Special Education Laws And Rti
Settings
This quiz covers history of special education laws, the basics of RTI, including collaboration and cultural diversity in the classroom.
- 1.Public Law 93-112 defined what a handicapped person is.
- A.
True
- B.
False
- 2.Public Law 93-112 requires that states provide a free and appropriate public education for children with disabilities.
- A.
True
- B.
False
- 3.Public Law 94-142 defines what least restrictive environment is.
- A.
True
- B.
False
- 4.Students with disabilities cannot be expelled.
- A.
True
- B.
False
- 5.Which act allows parents school choice?
- 6.Which act allows schools to now use the RTI model to identify students with special needs?
- 7.LRE - Least Restrictive Environment is the setting most like that of students without disabilities that also meets each child's educational needs.
- A.
True
- B.
False
- 8.Continuum of Services means that a full range of services options for students with disabilities will be provided by the school in a full inclusion setting in the general education classroom.
- A.
True
- B.
False
- 9.A child no longer has to meet the two point discrepancy between ability and achievement to qualify for special eduction services.
- A.
True
- B.
False
- 10.In the RTI process, which tier gives an universal screener to all students?
- A.
Tier 1
- B.
Tier 2
- C.
Tier 3
- 11.At which RTI tier is it typical for a small group of students to receive additional instruction once a week that focus on reinforcing skills taught to all students.
- A.
Tier 1
- B.
Tier 2
- C.
Tier 3
- 12.At which RTI tier is the most intense intervention provided and a child can be referred for special education?
- A.
Tier 1
- B.
Tier 2
- C.
Tier 3
- 13.Response to Intervention identifies one group of students in the fall that need extra help and those students are the only ones who move up and down the tiers as their needs change.
- A.
True
- B.
False
- 14.
- A.
Environment is not conducive to learning
- B.
Program being implemented ineffectively by the teacher
- C.
Method is not effective and a different approach is needed
- D.
Level of instruction is not a good match
- 15.The goal of NCLB requiring 95% of students with disabilities participating in statewide assessments is to get schools to increase performance of these students in essential knowledge and skills.
- A.
True
- B.
False
- 16.Families must wait until their child is school-age before they can get help if they believe their child has a disability.
- A.
True
- B.
False
- 17.When a child with a disability reaches the age of 16 what must be included in the IEP that helps prepare them for post-secondary plans?
- 18.A public school system must provide services for a student with a disability through what age?
- 19.All RTI programs must follow the exact same steps and procedures.
- A.
True
- B.
False
- 20.
- A.
Collaborate with general education teachers
- B.
May work with students who have not been identified as having a disability, but may be struggling
- C.
Help identify children with disabilities
- D.
Help tier 3 students access the general curriculum
- E.
Offer intensive interventions to tier 3 students
- F.
Have sole responsibility for ensuring students meet IEP goals
- 21.It is important to integrate different cultures into the classroom to help those students succeed in the classroom.
- A.
True
- B.
False
- 22.Teachers should force second language learners to answer questions orally in class so they will practice their second language in a classroom setting.
- A.
True
- B.
False
- 23.Parents may request that their child be tested in their primary language when being tested for an IEP.
- A.
True
- B.
False
- 24.In Chapter 3 several samples of criteria for grading a student with disabilities were given. List 5 different ways you can modify or accommadate grading criteria.
Back to top