IEP Trivia Questions Quiz On Individualized Education Program

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IEP Trivia Questions Quiz On Individualized Education Program - Quiz

The Individual Education Program Plan (IEP) is a unique goal-oriented learning program. Take these exciting and knowledgeable IEP test questions to learn more about IEP. This IEP quiz contains multitudes of questions. Different students have different ways of learning that work for them, but some need more special ways, and the program is the perfect way to get it. As an educator, how skilled are you when offering such care, and what does one need to have IEP? Test yourself to find out!


Questions and Answers
  • 1. 

    True or false. Short term objectives do not have to be measurable? 

    • A.

      True

    • B.

      False

    Correct Answer
    B. False
    Explanation
    Short term objectives do have to be measurable. Measurable objectives are those that can be quantified or assessed in some way, allowing progress to be tracked and evaluated. This helps in determining whether the objectives have been achieved or not. By setting measurable short term objectives, individuals or organizations can effectively monitor their progress and make necessary adjustments to ensure success. Therefore, the given answer "False" is correct as short term objectives do need to be measurable.

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  • 2. 

    What does IEP stand for?

    • A.

      Individualized Education Plan

    • B.

      Individualized Entry Plan

    • C.

      Income Entry Point

    • D.

      Income Equality  Plan

    Correct Answer
    A. Individualized Education Plan
    Explanation
    An Individualized Education Plan (IEP) is a personalized plan developed for students with disabilities. It outlines specific educational goals, accommodations, and support services that the student needs in order to succeed academically. The IEP is created 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.

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  • 3. 

    What does LRE stand for?

    • A.

      Least Restrictive Environment

    • B.

      Large Restrictive Environment

    • C.

      Least Restricted Entry

    • D.

      Large Restricted Entry

    Correct Answer
    A. Least Restrictive Environment
    Explanation
    LRE stands for Least Restrictive Environment. This refers to the educational setting that allows students with disabilities to receive their education alongside their non-disabled peers to the maximum extent possible. The goal is to provide an inclusive environment that supports the individual needs of each student while promoting social integration and academic progress. This approach ensures that students with disabilities have access to the general education curriculum and receive appropriate support and accommodations to help them succeed.

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  • 4. 

    What must a district provide to a student who has an IEP (in relation to type of educational programming)?

    • A.

      Inclusion

    • B.

      A continuum of educational placements

    • C.

      One to one support

    • D.

      Small group instruction

    Correct Answer
    B. A continuum of educational placements
    Explanation
    A district must provide a continuum of educational placements to a student who has an IEP. This means that the district must offer a range of options for the student's educational programming, such as regular classroom inclusion, small group instruction, or one-to-one support. This ensures that the student's individual needs are met and allows for flexibility in determining the most appropriate educational setting for the student.

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  • 5. 

    How often must an IEP revised?

    • A.

      Quarterly

    • B.

      Bi-Yearly

    • C.

      Yearly

    • D.

      Before the school year begins

    Correct Answer
    C. Yearly
    Explanation
    An IEP (Individualized Education Program) must be revised yearly. This is because an IEP is a legally binding document that outlines the specific educational needs and goals of a student with disabilities. By revising it yearly, the school can ensure that the student's progress is being monitored and that any necessary changes or updates are made to support their educational needs effectively.

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  • 6. 

    True or False - A student cannot be tested without his/her parents' permission. 

    • A.

      True

    • B.

      False

    Correct Answer
    B. False
    Explanation
    The statement "A student cannot be tested without his/her parents' permission" is false. In many cases, students can be tested without their parents' permission, especially in situations where it is necessary for their health or safety. Examples include emergency medical tests or screenings for infectious diseases. Additionally, depending on the age and legal rights of the student, they may be able to give consent for testing themselves without needing parental permission.

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  • 7. 

    Must the IEP specify the amount of services to be provided? 

    • A.

      No

    • B.

      Yes

    • C.

      Sometimes

    • D.

      Hardly ever

    Correct Answer
    B. Yes
    Explanation
    The IEP (Individualized Education Program) is a legally binding document that outlines the specific educational services and supports that a student with special needs will receive. It is required by law to include the amount of services to be provided, such as the frequency, duration, and location of services. This ensures that the student's needs are met and that they receive the appropriate level of support to succeed in their education.

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  • 8. 

    Must public agencies inform parents of the progress of their child on IEP related goals and objectives? 

    • A.

      No

    • B.

      Yes

    • C.

      Sometimes

    • D.

      Hardly ever

    Correct Answer
    B. Yes
    Explanation
    Public agencies are required by law to inform parents of the progress of their child on Individualized Education Program (IEP) related goals and objectives. This is stated in the Individuals with Disabilities Education Act (IDEA), which ensures that parents are involved in the educational decision-making process for their child with disabilities. By providing regular updates on the progress of the child's goals and objectives, parents can stay informed and actively participate in their child's education.

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  • 9. 

    Is the public agency required to provide transition planning for a child at age 14 or 16? 

    • A.

      Age 14

    • B.

      Age 16

    • C.

      Both age 14 and 16

    • D.

      None of the above

    Correct Answer
    C. Both age 14 and 16
    Explanation
    Public agencies are required to provide transition planning for a child at both age 14 and 16. Transition planning is a process that helps individuals with disabilities prepare for their future after leaving school. By starting the planning process at age 14, the agency can work with the child and their family to identify goals, explore post-secondary education and employment options, and develop a plan to achieve those goals. At age 16, the agency can further refine the plan and ensure that the necessary supports and services are in place to help the child successfully transition into adulthood.

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  • 10. 

     Do parents and public agencies have the option of inviting an individual of their choice be participants on their child's IEP team?

    • A.

      Never

    • B.

      Yes

    • C.

      The IEP team may, at the discretion of the members of the IEP team have other individuals or outside agencies present at the meeting.

    • D.

      All are welcome

    Correct Answer
    C. The IEP team may, at the discretion of the members of the IEP team have other individuals or outside agencies present at the meeting.
    Explanation
    Parents and public agencies do have the option of inviting an individual of their choice to be participants on their child's IEP team. The IEP team has the discretion to include other individuals or outside agencies in the meeting.

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  • 11. 

    What are the major IEP requirements that govern the involvment and progress of children with disabilities in the general education curriculum?

    • A.

      Present levels of educational performance

    • B.

      Special education, related service, supplementary aides and services

    • C.

      Extent to which child will participate with non disabiled peers

    • D.

      Regular educator particpation in the creation of the IEP

    • E.

      All of the above

    Correct Answer
    E. All of the above
    Explanation
    All of the mentioned options are major IEP requirements that govern the involvement and progress of children with disabilities in the general education curriculum. The present levels of educational performance help in identifying the current abilities and needs of the child. Special education, related services, supplementary aids, and services provide the necessary support and accommodations for the child. The extent to which the child will participate with non-disabled peers ensures inclusion and socialization. Regular educator participation in the creation of the IEP ensures collaboration and input from the general education teacher. Therefore, all of these requirements are important in ensuring the success of children with disabilities in the general education curriculum.

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  • 12. 

    Under what circumstances is a public agency required to permit a child with a disability to use a school purchased assistive technology device in the child's home or in another setting?

    • A.

      To complete homework

    • B.

      For private therapy use

    • C.

      To meet communicative needs

    • D.

      All of the above

    Correct Answer
    D. All of the above
    Explanation
    A public agency is required to permit a child with a disability to use a school purchased assistive technology device in their home or another setting under various circumstances. These include allowing the child to use the device to complete homework, for private therapy use, and to meet their communicative needs. In all of these situations, the agency must ensure that the child has access to the assistive technology device to support their educational and functional needs outside of the school setting.

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  • 13. 

    Do parents have the right to a copy of their child's IEP? 

    • A.

      No

    • B.

      Yes

    • C.

      Sometimes

    • D.

      Hardly ever

    Correct Answer
    B. Yes
    Explanation
    Parents have the right to a copy of their child's Individualized Education Program (IEP) because it is a legal document that outlines the educational plan for their child with special needs. The IEP includes important information such as the child's present levels of performance, goals, accommodations, and services. By providing parents with a copy of the IEP, they can actively participate in their child's education, understand the services being provided, and advocate for their child's needs. This ensures that parents are well-informed and involved in the decision-making process regarding their child's education.

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  • 14. 

    What is the role of parents, including surrogate parents, in decisions regarding the educational program of their children? 

    • A.

      Parents are expected to ignore the process and not even bother being a part of the IEP

    • B.

      The parents are expected to be equal particpants, along with school personnel, in developing, reviewing and revising the IEP for their child.

    • C.

      The parents are to defer to the "highly qualified" individual on the IEP.

    • D.

      The parents are the most in control of the IEP process for their child.

    Correct Answer
    B. The parents are expected to be equal particpants, along with school personnel, in developing, reviewing and revising the IEP for their child.
    Explanation
    The correct answer is that parents are expected to be equal participants, along with school personnel, in developing, reviewing, and revising the Individualized Education Program (IEP) for their child. This means that parents have an active role in making decisions about their child's educational program, working collaboratively with school staff to ensure that the program meets the child's needs. This emphasizes the importance of parental involvement and recognizes that parents are key stakeholders in their child's education.

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  • 15. 

    Select the name of the process for determining if a student with a disability can be suspended?

    • A.

      Expulsion

    • B.

      Manifestation hearing

    • C.

      Suspension

    • D.

      All of the above

    Correct Answer
    B. Manifestation hearing
    Explanation
    A manifestation hearing is the process used to determine if a student with a disability can be suspended. This hearing is conducted to assess whether the student's behavior is a result of their disability or if it is unrelated. The purpose is to ensure that students with disabilities are not unfairly disciplined and that their educational needs are appropriately addressed.

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  • 16. 

    For a child with a disabilty who is receiving services for the first time, when must the IEP be developed? 

    • A.

      Before the child begins receiving formal service through the IEP

    • B.

      After the child begins receiving formal service through the IEP

    • C.

      During the first school year of the IEP

    • D.

      None of the above

    Correct Answer
    A. Before the child begins receiving formal service through the IEP
    Explanation
    The IEP must be developed before the child begins receiving formal services through the IEP. This is because the IEP is a legally binding document that outlines the child's individualized education program, including goals, accommodations, and services. It is important to have the IEP in place before services begin to ensure that the child's needs are properly addressed and that appropriate supports are provided from the start. Waiting until after services begin may result in delays or inconsistencies in the child's education and support.

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  • 17. 

    If a child moves "in state", is the receiving public education agencies reponsible for the implementation of the IEP? 

    • A.

      No

    • B.

      Yes

    • C.

      Sometimes

    • D.

      Hardly ever

    Correct Answer
    B. Yes
    Explanation
    If a child moves "in state", it means that they have moved within the same state. In this case, the receiving public education agency is responsible for the implementation of the Individualized Education Program (IEP). This is because the child is still within the same state and the responsibility of providing education services and support falls on the receiving agency.

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  • 18. 

    How frequently must a public agency conduct meetings to review and, if appropriate, revise the IEP for a child with a disability? 

    • A.

      Every 6 months

    • B.

      Every 12 months or whenever necessary

    • C.

      Every 12 months

    • D.

      Every marking period

    Correct Answer
    B. Every 12 months or whenever necessary
    Explanation
    A public agency must conduct meetings to review and, if necessary, revise the Individualized Education Program (IEP) for a child with a disability at least once every 12 months. However, they can also conduct these meetings more frequently if it is deemed necessary to address the child's needs and make any necessary adjustments to their educational plan.

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  • 19. 

    The IEP requirements under Part B of IDEA emphasize the importance of certain core concepts.  Which concepts listed below are emphasized? 

    • A.

      The involvement and progress of each child with an IEP in the general curriculum including addressing the unique needs that arise out of the child's disability

    • B.

      The involvement of parents and students together with regular and special educators in making individualized decisions to support each student's educational success.

    • C.

      The preparation of students with disabilities for employment and other post school activities.

    • D.

      All of the above

    Correct Answer
    D. All of the above
    Explanation
    The correct answer is "all of the above". The IEP requirements under Part B of IDEA emphasize the importance of the involvement and progress of each child with an IEP in the general curriculum, including addressing their unique needs arising from their disability. It also emphasizes the involvement of parents and students, along with regular and special educators, in making individualized decisions to support each student's educational success. Additionally, it highlights the preparation of students with disabilities for employment and other post-school activities.

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  • 20. 

    What type of performance levels must be put in the performance section of and IEP?

    • A.

      Academic

    • B.

      Functional

    • C.

      Academic, functional and transition related progress (if of age)

    • D.

      Transition related progress

    Correct Answer
    C. Academic, functional and transition related progress (if of age)
    Explanation
    In the performance section of an IEP, it is important to include academic, functional, and transition related progress (if of age). This is because the IEP aims to address the overall development and progress of the student, not just in academic areas but also in functional skills and transition planning. Including all these performance levels ensures a comprehensive and well-rounded approach to the student's education and future goals.

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  • 21. 

    When the transition process begins, what must also be "checked off" in the IEP? 

    • A.

      The age of the child

    • B.

      A goal in the IEP that is created to address transition needs

    • C.

      The year of graduation

    • D.

      Student disability category

    Correct Answer
    B. A goal in the IEP that is created to address transition needs
    Explanation
    In the transition process, it is important to have a goal in the Individualized Education Program (IEP) that specifically addresses the needs related to transitioning. This goal helps to ensure that proper planning and support are provided to the student during the transition period. It allows for a focused and individualized approach to address the unique challenges and requirements that arise when a student moves from one educational setting to another. Checking off this goal in the IEP ensures that it is included and considered in the overall transition planning process.

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  • 22. 

    What three outcomes are described in the transition section of the IEP?

    • A.

      Post-education, employment and independent living

    • B.

      Choice of college, area of expertise, course taken in high school

    • C.

      Copy of personal resume, sample of student writing, functioning grade level in reading,writing and math

    • D.

      Copy of personal resume, post-education, course taken in high school

    Correct Answer
    A. Post-education, employment and independent living
    Explanation
    The transition section of the IEP describes three outcomes: post-education, employment, and independent living. This section focuses on the goals and plans for the student's life after completing their education. It addresses their transition into adulthood and aims to prepare them for success in their chosen career path and living independently.

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  • 23. 

    What is a public agency's responsiblity if it is not possible to reach consensus on what services should be included in a child's IEP? 

    • A.

      The public agency must provide the parents with written notice with the agencies proposals or refusals, or both, regarding the child's educational program with a statement of intent based on a majority vote by the IEP team.

    • B.

      The public agency must provide the parents with written notice with the agencies proposals or refusals, or both, regarding the child's educational program and the parents have the right to seek resolution of any disagreements by initiating and impartial due process hearing

    • C.

      The public agency is responsible for continuing all IEP goals, accommodations and services written on the prior IEP, if one exists, and seek objective mediation services from an outside agency.

    • D.

      None of the above

    Correct Answer
    C. The public agency is responsible for continuing all IEP goals, accommodations and services written on the prior IEP, if one exists, and seek objective mediation services from an outside agency.
    Explanation
    If it is not possible to reach a consensus on what services should be included in a child's IEP, the public agency is responsible for continuing all IEP goals, accommodations, and services written on the prior IEP, if one exists. Additionally, they should seek objective mediation services from an outside agency to help resolve any disagreements.

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  • 24. 

    What timelines, if any, apply to the development and implementation of an initial IEP for a student with a disability? 

    • A.

      None

    • B.

      Within 30 days

    • C.

      Within 60 days

    • D.

      Within 15 days

    Correct Answer
    B. Within 30 days
    Explanation
    The correct answer is "within 30 days." This means that there is a timeline of 30 days for the development and implementation of an initial Individualized Education Program (IEP) for a student with a disability. Within this timeframe, the school or educational institution is responsible for creating a personalized plan that meets the student's specific needs and ensures they receive appropriate educational services.

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  • 25. 

    Must a child's IEP address his or her involvement in the general curriculum regardless of the nature and severity of the child's disability and the setting in which the child is educated? 

    • A.

      Yes

    • B.

      No

    • C.

      Sometimes

    • D.

      Hardly ever

    Correct Answer
    A. Yes
    Explanation
    The Individuals with Disabilities Education Act (IDEA) requires that a child's Individualized Education Program (IEP) address their involvement in the general curriculum, regardless of the nature and severity of their disability and the educational setting they are in. This ensures that all children, regardless of their disabilities, have access to and are able to make progress in the general education curriculum. By including this requirement in the IEP, it promotes inclusion and equal educational opportunities for all students.

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  • 26. 

    Must the measurable annual goals in the child's IEP address all areas of the general curriculum, or only those areas in which the child's involvement and progress are affected by the child's disability? 

    • A.

      The IEP must address all areas of the general curriculum

    • B.

      I don't know

    • C.

      The IEP must always address language arts and math

    • D.

      Only those areas in which the child's involvement and progress are affected by the child's disability

    Correct Answer
    D. Only those areas in which the child's involvement and progress are affected by the child's disability
    Explanation
    The correct answer is "only those areas in which the child's involvement and progress are affected by the child's disability." This means that the measurable annual goals in the child's IEP should only focus on the areas of the general curriculum that are impacted by the child's disability. It is not necessary for the IEP to address all areas of the general curriculum if the child's disability does not affect their involvement and progress in those areas.

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  • 27. 

    Is it permissable for the public agency to have the IEP fully completed prior to the IEP meeting? 

    • A.

      No

    • B.

      Yes

    • C.

      Sometimes

    • D.

      Hardly ever

    Correct Answer
    A. No
    Explanation
    It is not permissible for the public agency to have the IEP fully completed prior to the IEP meeting because the IEP is a collaborative process that involves input from various stakeholders, including the parents and the student. Completing the IEP before the meeting would not allow for the necessary discussion and collaboration to take place, which is essential for developing an appropriate and individualized education plan for the student.

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  • 28. 

    Must the public agency inform the parents who will be at the IEP meeting? 

    • A.

      No

    • B.

      Yes

    • C.

      Sometimes

    • D.

      Hardly ever

    Correct Answer
    B. Yes
    Explanation
    The public agency must inform the parents who will be at the IEP meeting. This is important because parents have the right to be involved in the decision-making process regarding their child's education. By informing the parents, the agency ensures that they have the opportunity to attend the meeting, ask questions, and provide input on their child's individualized education program. This promotes collaboration and ensures that the parents are fully informed and engaged in the educational planning for their child.

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  • 29. 

    Must the public agency ensure all services specified in the child's IEP are provided?

    • A.

      Yes

    • B.

      No

    • C.

      Sometimes

    • D.

      Hardly ever

    Correct Answer
    A. Yes
    Explanation
    The public agency must ensure all services specified in the child's IEP are provided because the Individuals with Disabilities Education Act (IDEA) requires that all students with disabilities receive a free appropriate public education (FAPE). This includes providing the necessary services and accommodations outlined in the child's IEP to meet their individual needs and help them make progress in their education.

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  • 30. 

    How many days does a school have to send you a notice requesting consent to test your child after the request for a special education evaluation has been made? 

    • A.

      10 days

    • B.

      30 days

    • C.

      5 days

    • D.

      15 days

    Correct Answer
    C. 5 days
    Explanation
    After a request for a special education evaluation has been made, a school has 5 days to send a notice requesting consent to test your child. This means that the school must act promptly and efficiently in order to ensure that the evaluation process can begin in a timely manner.

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  • 31. 

    Once the school receives consent to test the child, how many days does the school have to complete the evaluation? 

    • A.

      15 school days

    • B.

      30 school days

    • C.

      30 days

    • D.

      60 school days

    Correct Answer
    B. 30 school days
    Explanation
    The school has 30 school days to complete the evaluation once they receive consent to test the child. This means that the evaluation should be finished within 6 weeks of receiving consent.

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  • 32. 

    How many years is the "life span" of a re-evaluation report (if the child's disability category is anything other than mental retardation/intellectually disabled)?

    • A.

      2 years

    • B.

      4 years

    • C.

      5 years

    • D.

      3 years

    Correct Answer
    D. 3 years
    Explanation
    A re-evaluation report has a life span of 3 years if the child's disability category is anything other than mental retardation/intellectually disabled. This means that the report is valid and can be used for a period of 3 years before it needs to be updated or re-evaluated.

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  • 33. 

    If the child is not diagnosed with mental retardation/intellectual disability, can an evaluation report be waived by the parents? 

    • A.

      No

    • B.

      Yes

    • C.

      Sometimes

    • D.

      Hardly ever

    Correct Answer
    B. Yes
    Explanation
    Parents cannot waive an evaluation report if their child is not diagnosed with mental retardation/intellectual disability. An evaluation report is necessary to assess the child's developmental and educational needs, even if they do not have a specific diagnosis. This report helps in identifying any potential learning disabilities, behavioral issues, or other challenges that may require support or accommodations in their education. Therefore, it is important for parents to undergo the evaluation process to ensure their child receives appropriate educational interventions and support.

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  • 34. 

    If a child is diagnosed with mental retardation/intellectual disability, what is the "life span" of the re-evaluation report? 

    • A.

      2 years

    • B.

      3 years

    • C.

      4 years

    • D.

      5 years

    Correct Answer
    A. 2 years
    Explanation
    The "life span" of the re-evaluation report for a child diagnosed with mental retardation/intellectual disability is 2 years. This means that the report should be updated and re-evaluated every 2 years to ensure that the child's needs and progress are accurately assessed and appropriate interventions and support are provided. Regular re-evaluation helps in monitoring the child's development and making any necessary adjustments to their educational or therapeutic programs.

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  • 35. 

    Can a student who is diagnosed with mental retardation/intellectual disability have his/her re-evaluation process waived?

    • A.

      Yes

    • B.

      No

    • C.

      Sometimes

    • D.

      Hardly ever

    Correct Answer
    B. No
    Explanation
    A student who is diagnosed with mental retardation/intellectual disability cannot have his/her re-evaluation process waived. Re-evaluation is an important process to assess the student's progress and determine if they still meet the criteria for special education services. It helps in identifying any changes in the student's needs and ensures that appropriate support and accommodations are provided to them. Therefore, it is necessary for the re-evaluation process to take place for students with mental retardation/intellectual disability.

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  • 36. 

    How many days are required from the time the school completed the evaluation/re-evaluation report to the time the IEP is completed based on the report?

    • A.

      30 school days

    • B.

      60 days

    • C.

      45 school days

    • D.

      15 days

    Correct Answer
    A. 30 school days
    Explanation
    The correct answer is 30 school days. This means that it takes 30 school days for the IEP (Individualized Education Program) to be completed based on the evaluation/re-evaluation report provided by the school. This timeframe allows for the necessary assessment and planning to ensure that the student's educational needs are properly addressed and accommodated.

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  • Aug 25, 2023
    Quiz Edited by
    ProProfs Editorial Team
  • Jun 17, 2010
    Quiz Created by
    Oliverhop
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