Deck 21: Making Special Education Eligibility Decisions

Question 1

Asthma, epilepsy, and rheumatic fever are examples of conditions that fit the disability category of

A) autism.
B) emotional disorder.
C) speech impairment.
D) other health impairment.

Answer 1

D

Question 2

Sometimes parents prefer certain labels over others and school districts frequently give parents the label they want because

A) the IEP is driven by needs versus categorical labels.
B) parents know their child best.
C) they do not want to risk litigation.
D) the IEP is driven by needs versus categorical labels and they do not want to risk litigation.

Answer 2

D

Question 3

In determining whether a student has a learning disability, assessors must rule out all other possible causes including each the following except

A) continued failure to respond to intervention.
B) intellectual disability.
C) emotional disturbance.
D) cultural or economic disadvantage.

Answer 3

A

Question 4

The need for special education services is easier to demonstrate for students with severe disabilities because

A) their disabilities are visible.
B) research and experience have shown that they cannot succeed in school without special education.
C) they have received special education services since they were preschoolers.
D) prereferral interventions tend not to work with these students.

Question 5

Poor educational performance is a necessary, but insufficient, condition for entitlement to _________.

Question 6

The common criterion in every federal definition of disability in educational regulations is that the student must

A) be between 6 and 18 years of age.
B) experience lack of academic success.
C) create a problem in general education classrooms.
D) have a below-average intelligence quotient.

Question 7

Poor educational performance is considered to be a(n) __________ condition for entitlement to special education.

A) necessary and sufficient
B) necessary but insufficient
C) unnecessary and insufficient
D) unnecessary but sufficient

Question 8

Which of the following is not one of the laws under which students are classified as having a disability?

A) Section 504 of the Rehabilitation Act of 1973
B) The Americans with Disabilities Act
C) The Buckley Amendment
D) The Individuals with Disabilities Education Act

Question 9

The following safeguards are given to those with disabilities except

A) notice prior to evaluation. ​
B) parental participation in multidisciplinary teams to determine disability.
C) protection from biased evaluation.
D) right to evaluations conducted only by school personnel.

Question 10

The finding that students who are eligible for special education in one state may not be eligible in another reflects the

A) variability in programs for the gifted.
B) large number of students with learning disabilities.
C) imprecision of definitions in federal and state regulations.
D) way life is.

Question 11

Which of the following is a characteristic often associated with autism?

A) Engagement in repetitive activities and stereotyped movements
B) Resistance to environmental change or change in daily routines
C) Unusual response to sensory experiences
D) All of the answers are correct.

Question 12

A(n) __________ is responsible for gathering information and making a decision about a student's exceptionality.

A) intervention assistance team
B) group of psychologists
C) principal
D) multidisciplinary team

Question 13

In addition to showing that a student is in need of special education, for a student to be determined to be eligible for special-education services, it must be shown that

A) the student has a disability.
B) the school has the needed services available.
C) the multidisciplinary team administered an intelligence test.
D) no other services are being provided to the student.

Question 14

An evaluation for a specific learning disability must include a(n)

A) test of intelligence.
B) observation of the student in his/her learning environment.
C) individually administered test of achievement.
D) parent interview.

Question 15

The criterion that a student must experience a lack of ________ is either implicit or explicit in every federal definition of disability in educational regulations.

Question 16

Multidisciplinary teams frequently go beyond the information required for an assessment because

A) the team must test for all disability categories in a comprehensive evaluation.
B) the team must identify related service needs and rule out other diagnoses.
C) parents often request additional information.
D) in many cases, teachers have already conducted much of the required assessment.

Question 17

When someone talks about a student having an imperfect ability to listen, think, read, write, spell, or do mathematical calculations, the category of disability typically is

A) specific learning disability.
B) intellectual disability.
C) visual impairment.
D) traumatic brain injury.

Question 18

Which of the following categories is not mandated by IDEA? ​

A) Developmental delay
B) Other health impairment
C) Multiple disabilities
D) Speech or language impairment

Question 19

The category name typically given to a student who demonstrates significantly subaverage intellectual functioning along with deficits in adaptive behavior is

A) autism.
B) specific learning disability.
C) emotional disorder.
D) intellectual disability.

Question 20

The current version of IDEA allows states to replace severe discrepancy as defining criterion with evidence that the student

A) is performing at the 5th or less percentile on an achievement test.
B) has failed to be responsive to intervention.
C) is not passing her classes.
D) has continued to not make academic progress for at least a year.

Question 21

What is the general name given to the team that gathers data and makes a decision about a student's eligibility for special education services?

Question 22

Describe the role that parents play in reaching decisions about student entitlements. Discuss one problem with criteria for entitlement that is associated with parents.

Question 23

Definitions treat disabilities as though they were __________ categories.

Question 24

In evaluating whether a student exhibits intellectual disability, there is no federal requirement that a test or rating scale be used to assess _____________ psychometrically.

Question 25

The determination that a student has a disability is made by a team of professionals called a _________________.

Question 26

IDEA sets forth ____________ which are intended to provide student and their parents the right to full and meaningful participation in the evaluation process.

Question 27

There tends to be the mistaken belief that special educational services are for students who could ________ from them.

Question 28

Students with suspected autism are usually evaluated by __________ specialists and psychologists.

Question 29

Not all causes of poor educational performance qualify as a __________.

Question 30

The presence of a severe disability is __________ to demonstrate the need for special-education services.

Question 31

The magnitude of a problem necessary to consider a student for special education is not __________.

Question 32

Diagnosis of hearing impairment is usually made by a(n) __________ in conjunction with school personnel who identify the educational disability.

Question 33

The multidisciplinary team is responsible for gathering information and determining if a student has a __________.

Question 34

Those who are responsible for classification of pupils must adopt a point of view that is __________ by looking to disprove the working hypothesis.

Question 35

Definitions that appear in state and federal regulations frequently are very __________.

Question 36

What are the two criteria that a student must meet to be eligible for special education services?

Question 37

An assessment of intellectual disability should always contain an assessment of achievement, intelligence, and ________________.

Question 38

___________ means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems and adversely affects a child's educational performance.

Question 39

Traumatic brain injury will be diagnosed by a __________ , whereas educators identify the school-based deficits.

Question 40

The presence of a __________ alone does not establish need for special-education services because there are many causes for such a presence.

Question 41

Identify three problems with the criteria used to determine eligibility for special services.

Question 42

Explain what it means when it is said that people who are responsible for the classification of pupils must adopt a point of view that is disconfirmatory.