Ch 1: What percent of students ages 6 through 21 receive some form of special education?

Ch 1: What two disability categories constitute about two-thirds of all students who are classified as having a disability?

Ch 1: Which of the following is NOT one of the four goals of special education?

Ch 1: Infants and toddlers who need early intervention services due to developmental delays physical or mental conditions that have a high probability of resulting in developmental delay are provided with services through:

Ch 1: How many principles are presented in IDEA?

Ch 1: Which of the following principles of IDEA prevent a school from excluding a child access to an education based on their disability?

Ch 1: A formal, written plan for children from birth through age two is which of the following?

Ch 1: Which of the following IEP team participants are seen as optional participants?

Ch 1: Which principle of IDEA states that a student with a disability must be educated with students without disabilities to the maximum extent appropriate for the student?

Ch1: Which of the following is not true regarding the least restrictive environment?

Ch 1: The IDEA principle that seeks to establish accountability for carrying out the student's rights under IDEA is:

Ch 1: After how many cumulative days of suspension in one school year does IDEA mandate a manifestation determination meeting be held?

Ch 1:The principle of IDEA which allows fair and specific procedures related to assessment, identification, and placement of children in special education is called

Ch 1: The process of determining whether a student's behavior is a direct result of the student's disability is

Ch 1: Which law extends accessibility and anti-discriminatory protection for individuals with disabilities into private-sector employment, transportation, state and local government activities and programs, privately operated businesses that are open to the public ("public accommodations"), and telecommunications

Ch 1: What is not a main difference between 504 and IDEA?

Ch 1: The two laws intended as antidiscrimination laws are

Ch 1: Which of the following describe the two elements of disability?

Ch 2: Which type of discrimination refers to the practice of never granting individuals with disabilities access to public education?

Ch 2: Which type of discrimination refers to the granting of educational access to individuals with disabilities, but not conferring any benefit for the students once they had access to school?

Ch 2: The disability rights movement in special education began primarily with the efforts of:

Ch 2: Which of the following ordered schools to desegregate by race with all due deliberate speed?

Ch 2: Which two court cases are most credited with prompting Congress to write IDEA (then called the Education for All Handicapped Students Act)?

Ch 2: In 1990, the Education for All Handicapped Students Act was renamed the

Ch 2: The most recent revision of IDEA was in:

Ch 2: The phrase, "individuals with disabilities," is an example of:

Ch 2: Which of the following terms refers to the overrepresentation or underrepresentation of students with disabilities who are from various microcultures

Ch 3: Being friendly, listening, being clear and honest, and providing and coordinating information are practices of

Ch 2: Each is a way to effectively collaborate with parents in participating in the development of an appropriate IEP except

Ch 2: What is a primary way to promote a positive IEP meeting?

Ch 4: Which of the following represents what a majority of states are following for their English Language and Mathematics standards?

Ch 2: Alternate achievement standards are designed for

Ch 4: Under IDEA, a student who cannot learn the same content as same-age peers who do not have disabilities, and who cannot take the state assessment even with accommodations, is required to

Ch 4: Accommodations may change each of the following EXCEPT

CH 4: Alternative assessments based on modified achievement standards (AA-MAS) are used for students who:

Ch 4: Supplementary aids and services include each of the following EXCEPT:

Ch 4: The design of instructional materials and activities that make content information accessible to all children refers to:

Ch 4: Over the last decade, where have students with disabilities been spending more of their instructional time?

Ch 4: Which of the following students are most likely to be educated in the general education classroom?

Ch 4: Specialized settings in schools may include resource rooms and which of the following?

Ch 4: Which of the following holds that students with exceptionalities be placed in schools and classrooms in a similar ratio of the occurrence of exceptionality within the general population?

Ch 4: Services that range from the most typical and most inclusive settings to the most atypical and most segregated settings refers to:

Ch 4: Eliminating the continuum of placement and increasing the amount of time students spend in the general education classroom are two issues of: 

Ch 4: What is the hallmark of special education?

Ch 4: Each of the following are ways the IEP team will consider inclusion, except?

Ch 4: What part of an IEP contains the "prologue" for the goals set through the IEP process?

Ch 4: Which of the following determines whether any student, with or without a disability, needs more intensive instruction?

Ch 4: A systems-level, problem-solving oriented, data-based approach to reducing problem behavior, improving appropriate behavior, and achieving important academic, social, and communication outcomes throughout the school building is:

Ch 5: Tier 1 of a three-tiered model is typically considered to be comprehensive support that will adequately meet the needs of what percentage of students?

Ch 5: What percentage of students are initially served in Tier 1 of a three-tiered model of prevention?

Ch 5: With respect to behavior, this tiered intervention model is one of the most widely known and utilized school-wide systems.

Ch 5: The main goal of a tier 1 intervention in the SW-PBIS model is to ________ problem behaviors.

Ch 5: Tier 1 SW-PBIS instruction and supports are:

Ch 5: Response to Intervention originally became a strategy for identifying students who may qualify for which disability category?

Ch 5: The primary requirement for tier 1 in the Response to Intervention model is that all students have access to:

Ch 5: ________ is defined as "implementing practices and policies that help students and adults acquire and apply knowledge, skills, and attitudes that enhance personal development, social relationships, ethical behavior, and effective, productive work."

Ch 5: In the Ci3T model, just as in the SW-PBIS model, a(n) ________ approach to behavior is embraced.

Ch 5: What process is used to determine when and how all students will receive Tier 2 and Tier 3 supports in school-wide systems of supports?

Ch 5: In a tiered model of instruction, which process occurs before instruction is delivered in order to obtain data for use in identifying factors likely to predict whether a student will make progress in school without support or whether the student may need additional support

Ch 5: At which tier in the SW-PBIS process are Functional Behavioral Assessments (FBAs)first introduced?

Ch 5: What is the purpose of an FBA?

Ch 5: The general education classroom setting would be considered which tier in the RTI process?

Ch 5: A student who is struggling with reading comprehension has been identified for additional, more targeted small group supports. In which tier of the RTI model is this student most likely being served?

Ch 6:  Which of the four domains of high-leverage practices includes the facilitating of effective meetings with professionals and families?

Ch 6: Which of the four domains of high-leverage practices includes the use of multiple sources of information to develop a comprehensive understanding of a student's strengths and needs?

Ch 6: Which of the four domains of high-leverage practices includes establishing a consistent, organized, and respectful learning environment?

Ch 6: ________ is a research-based framework for designing classrooms, curricula, and instruction to be accessible to all students, including those with and without disabilities.

Ch 6: Which of the following is NOT one of the three main principles of Universal Design for Learning?

Ch 6: Which of the three main principles of UDL includes a focus on how students demonstrate their learning?

Ch 6: The teaching design that includes a general education and a special education teacher working together as equal partners in the classroom is referred to as:

Ch 6: Which model of co-teaching involves one teacher designing and delivering instruction while the other teacher is providing individualized support to students?

Ch 6: ________ means adapting, as appropriate to the needs of an eligible child...the content, methodology, or delivery of instruction.

Ch 6: Services that encompass those delivered by physical therapists, occupational therapists,speech-language pathologists, psychologists, social workers, etc., are called:

Ch 6: ________ encompass aids, services, and other supports that are provided to a student to enable education in the general education classroom and curriculum.

When beginning to use explicit instruction, focus on a level at which your students are:

Ch 6: Which form of instruction includes inserting additional learning opportunities within the natural context and flow of the school day?

Ch 6: Which of the following professionals can embed instruction?

Ch 6: ________ focuses on enabling a student to have access to the general educationclassroom and curriculum.

Ch 6: Which of the following terms refers to promoting the transfer of learning to new environments and activities?