Chapter 1 study guide
1. Who are exceptional children?
2. Why is the term “children with disabilities” more restrictive than “exceptional children”?
3. Are the terms “impairment, disability, handicap and at risk” synonymous?
Definition of each:
Impairment:
Disability:
Handicap:
At risk:
4. Why do many people with disabilities experience handicaps?
5. From Table 1.1 What disability category is the largest?
6. Why are exceptional children labeled and classified? (thinking about the federal law
Individuals with Disabilities Education Act)
7. List a few of the possible benefits and disadvantages of labeling and classification in
Special Education
Possible Benefits
Possible Disadvantages
8. While there are some exceptions Person First language should be used when speaking
about any person with a disability. For example, say, “Laura, a 1st grader with a learning
disability in reading” instead of “the learning-disabled girl Laura”
Write the following statements using person first language:
The mentally retarded child _____________________________________
Wheel-chair bound Steve ______________________________________
9. What fact from the section “an exclusionary past” stood out while you were reading the
history?
10. What are FAPE and LRE?
11. What are the 6 major principles of IDEA?
12. In the section of “other provision of IDEA,” you may find the concept about Universal
Design for Learning. What is Universal Design for Learning?
Note: for the section of “Legal Challenges to IDEA,” you do not need to read the whole section,
but it is good to understand that there were numerous disputes regarding the education issues
under IDEA. You may select one or two issues to read.
13. What does Section 504 of the Rehabilitation Act of 1973 ensure for people with
disabilities?
14. What does the Americans with Disabilities Act (ADA) ensure for people with disabilities?
15. Special Education as Instruction
Briefly explain each component…
Who:
What:
How:
Where:
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