Test Bank
for
Creating Inclusive Classrooms: Effective,
Differentiated and Reflective Practices
Eighth Edition
Spencer J. Salend
Prepared by:
Marya Grande
1
Test Bank
CHAPTER 1
Multiple Choice Questions
1.
A student with a disability attends only math class with students without disabilities. This is an example of:
a. Inclusion
b. Mainstreaming
c. Reintegration
d. All of the above
2.
What statement best describes “inclusion?”
a. A philosophy that brings together diverse families, educators, and institutions to increase belongingness in
schools
b. A mandate for all students that is supported by special education law
c. A system that promotes academic success by grouping students with disabilities in special classrooms
d. A program developed by special education teachers designed to improve their working conditions
3.
Mainstreaming and inclusion are similar in that both:
a. Require students to earn their way into general education
b. Mean full-time placement in general education
c. Share common goals
d. All of the above
4.
The Least Restrictive Environment concept:
a. Means all students must be placed in general education
b. Prevents students from being placed in segregated settings
c. Prefers that students attend school as close as possible to their homes
d. None of the above
5.
Which of the following is not a principle of inclusion?
a. All learners have equal access
b. All learners are treated the same
c. Individual strengths and challenges and diversity
d. Community and collaboration
6.
Which of the following sequences is consistent with the continuum of educational services from most to least
restrictive educational placements for students?
a. Full-time special class, special school, residential school
b. Full-time special class, part-time special class, general education class with
assistance
c. Full-time special class, residential school, general education class with assistance
d. All of the above
7.
The idea that the ratio of students with and without disabilities in society should mirror the proportion of
students with disabilities in a classroom is known as:
a. the principle of overrepresentation
b. the principle of natural proportions
c. the principle of universal design for learning
d. none of the above
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8.
Jamal leaves Mr. Thom’s general education classroom to receive individualized instruction in specific skills to
help him succeed in Mr. Thom’s class. This is an example of a student attending a:
a. Self-contained special education classroom
b. Resource room
c. Alternative class
d. None of the above
9.
Rosa, a student with a learning disability, spends all day in a general education classroom with a special
education consultant teacher for most of the day. On what level of the continuum for alternative placements, is
Rosa receiving special education services?
a. General education classroom placement with collaborative teacher assistance.
b. General education classroom placement with itinerant specialist assistance.
c. General education classroom placement with resource room assistance.
d. Special education classroom placement with part time in the general education classroom.
10. Ronald, an individual with a cognitive disability, participates in his community’s recreation programs. This is
an example of the:
a. Least restrictive environment principle
b. Deinstitutionalization principle
c. Universal design principle
d. Normalization principle
11. Abdul uses an app on an iPad to communicate with others. Abdul is using a:
a. High-tech assistive device
b. Low-tech assistive device
c. Medium tech assistive device
d. None of the above
12. In which case did the Supreme Court establish the principle that separate but equal is not equal?
a. Hobson v. Mississippi State School Board
b. Brown v. Topeka Board of Education
c. Diana v. California State Board of Education
d. Irving Independent School District v. Tatro
13. What group is over-represented in special education programs?
a. African Americans
b. Asian Americans
c. Hispanic Americans
d. Caucasian Americans
14. A school district finds that a significant percentage of their Native American students are educated in special
education programs. This is an example of:
a. Differential treatment
b. Differential impact
c. Disproportionate representation
d. All of the above
15. The Congressional act that mandates school districts to show that all students are achieving adequate yearly
progress on tests is the:
a. No Child Left Behind Act
b. High Standards for All Students Act
c. Individuals with Disabilities Education Act
d. Holding Schools Accountable Act
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16. Which of the following is NOT a standards-based education initiative?
a. No Child Left Behind Act of 2001
b. Race to the Top
c. Common Core
d. Americans with Disabilities Act
17. Which of the following initiatives has a strong emphasis on developing critical thinking, problem solving and
content knowledge so that students can read and comprehend text, communicate effectively, and understand
mathematical concepts?
a. No Child Left Behind Act
b. Individuals with Disabilities Education Act
c. Common Core
d. Race to the Top
18. Included in the reauthorization of IDEA in 1990 is the concept of person first language to refer to people with
disabilities. Which of the following terms is NOT an example of person first language?
a. Individuals with disabilities
b. Students with learning disabilities
c. Persons with an intellectual disability
d. Disabled people
19. Which Congressional act is designed to integrate individuals with disabilities into the social and economic
mainstream of society?
a. Americans with Disabilities Act
b. Individuals with Disabilities Educational Improvement Act
c. Section 504 of the Rehabilitation Act
d. Individuals with Disabilities Inclusion Act
20. Which of the following groups of individuals is eligible to receive services under Section 504 of the
Rehabilitation Act?
a. Individuals over 21
b. Individuals with have learning difficulties but not severe enough to warrant a classification under IDEA
c. Individuals with long term health conditions
d. All of the above
21. Which statement about the research on the impact of inclusion on students with disabilities is true?
a. Inclusion programs can benefit students with disabilities when they receive appropriate curricular and
instructional strategies in the general education environment.
b. Some inclusion research indicates that students with disabilities are not receiving necessary differentiated
instruction in their general education classrooms.
c. Inclusion programs may impact elementary and secondary students in different ways
d. All of the above
22. Which statement about the research on the benefits of inclusion for students without disabilities is true?
a. Placement in an inclusive classroom does not interfere with their academic performance
b. Students without disabilities have predominantly positive views of inclusion
c. Students without disabilities appear to be more accepting of others
d. All of the above
23. Which statement is true about the research on the attitudes of general educators toward inclusion?
a. General educators tend to support inclusion when it requires them to make minimal accommodations
b. General educators are satisfied with inclusion programs
c. There are no differences in attitudes towards inclusion for educators at the elementary and secondary level
d. All of the above
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24. Using the IDEA’s principles as a guide, the parents of an immigrant child with a disability might exercise their
right to procedural due process because their child:
a. Has been placed in ESL
b. Has not been fairly evaluated
c. Has been injured at play
d. Has been psychologically abused by a teacher
25. Which of the following is NOT a recommendation for evidence-based educators?
a. Use current and high quality practices that have evidence to support their use
b. Collect value evidence to assess the efficacy of your practices
c. Individualize treatment interventions to match the needs of your students and your personal teaching style
d. Analyze and reflect upon the data you have collected
True or False Questions
1.
Inclusion and mainstreaming are synonymous terms.
True
False
2.
An important component of the least restrictive environment concept is the proximity of the student’s home to
the school.
True
False
2.
Some groups are over-represented in particular disability categories (as compared to their
demographics in the general population).
True
False
4.
PL 99-457 extended many of the rights and safeguards of PL 94-142 to children with disabilities from birth to 5
years of age.
True
False
3.
According to the No Child Left Behind Act, all students must be included in statewide
assessments aligned with statewide standards.
True
False
6.
Special education services are decided upon by the placements available in a school district.
True
False
7.
Inclusion alters the educational system only for students with disabilities.
True
False
8.
The least restrictive environment for children with disabilities is the general education classroom.
True
False
9.
In inclusion, all students have the right to access high-quality educational standards in a general education
environment.
True
False
10. Both inclusion and the least restrictive environment are rooted in the concept of mainstreaming.
True
False
Essay Questions
1.
Several judicial decisions have been rendered that provide school districts with guidelines on the
implementation of the least restrictive environment. Discuss the outcomes of three of these cases and their
implications for making a determination regarding a student’s placement in the least restrictive
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environment.
2.
The movement toward mainstreaming and inclusion was based on philosophical, legal, and empirical
factors. Identify and discuss, in detail, three factors that contributed to the mainstreaming and inclusion
movements.
3.
What are the major similarities and differences between the Individuals with Disabilities Education Act and
Section 504 of the Rehabilitation Act?
Short Answer/Discussion Questions
1.
What factors should schools consider in placing students in the least restrictive environment?
2.
There are several court cases related to special and inclusive educational practices. Describe five of these
cases.
3.
There has been ongoing concern about the disproportionate representation of students from culturally and
linguistically diverse backgrounds in special education classes. What is disproportionate representation?
What is disparate treatment? What is disparate impact? What factors contribute to the disproportionate
representation of students from culturally and linguistically diverse backgrounds in special education?
4.
What do you think has been the most powerful piece of legislation related to students with disabilities in
the past 40 years? Support your answer with research and personal experiences (if appropriate).
5.
How is mainstreaming different from inclusion? Explain how the expectations and supports may differ
when a student with disabilities is in inclusion versus is “mainstreamed” into a class.
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CHAPTER 2 TEST BANK
Multiple Choice Questions
1.
When disagreements between families and schools arise regarding a student’s qualification for any special
education service, the following is first offered to resolve differences:
a. An impartial hearing officer
b. A due process meeting
c. Mediation services
d. All of the above
2.
The process by which schools initially provide support to students who are struggling academically or
behaviorally in general education classrooms is known as:
a. Pre-referral system
b. Mediation services
c. Special education process
d. Related services
3.
Because the term “pre-referral” may imply that a referral to special education is likely, many school districts use
the following term(s) to refer to teams of teachers who brainstorm ways to help struggling students:
a. Teacher assistance team
b. Instruction support team
c. Child or student study team
d. All of the above
4.
Which of the following sequences is consistent with the pre-referral process?
a. Gather information, identify goals, select and implement interventions, collect evidence of effectiveness
b. Gather information, identify goals, collect evidence of effectiveness, select and implement interventions
c. Identify goals, gather information, select and implement interventions, collect evidence of effectiveness
d. Collect evidence of effectiveness, select and implement interventions, father information, identify goals
5.
The Individuals with Disabilities Education Act of 2004 allows for the following method(s) to be utilized to
identify students as having specific learning disabilities:
a. IQ Achievement discrepancy model
b. Response to Intervention model
c. IQ Achievement discrepancy model and Response to Intervention model
d. None of the above
6.
Response to Intervention is a multi-level approach designed to
a. Reduce incorrect identification of students for services for specific learning disabilities
b. Provide research-based instruction to all students
c. Provide struggling students with intensive academic support
d. All of the above
7.
Franklin Elementary tests all of their students on a reading fluency measure at the beginning of the school year
to determine who may need assistance in meeting the grade-level fluency standard. This is an example of which
level of the RtI model?
a. Tier 1
b. Tier 2
c. Tier 3
d. Tier 4
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ANSWER KEY
CHAPTER 1
MULTIPLE CHOICE
1. B
2. A
3. C
4. C
5. B
6. B
7. B
8. B
9. A
10. D
11. A
12. B
13. A
14. C
15. A
16. D
17. C
18. D
19. A
20. D
21. D
22. D
23. A
24. B
25. C
TRUE/FALSE
1. F
2. T
3. T
4. T
5. T
6. F
7. F
8. F
9. F
10. F
CHAPTER 2
MULTIPLE CHOICE
1. C
2. A
3. D
4. A
5. C
6. D
7. A
8. B
9. D
10. A
11. C
12. D
13. B
14. D
15. D
16. A
17. C
18. D
19. B
20. D
21. B
22. A
23. A
24. C
25. D
9. D
10. C
11. C
12. B
13. C
14. D
15. B
16. B
17. C
18. A
19. B
20. B
21. A
22. B
23. C
24. B
25. C
TRUE/FALSE
1. F
2. T
3. T
4. F
5. T
6. F
7. F
8. T
9. T
10. T
CHAPTER 3
MULTIPLE CHOICE
1. D
2. C
3. D
4. B
5. C
6. C
7. A
8. C
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TRUE/FALSE
1. T
2. T
3. T
4. F
5. T
6. F
7. T
8. F
9. T
10. F
CHAPTER 4
MULTIPLE CHOICE
1. A
2. D
3. A
4. D
5. D
6. B
7. C
8. B
9. D
10. B
11. D
12. D
13. B