Exceptionality Quiz

Exceptional children, like all children, have the same basic needs. They require straight and honest communication that is delivered with sensitivity. They also need to be accepted into a non-hostile, positive, and receptive environment where they can feel included and supported. Additionally, exceptional children should be given the freedom to grow and develop in order to adjust to their disability. Therefore, all of the above options are basic needs of exceptional children.

The Education for All Handicapped Children Act of 1975, also known as the Individuals with Disabilities Education Act (IDEA), allows for a free and appropriate education for all children with disabilities. This means that children with disabilities have the right to receive an education that meets their individual needs at no cost to their families. The act also emphasizes the importance of providing education in the least restrictive environment, meaning that children with disabilities should be educated alongside their non-disabled peers to the maximum extent possible. Additionally, the act requires the development of individualized education programs (IEPs) for each child with a disability, which outline specific educational goals and services tailored to their unique needs. Therefore, the correct answer is "All of the Above."

Exceptional children are those who deviate from the average or norm in such a significant manner that they require a personalized educational program and additional services to fully benefit from their education. This means that exceptional children can be either above or below the norm, indicating that they may have abilities or challenges that are significantly different from their peers.

An Individualized Education Program (IEP) is a document that is designed to meet the unique educational needs of a student with a disability. It outlines the specific goals, accommodations, and services that will be provided to the student in order to help them succeed academically. The IEP is developed collaboratively by a team of educators, parents, and other professionals, and it is reviewed and updated regularly to ensure that the student's needs are being met effectively. The Americans with Disabilities Act (ADA) and Attention Deficit Disorder (ADD) are not specifically related to the creation of individualized education plans. The Individuals with Disabilities Education Act (IDEA) does provide federal guidelines for the development and implementation of IEPs.

Fast-Tracking is not a likely contributing variable for the disproportionate placement of students in special education. Fast-Tracking refers to the process of accelerating students through the educational system, which is not directly related to the over-representation of students in special education. Factors such as poverty, over-referrals, and racial bias are more likely to contribute to the disproportionate placement of students in special education.

The correct answer is Blacks. This means that the percentage of Black students in special education is higher compared to other racial or ethnic groups. This could be due to various factors such as systemic inequalities, cultural biases, and lack of resources or support for Black students in the education system. It is important to address and rectify these disparities to ensure equal opportunities and support for all students.

The Individualized Educational Program Act (1993) is not a significant piece of legislation passed by the Federal Government. The Education for All Handicapped Children Act (1975), Americans with Disabilities Act (1990), and Individuals with Disabilities Education Act (1990) are all important laws that have had a significant impact on the rights and educational opportunities of individuals with disabilities. However, the Individualized Educational Program Act (1993) does not exist and therefore cannot be considered a significant piece of legislation.

Section 504 of the Vocational Rehabilitation Act prohibits the exclusion of handicapped individuals from participation solely based on their disability. This means that individuals with disabilities should have equal opportunities to participate in various activities, programs, and services, without any discrimination or exclusion. This provision ensures that individuals with disabilities are not denied access to educational, employment, or other opportunities solely because of their disability. It promotes inclusivity and equal treatment for individuals with disabilities.

The early rights of exceptional students were the results of litigation. This means that these rights were established through legal action or lawsuits. Litigation allowed for the recognition and protection of the rights of exceptional students, ensuring that they received appropriate education and accommodations. This legal process played a crucial role in advocating for the rights of exceptional students and shaping the educational landscape for them.

The educational mandates in The Individuals with Disabilities Education Act (1990) are funded at a level of 18% by Congress. This means that Congress provides 18% of the funding required to implement the educational mandates outlined in the act. The remaining funding is typically provided by state and local governments. This level of funding is crucial in ensuring that students with disabilities receive the necessary support and resources to access a quality education.