroscience suggest that early intervention services

A) may be more costly in the long run to provide these services if the child isn't mature enough to learn.
B) should begin as early as possible.
C) are more effective if schools wait until the child reaches a certain developmental level to provide services.
D) are more effective in a center-based setting than in the home.

Question 12

The early intervention model in the 1980s that used parents as trainers was called into question because

A) professionals were unable to work effectively with parents as partners in the training of young children.
B) research indicated children were learning more in center-based programs.
C) families were dropping out of early intervention programs, preferring to be parents not trainers.
D) there was a lack of funding available for home-based programs.

Question 13

A purpose of Part C for infants and toddlers in IDEA is to

A) minimize the potential for future developmental delay.
B) increase educational costs to society over time to ensure the child's needs are met.
C) minimize potential for the child to live in society and increase dependence on the family.
D) decrease parent responsibility in meeting their children's special needs while increasing the responsibility for professionals.

Question 14

Developmentally appropriate practice is grounded on the belief that there has been too much emphasis on for preschool-aged children.

A) academic learning
B) play
C) exploration
D) social interaction

Question 15

Which strategy would not support effective multidisciplinary collaborative teaming?

A) A focus on individual philosophies in developing a child's instructional program
B) Team members who are viewed as collaborators not experts
C) Open communication among team members
D) Time set aside for regular team meetings

Question 16

Functional skill instruction focuses on

A) modifying student behavior to fit the norm.
B) helping the child become more independent in natural settings.
C) helping students to learn at the same rate as their peers.
D) instruction for students with disabilities that uses the same learning sequence as for nondisabled students.

Question 17

A(n) placement emphasizes the child's chronological age over his or her developmental level.

A) inclusive
B) adapted
C) age appropriate
D) supported

Question 18

The special education referral process involves

A) ensuring that the student with a disability is educated full-time in a general education classroom.
B) requiring parents to follow up with their child at home.
C) a child-find system is set up in each state to locate children at risk.
D) developing an individualized family service plan.

Question 19

Zara has been receiving support from family, friends, and a support network of mutual caring that promotes inclusion. This is an example of

A) formal supports.
B) natural supports.
C) assistive technology.
D) access to general education.

Question 20

An approach emphasizing the relationship between individual functioning and the environment is known as

A) neurological development.
B) self-determination.
C) functional assessment.
D) learned helplessness.

Question 21

Curriculum-based assessment focuses on measuring critical skills that serve as benchmarks of student progress.

Question 22

Describe the roles of special education teachers in inclusive classrooms.

Question 23

What is the difference between full and partial inclusion?

Question 24

Define multidisciplinary collaboration.

Question 25

Although more costly in the long run, early intervention programs are also more effective.

Question 26

Early intervention services may be offered in community settings to provide comprehensive services using developmental and therapeutic models to meet the needs of young children.

Question 27

Early intervention services are most effective if they begin at about age three.

Question 28

Special education teachers fill multiple roles in schools, including collaborator, consultant, and coordinator.

Question 29

Which of the following is a key component of MTSS?

A) Design lessons at the average rate of learning for all students in the class.
B) Teach in large groups and minimize use of real-world activities.
C) Engage the multiple intelligences and learning styles of individual children.
D) Use evidence-based instruction and strategies to meet student needs at each level.

Question 30

During the period of transition from preschool to elementary school programs for children with disabilities, professionals should focus on

A) getting children into special education classes or special schools.
B) shifting all responsibility to a general education kindergarten teacher.
C) performance demands of the elementary school and classroom setting.
D) ensuring that an instructional aide is available for every child during the transition period.

Question 31

Define the term inclusive education.

Question 32

List three of the required components of the Individualized Family Support Plan (IFSP) as required in IDEA 2004.

Question 33

Research in the behavioral sciences supports the claim that early stimulation is critical to the later development of language and self-worth.

Question 34

Access to the curriculum is not critical for students with disabilities.

Question 35

Which of the following is an important characteristic of an effective consulting teacher?

A) Serve as a resource to general educators and to parents
B) Ability to work independently
C) Specialist in a specific instructional strategy
D) Trained as a generalist

Question 36

Cooperative learning has not been successful in teaching academic skills to students with disabilities.

Question 37

The definition of assistive technology includes only high tech devices, such as computers or digital textbooks.

Question 38

Head Start programs

A) have no provisions for the education of students with disabilities.
B) are primarily for the purpose of funding school lunch programs for preschool-age children who are disadvantaged.
C) require that at least 10% of enrollment be set aside for children with disabilities.
D) have enrollments of about 50% of children from disadvantaged backgrounds and 50 percent children with disabilities.

Question 39

An Education for All approach to teaching and learning is counter to the hallmark of individualization in special education.

Question 40

Describe two of the characteristics of effective collaboration in inclusive schools.

Question 41

Comprehensive services under Part C of IDEA 2004 include

A) family training.
B) occupational and Physical Therapy.
C) sign language and cued speech services.
D) All of the answers are correct.

Question 42

You are designing early intervention services for Cindy, an infant with Down syndrome. In order for your services to be most effective they should

A) target only the infant.
B) target only the family.
C) target the infant and the family.
D) None of the answers are correct.

Question 43

An evidence-based inclusive school promotes

A) harmony in the classroom between students with disabilities and their more typical peers.
B) acceptance and belonging within a diverse culture.
C) best educational practices in the general education classroom.
D) academic success for students with disabilities.

Question 44

Cooperative learning has primarily been successful in

A) creating learning opportunities for students with disabilities but has been ineffective for nondisabled students.
B) teaching social skills to students but not reading or math.
C) creating learning opportunities for both students with or without disabilities.
D) None of the answers are correct.

Question 45

List three models that have been validated as effective practice in inclusive classrooms.

Question 46

Effective collaboration means

A) parents are viewed as active partners in the process.
B) the special education teacher has the primary responsibility for students with disabilities.
C) there is little need for schoolwide assistance teams to support classroom teachers.
D) All of the answers are correct.

Question 47

"Natural Supports" consist of:

A) highly effective teachers.
B) related services personnel.
C) the student's family and classmates.
D) paraprofessionals.

Question 48

Discuss the guiding principles for the use of Developmentally Appropriate Practices.

Question 49

Which law assured a free and appropriate public education to every eligible child with a disability between three and five years of age?

A) Americans with Disabilities Act
B) Handicapped Children's Early Education Program
C) Public Law 99-457
D) Section 504 of the Rehabilitation Act

Question 50

Discuss a rationale for providing early intervention services to infants and toddlers at risk.

Question 51

IDEA 2004 requires that the individualized family service plan include

A) family resources, priorities, and concerns relating to the development of the infant or toddler.
B) requirements that services must be offered in center-based programs only.
C) health services only until the child reaches age three.
D) All of the answers are correct.

Question 52

Describe the role of the general educator in an inclusive classroom setting.

Question 53

Distinguish between a tiered system of support and universal design. Describe the difference between the three characteristics of evidence based instruction, individualization, intensive instruction, and an "education for all" approach to teaching and learning.

Question 54

The National Association of School Psychologists (2012) defines inclusive education as

A) the opportunity to attend the same school students would attend if not disabled.
B) a classroom environment with a multicultural population and at least one student with a disability.
C) the opportunity for students with disabilities to earn the same grades as their more typical peers.
D) a general education classroom in which at least 5 percent of the students have some type of disability.

Question 55

Goals for early intervention programs may include

A) lessening the long-term impact of the disability.
B) communicating to parents exactly what they can expect from their child over time.
C) helping professionals put a label on the child's disability (such as mental retardation).
D) All of the answers are correct.

Question 56

is an approach characterized by all supports and services coming to the student in a general education classroom.

A) Full inclusion
B) Partial inclusion
C) Mainstreaming
D) None of the answers are correct.

Question 57

Your principal approaches you and asks if she can do anything to help support the inclusion of students with disabilities in the school. You respond

A) encourage peer support and cooperative learning programs.
B) discourage collaboration among general and special education teachers.
C) encourage large group instruction and reduce emphasis on differentiated learning.
D) All of the answers are correct.

Question 58

Celine is receiving support from qualified teachers and paraprofessionals, and has access to instructional materials adapted to her individual need. This is an example of

A) natural supports.
B) formal supports.
C) assistive technology.
D) None of the answers are correct.

Question 59

Advocates for early intervention programs indicate that

A) it may be more costly in the long run to provide these services if the child isn't mature enough to learn.
B) timing is critical, the earlier the better.
C) it is more effective to wait until the child reaches a certain developmental level to provide services.
D) these services are more effective in a center-based setting than in the home.

Question 60

occurs when professionals come together to meet the needs of all students, including those with disabilities.

A) Collaborative ethic
B) Interdisciplinary teaching
C) Bidisciplinary teaching
D) All of the answers are correct.

Question 61

Discuss the comprehensive intervention services that are to be provided through Part C of IDEA 2004.

Question 62

Davis's teacher has assigned the class to complete some two digit addition problems. The assignment is to complete each of the problems on the board, to draw a picture representation of four of the problems, and to create an addition problem. After assigning the task to the class, David's teacher quietly tells him to complete half of the problems on the board and not to worry if his pictures are not colored; the important thing is to work the math calculations. This is an example of

A) UDL.
B) differentiated instruction.
C) multilevel instruction.
D) assistive technology.

Question 63

Discuss the provisions of the Individualized Family Service Plan (IFSP).

Question 64

Adaptive fit refers to

A) the degree to which a student is able to cope with school requirements.
B) the extent to which the school accommodates individual diversity.
C) continuous negotiation between individual and environment in order to support mutual co-existence.
D) All of the answers are correct.

Question 65

Which of the following is an important characteristic of an effective consulting teacher?

A) Serve as a resource to general educators and to parents
B) Ability to work independently
C) Specialist in a specific instructional strategy
D) Trained as a generalist

Question 66

The five factors that contribute to successfully serving young children with disabilities in inclusive, community-based childcare settings include

A) child care providers willing to make inclusion work.
B) continual problem solving with parents.
C) access to emotional support and technical assistance.
D) All of the answers are correct.