Chapter 01: Teaching in Todays Inclusive Classrooms: Your Journey Begins

Chapter 01: Teaching in Today’s Inclusive Classrooms: Your Journey Begins

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• As the number of diverse learners in our schools continues to increase, so does the need for more inclusionary practices

and instructional strategies to meet their varied and often complex needs.

• True
• False

ANSWER: True

POINTS: 1

LEARNING OBJECTIVES: TTIC.GARG.17.01.01 - Identify the various types of learners in today’s classrooms.NATIONAL STANDARDS: United States - TTIC.CEC.I.1.2 - Learner Development and Individual Learning Differences United States - TTIC.INTASC.1a - Learner Development

KEYWORDS: Bloom’s Understand

• Students who are identified as being high-risk and whose life experiences make them more likely to fail in school than

their peers, are eligible for special education services.

• True
• False

ANSWER: False

POINTS: 1

LEARNING OBJECTIVES: TTIC.GARG.17.01.01 - Identify the various types of learners in today’s classrooms.NATIONAL STANDARDS: United States - TTIC.CEC.I.1.2 - Learner Development and Individual Learning Differences United States - TTIC.INTASC.1i - Learner Development

KEYWORDS: Bloom’s Remember

• Inclusive classrooms only address the needs of students with disabilities.
• True
• False

ANSWER: False

POINTS: 1

LEARNING OBJECTIVES: TTIC.GARG.17.01.01 - Identify the various types of learners in today’s classrooms.

NATIONAL STANDARDS: United States - TTIC.INTASC.1a - Learner Development

KEYWORDS: Bloom’s Remember

• The right of students to learn in the least restricted environment typically means that, to the maximum extent

appropriate, children with disabilities are to be educated in the general education classroom.

• True
• False

ANSWER: True

POINTS: 1

LEARNING OBJECTIVES: TTIC.GARG.17.01.02 - Describe placement options for educating students with special needs.

NATIONAL STANDARDS: United States - TTIC.CEC.I.2.1 - Learning Environments

United States - TTIC.INTASC.3d - Learning Environments

KEYWORDS: Bloom’s Remember

• What is viewed today as a fundamental right for students with disabilities was, at one time, perceived to be a privilege.
• True
• False

(Teaching in Today's Inclusive Classrooms A Universal Design for Learning Approach, 4e Richard Gargiulo, Debbie Metcalf) (Test Bank all Chapters) 1 / 4

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ANSWER: True

POINTS: 1

LEARNING OBJECTIVES: TTIC.GARG.17.01.04 - Describe the role of the courts in special education.

NATIONAL STANDARDS: United States - TTIC.CEC.I.2.1 - Learning Environments

United States - TTIC.INTASC.3c - Learning Environments

KEYWORDS: Bloom’s Understand

• The Americans with Disabilities Act is the primary legislation governing special education
• True
• False

ANSWER: False

POINTS: 1

LEARNING OBJECTIVES: TTIC.GARG.17.01.04 - Describe the role of the courts in special education.

NATIONAL STANDARDS: United States - TTIC.INTASC.3c - Learning Environments

KEYWORDS: Bloom’s Remember

• In the case Schaffer v. Weast, the court ruled that placement in a general education classroom with supplementary aids

and services must be offered to a student with disabilities prior to considering more segregated placements.

• True
• False

ANSWER: False

POINTS: 1

LEARNING OBJECTIVES: TTIC.GARG.17.01.04 - Describe the role of the courts in special education.

NATIONAL STANDARDS: United States - TTIC.INTASC.3c - Learning Environments

KEYWORDS: Bloom’s Remember

• Under the Education for All Handicapped Children Act (PL 94-142), later to be renamed IDEA, a child must receive a

nondiscriminatory assessment from a multidisciplinary team prior to being placed in special education.

• True
• False

ANSWER: True

POINTS: 1

LEARNING OBJECTIVES: TTIC.GARG.17.01.04 - Describe the role of the courts in special education.

NATIONAL STANDARDS: United States - TTIC.INTASC.1a - Learner Development

KEYWORDS: Bloom’s Remember

• The 1997 Amendments to IDEA (PL 105-17) exempted students with disabilities from state- and district-wide

assessment programs.

• True
• False

ANSWER: False

POINTS: 1

LEARNING OBJECTIVES: TTIC.GARG.17.01.04 - Describe the role of the courts in special education.

NATIONAL STANDARDS: United States - TTIC.INTASC.1a - Learner Development

KEYWORDS: Bloom’s Remember

• The Rehabilitation Act of 1973 is a civil rights law because Section 504 of the act was specifically intended to protect 2 / 4

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children and adults against discrimination due to a disability.

• True
• False

ANSWER: True

POINTS: 1

LEARNING OBJECTIVES: TTIC.GARG.17.01.04 - Describe the role of the courts in special education.

NATIONAL STANDARDS: United States - TTIC.INTASC.31a - Learner Development

KEYWORDS: Bloom’s Understand

• Referring to individuals with special needs from a people-first perspective reflects a:
• focus on the disability, not the person.
• belief that teachers must only use politically correct language.
• change in word order and nothing more.
• belief that all students have the potential to learn and are people first and foremost.

ANSWER: d

POINTS: 1

LEARNING OBJECTIVES: TTIC.GARG.17.01.01 - Identify the various types of learners in today’s classrooms.NATIONAL STANDARDS: United States - TTIC.CEC.I.1.1 - Learner Development and Individual Learning Differences United States - TTIC.INTASC.3e - Learning Environments

KEYWORDS: Bloom’s Understand

12. The largest group of diverse learners is students:

• from culturally diverse backgrounds.
• who are gifted or talented.
• with disabilities.
• who are not American citizens.

ANSWER: c

POINTS: 1

LEARNING OBJECTIVES: TTIC.GARG.17.01.01 - Identify the various types of learners in today’s classrooms.

NATIONAL STANDARDS: United States - TTIC.CEC.I.2.1 - Learning Environments

United States - TTIC.INTASC.3l - Learning Environments

KEYWORDS: Bloom’s Remember

• Which of the following students would NOT be considered to have a disability as defined by IDEA 2004?
• A student at risk of failing
• A student with emotional disturbances
• A student with autism
• A student with specific learning disabilities

ANSWER: a

POINTS: 1

LEARNING OBJECTIVES: TTIC.GARG.17.01.01 - Identify the various types of learners in today’s classrooms.

NATIONAL STANDARDS: United States - TTIC.CEC.I.2.1 - Learning Environments

United States - TTIC.INTASC.3b - Learning Environments

KEYWORDS: Bloom’s Understand

• Which of the following would NOT fall under the Other Health Impairment category?
• Diabetes 3 / 4

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• Leukemia
• Schizophrenia
• ADHD

ANSWER: c

POINTS: 1

LEARNING OBJECTIVES: TTIC.GARG.17.01.01 - Identify the various types of learners in today’s classrooms.NATIONAL STANDARDS: United States - TTIC.CEC.I.1.2 - Learner Development and Individual Learning Differences United States - TTIC.INTASC.1b - Learner Development

KEYWORDS: Bloom’s Understand

15. Students who are gifted and talented:

• are considered to have a disability.
• do not require specialized instruction.
• are considered to be exceptional.
• are included in federal special education legislation.

ANSWER: c

POINTS: 1

LEARNING OBJECTIVES: TTIC.GARG.17.01.01 - Identify the various types of learners in today’s classrooms.NATIONAL STANDARDS: United States - TTIC.CEC.I.1.2 - Learner Development and Individual Learning Differences United States - TTIC.INTASC.1b - Learner Development

KEYWORDS: Bloom’s Understand

• Any child who is exposed to experiences such as domestic violence, substance abuse, child abuse, poverty, and/or

homelessness:

• will always become an at-risk student at some point.
• is considered to be a student with a disability
• has an increased likelihood of becoming an at-risk student.
• has the same chance of becoming an at-risk student as a child who was not exposed to such experiences.

ANSWER: c

POINTS: 1

LEARNING OBJECTIVES: TTIC.GARG.17.01.01 - Identify the various types of learners in today’s classrooms.NATIONAL STANDARDS: United States - TTIC.CEC.I.1.2 - Learner Development and Individual Learning Differences United States - TTIC.INTASC.1b - Learner Development

KEYWORDS: Bloom’s Understand

17. A continuum or cascade of service delivery:

• is a new concept introduced by IDEA in 1990.
• is based on the concept that the effective delivery of special education services requires a variety of settings to

meet the unique needs of each learner.

• is based on the concept that all special education services, regardless of the level of intensity, should be

provided in the general education classroom.

• is based on the concept that the resource room is the best setting for students with disabilities.

ANSWER: b

POINTS: 1

LEARNING OBJECTIVES: TTIC.GARG.17.01.02 - Describe placement options for educating students with special needs.NATIONAL STANDARDS: United States - TTIC.CEC.I.2.1 - Learning Environments

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