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23 © 2018, 2013, 2010 by Pearson Education, Inc. All rights reserved.Test Bank Chapter 1 What Is Inclusive Education and Why Is It Important 1.Belonging, participating, and succeeding in the total school community relates to: a.Differentiated learning.b.Cooperative learning.c.Separate schools.d.Inclusive programs.

2.Which of the following is not an IDEA disability category?a.specific learning disability b.intellectual disability c.gifted and talented d.speech and language impairment 3.Key considerations for teachers in meeting the needs of individuals from diverse linguistic and cultural backgrounds include each of the following except a.expecting the diverse student to assimilate with the rest of the group.b.learning to adapt teaching based on this information to ensure positive student outcomes.c.using culturally relevant pedagogy and providing supportive learning environments.d.using highly effective instructional practices such as explicit instruction and peer-assisted learning strategies.

4.The authors of your textbook identify each of the following as other students who may need support in the general education classroom except a.Students at risk for difficulties in school.b.Students with disabilities in the legal system.c.Students from diverse cultural and linguistic backgrounds.d.Students with disabilities who are eligible under Section 504.

5.On the continuum of placement options, which of the following is more inclusive?a.separate day school b.resource classes c.self-contained special education classes d.general education classes 6.Which factor that makes special education special includes instruction that involves more time for direct instruction and practice?a.intensity b.structure c.curriculum d.collaboration e.monitoring 7.Which factor that makes special education special includes learning conditions that are more organized, explicit, and predicable?a.intensity b.structure c.curriculum d.collaboration e.monitoring Inclusion Effective Practices for All Students 3e James McLeskey, Michael Rosenberg, David Westling (Test Bank All Chapters, 100% Original Verified, A+ Grade) 1 / 4

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• Which of the following serves to protect the rights of persons with disabilities, from birth to death, and

to prevent discrimination?

• IDEA
• ESSA
• Section 504
• The Civil Rights Act of 1964

• The concept of including individuals within the community where they live, work, shop, and engage in

leisure time activities is called

• normalization.
• least restrictive environment.
• individualization.
• collaboration.

• The philosophy of normalization states that
• students with disabilities be placed in general education classroom.
• students with disabilities receive services in separate but equal classrooms.
• services offered and daily patterns are as "typical" as possible.
• students with disabilities follow all school and classroom rules.

• Normalization activities include all the following except
• riding the same school bus as the other children.
• having a job.
• living in a community setting.
• attending a special school for students with similar educational needs.

• The concept of educating students with disabilities with their peers without disabilities to the maximum

extent possible is which of the following?

• normalization
• least restrictive environment
• individualization
• collaboration

• Least restrictive environment provides for each of the following except
• education with peers without disabilities to the maximum extent possible.
• a continuum of alternative placements.
• individually determined based on student evaluations.
• based upon classroom availability.

• The principle of the least restrictive environment ensures
• General education placement for all students with disabilities.
• Elimination of all special education programs.
• Part time special education and general education placement.
• Placement decisions based upon individual student needs.

• A classroom that provides intensive instruction for a short period focusing on basic skills, tutorial

support, or instruction in the use of learning strategies is called:

• General education classroom.
• Part time special education classroom.
• Co-teaching classroom.
• Full time special education classroom.

• At Guest Middle School, students with disabilities are educated in an outside portable building and in a

separate special education classroom. They are scheduled to eat lunch before other students who attend school. They are dismissed to go to their homes before all other students in the school. Which assumption concerning inclusive programs, described by the authors, does this scenario violate?

• Special educators plan instruction so that most student needs are met within the classroom.
• The rhythm of the school day for students with disabilities is like that of all students.
• Students are provided with individualized instruction tailored to their unique needs.
• Teachers base instruction on IEP goals and objectives. 2 / 4

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• Mr. Cole, a special educator, is co-teaching with Ms. Johns who is a general education fifth grade math

teacher. The two teachers meet during their common planning period to plan the unit and lessons. Mr.Mills, the principal, established a schedule that permits grade level special and general educators who are co-teaching a common time to plan for their students. Which assumption concerning inclusive program, described by the author, does this scenario reflect?

• Teachers are given professional development to learn new skills.
• Time is available to allow general and special education teachers to collaboratively plan.
• Student academic and social progress is monitored to ensure improved student outcomes.
• Teachers give classroom supports in a natural and unobtrusive manner.

• All of the following positive teacher attitudes that influence teaching except
• Caring and fairness.
• Respect and enthusiasm.
• Motivation and dedication.
• Individualization and evaluation.

• Which of the following is not a belief of students about effective teachers?
• Effective teachers are fair concerning gender and ethnicity.
• Effective teachers are consistent and involve students in decisions.
• Effective teachers change inappropriate behavior through public admonishment.
• Effective teachers offer all students opportunities to participate.

• Multiple options for taking in information, making sense of ideas, and expressing what was learned are

elements of which of the following?

• differentiated instruction
• personal teaching efficacy
• positive teacher attitudes
• self-determination instruction

Short Answer

• List and explain the five factors related to growing up in poverty that can influence student

performance in school.

• Explain two ways that general educators can be a "catalyst for acceptance" in inclusive classrooms.
• Explain why it is preferable for paraeducators to work with all students within the general education

classroom rather than a single student.

• Describe what is involved in being a teacher who displays caring, fairness, and respect.
• Describe how student interest is affected by the teacher's interest.
• Define evidence-based practices and the importance of their use.
• Give an example of a lesson that uses differentiated instruction.
• List and explain the 13 IDEA disability categories.
• Explain why the work of developing an inclusive school is never done.

Essay

• As a special educator, you have been asked to explain the five factors that make special education

"special". List and explain each of these five factors. In each explanation, give an example of the specific factor.

• Describe both sides of the controversy that surrounds research on the effectiveness of inclusive

programs. Explain two points made by both sides of the controversy.

• Explain the roles of the general educator, special educator, and the paraprofessional in the inclusive

classroom. Include how the roles are similar and different.

• Amalia is a student with a learning disability who is from Somalia. Her teacher is trying to meet her

needs within an inclusive classroom. List and explain the two recommendations for meeting the needs of individuals from diverse cultural backgrounds presented in the textbook. Then list and explain a third recommendation that you feel is also important for Amalia's teacher to consider.

• Define the continuum of services. List and explain each level of the continuum from least to most

restrictive. Indicate the percentage of time students with disabilities spend in the setting.

• Mrs. Kia is a new teacher at an inclusive school. The principal of the school invited Mrs. Kia to

develop some questions she may have about inclusion. List three questions about inclusion that Mrs.Kia can present. Then, provide an answer to her questions and the rationale for your response. 3 / 4

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• In an interview Mrs. Kia was asked if she used evidence-based practices. Detail Mrs. Kia's response to

the interview question. Provide Mrs. Kia's answer and a rationale for her response. Make sure, in your answer, that you give a definition, a rationale, and examples of the concept.

• Briefly describe the philosophical belief supporting "normalization". Describe how this philosophy

contrasts with earlier beliefs about people with disabilities.

• / 4