Special Education Law Quiz! Trivia Questions

1. Miss Jones is a 6th-grade math teacher. She will be teaching 2 co-taught inclusion classes this semester. Where should she look for information on how to provide an "appropriate" education for her students that have special needs?

A book about how to teach students with special needs

Each individual student's IEP

Student state testing scores

It is written in the stars

Miss Jones should look at each individual student's IEP (Individualized Education Program) to find information on how to provide an "appropriate" education for her students with special needs. The IEP is a legally binding document that outlines the specific accommodations, modifications, and goals for each student with special needs. It provides detailed information on the student's strengths, weaknesses, and specific needs, which can help Miss Jones tailor her teaching strategies and support each student effectively.

Explanation

Miss Jones should look at each individual student's IEP (Individualized Education Program) to find information on how to provide an "appropriate" education for her students with special needs. The IEP is a legally binding document that outlines the specific accommodations, modifications, and goals for each student with special needs. It provides detailed information on the student's strengths, weaknesses, and specific needs, which can help Miss Jones tailor her teaching strategies and support each student effectively.

2. One of the primary reasons for the Response to Intervention (RTI) process is...

To reduce the overall number of students referred for special education testing, and help prevent the over-identification of certain races/nationalities in special education

To get students into special education classes faster

The primary reason for the Response to Intervention (RTI) process is to reduce the overall number of students referred for special education testing and prevent the over-identification of certain races/nationalities in special education. This approach aims to provide early intervention and support to students who are struggling academically or behaviorally, with the goal of preventing the need for special education services. By implementing RTI, schools can identify and address students' needs through targeted interventions in the general education setting, reducing the need for special education referrals and ensuring that students receive appropriate support regardless of their race or nationality.

Explanation

The primary reason for the Response to Intervention (RTI) process is to reduce the overall number of students referred for special education testing and prevent the over-identification of certain races/nationalities in special education. This approach aims to provide early intervention and support to students who are struggling academically or behaviorally, with the goal of preventing the need for special education services. By implementing RTI, schools can identify and address students' needs through targeted interventions in the general education setting, reducing the need for special education referrals and ensuring that students receive appropriate support regardless of their race or nationality.

3. States are required to utilize a pre-referral system such as RTI to prevent over-representation of a particular race or ethnicity in special education.

True

False

States are required to use a pre-referral system like RTI (Response to Intervention) to prevent over-representation of a specific race or ethnicity in special education. This is because over-representation can be an indication of bias or discrimination in the identification and placement of students in special education. By implementing a pre-referral system, states can ensure that all students receive appropriate interventions and supports before being referred to special education, reducing the likelihood of disproportionate representation based on race or ethnicity.

Explanation

States are required to use a pre-referral system like RTI (Response to Intervention) to prevent over-representation of a specific race or ethnicity in special education. This is because over-representation can be an indication of bias or discrimination in the identification and placement of students in special education. By implementing a pre-referral system, states can ensure that all students receive appropriate interventions and supports before being referred to special education, reducing the likelihood of disproportionate representation based on race or ethnicity.

4. Which of the following settings would probably be the "least restrictive" and most appropriate for a student with a mild to moderate mathematical learning disability?

Special school for students with special needs

Resource (small group) math class

Co-taught inclusion math class (co-taught meaning with one general education teacher and one special education teacher / inclusion meaning in the class with the general education students)

General education classroom with no special assistance

The co-taught inclusion math class would be the "least restrictive" and most appropriate setting for a student with a mild to moderate mathematical learning disability. This setting allows the student to receive support from both a general education teacher and a special education teacher, ensuring that their specific needs are addressed while still being included in the general education classroom with their peers. This inclusive environment promotes social interaction and provides opportunities for the student to learn alongside their typically developing classmates.

Explanation

The co-taught inclusion math class would be the "least restrictive" and most appropriate setting for a student with a mild to moderate mathematical learning disability. This setting allows the student to receive support from both a general education teacher and a special education teacher, ensuring that their specific needs are addressed while still being included in the general education classroom with their peers. This inclusive environment promotes social interaction and provides opportunities for the student to learn alongside their typically developing classmates.

5. High incidence disabilities are those that are more common, such as learning disabilities, mild intellectual disabilities, and speech/language disorders. Low incidence disabilities are those that are less common, such as severe/profound intellectual disabilities, traumatic brain injury, and deaf/blind. Which category(s) of disabilities is/are most likely to be served in the general education setting? (Select one or both.)

High Incidence Disabilities

Low Incidence Disabilities

High incidence disabilities are more common and therefore more likely to be served in the general education setting. This is because general education classrooms are typically equipped with the necessary resources and support to accommodate students with high incidence disabilities, such as learning disabilities, mild intellectual disabilities, and speech/language disorders. In contrast, low incidence disabilities, which are less common, often require more specialized services and may be better served in separate special education settings.

Explanation

High incidence disabilities are more common and therefore more likely to be served in the general education setting. This is because general education classrooms are typically equipped with the necessary resources and support to accommodate students with high incidence disabilities, such as learning disabilities, mild intellectual disabilities, and speech/language disorders. In contrast, low incidence disabilities, which are less common, often require more specialized services and may be better served in separate special education settings.

6. In order for students with special needs to succeed in a less restrictive environment, they will probably need some ___________________. These are found in the student's IEP and must be followed, or the teacher risks the parents exercising due process.

In order for students with special needs to succeed in a less restrictive environment, they will probably need some accommodations. These accommodations are found in the student's IEP and must be followed, or the teacher risks the parents exercising due process.

Explanation

In order for students with special needs to succeed in a less restrictive environment, they will probably need some accommodations. These accommodations are found in the student's IEP and must be followed, or the teacher risks the parents exercising due process.

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7. Billy, from the previous question, wants to remain involved in team sports. Does the school have to honor his wishes?

They have to allow him to be on the team because he was the captain when the accident happened.

He has to be allowed to try out for the teams in which he is interested, but they do not have to let him on the team unless he is as qualified to play as his non-disabled peers.

They must find something he can do for the team, even if it just team manager.

The school is required to allow Billy to try out for the teams he is interested in. However, they are not obligated to let him on the team unless he is as qualified to play as his non-disabled peers. This means that while Billy has the opportunity to be involved in team sports, he must meet the same standards and qualifications as his teammates in order to secure a spot on the team.

Explanation

The school is required to allow Billy to try out for the teams he is interested in. However, they are not obligated to let him on the team unless he is as qualified to play as his non-disabled peers. This means that while Billy has the opportunity to be involved in team sports, he must meet the same standards and qualifications as his teammates in order to secure a spot on the team.

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9. Billy was the captain of the varsity football team. Two months into the school year, he and his buddies got into a bad car accident, and he was paralyzed from the waist down. When he returned to school a couple of months later, he had fallen behind in his schoolwork. To make matters worse, the bathroom stalls at his school are not wheelchair accessible, and his Trig class is on the second floor of a wing with no elevators. What law(s), if any, has the school violated?

Section 504 of the Rehabilitation Act

Americans with Disabilities Act (ADA)

Both Section 504 and ADA

No laws have been broken

Both Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA) have been violated by the school. Section 504 prohibits discrimination against individuals with disabilities in any program receiving federal funding, which includes schools. By not providing wheelchair accessible bathroom stalls and a way for Billy to access his Trig class on the second floor, the school is discriminating against him based on his disability. The ADA also prohibits discrimination against individuals with disabilities in public accommodations, which includes schools. Therefore, the school has violated both laws by not providing reasonable accommodations for Billy's disability.

Explanation

Both Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA) have been violated by the school. Section 504 prohibits discrimination against individuals with disabilities in any program receiving federal funding, which includes schools. By not providing wheelchair accessible bathroom stalls and a way for Billy to access his Trig class on the second floor, the school is discriminating against him based on his disability. The ADA also prohibits discrimination against individuals with disabilities in public accommodations, which includes schools. Therefore, the school has violated both laws by not providing reasonable accommodations for Billy's disability.

10. What law picks up where IDEA leaves off at age 22, providing assistance to those with special needs while they are involved in federally funded programs? This includes accommodations in college.

Section 504 of the Rehabilitation Act is a law that provides assistance to individuals with disabilities, including those with special needs, once they reach the age of 22 and are no longer covered under the Individuals with Disabilities Education Act (IDEA). This law ensures that individuals with disabilities can still receive accommodations and support while participating in federally funded programs, such as college. A 504 plan is a document that outlines the specific accommodations and services that will be provided to meet the individual's needs under Section 504.

Explanation

Section 504 of the Rehabilitation Act is a law that provides assistance to individuals with disabilities, including those with special needs, once they reach the age of 22 and are no longer covered under the Individuals with Disabilities Education Act (IDEA). This law ensures that individuals with disabilities can still receive accommodations and support while participating in federally funded programs, such as college. A 504 plan is a document that outlines the specific accommodations and services that will be provided to meet the individual's needs under Section 504.

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