EDUC5100 IDEA Exam
Due: March 21st
1. What are the six major provisions of the Individuals with Disabilities
Education Act (IDEA)?
Zero Reject, Nondiscriminatory Testing, Free & Appropriate
Education, Least Restrictive Environment, Due Process, Parent
Participation
2. What are the four key additions to IDEA?
Transition Services, Early Childhood Education, Assessments,
Early Intervening Services
3. What do these acronyms mean?
a. FAPE - Free Appropriate Public Education
b. IDEA – Individuals with Disabilities Education Act
c. IEP – Individualized Education Program
d. LRE – Least Restrictive Environment
4. Define the following terms:
a. Child with a disability – A child evaluated as having mental
retardation, a hearing impairment, a speech or language
impairment, a visual impairment, a serious emotional
disturbance, an orthopedic impairment, autism, traumatic brain
injury, another health impairment, a specific learning disability,
deaf-blindness, or multiple disabilities, and who, by reason
thereof, needs special education and related services.
b. Special Education - specifically designed instruction, at no
cost to the parents, to meet the unique needs of a child with a
disability
c. Related Services - transportation and such developmental,
corrective, and other supportive services as are required to
assist a child with a disability to benefit from special education.
Examples include interpreting services and physical and
occupational therapy
d. Transition Services - coordinated set of activities for a child
with a disability designed to be in a results-oriented process that
is focused on improving the academic and functional
achievement of the child with a disability to facilitate the child’s
movement from school to post-school activities. Examples
include postsecondary education and integrated employment.
5. What are the top 10 basics of special education?
1. Child is identified as possibly needing special ed and related
services
2. Child is evaluated
3. Eligibility is decided
4.Child is found eligible for services.
5.IEP meeting is scheduled
6.IEP meeting is held and IEP is written
7.Services are provided
8. Progress is measured and reported to parents
9. IEP is reviewed
10. Child is reevaluated
6. What ages are covered with IDEA?
From birth until age 21
7. List the 13 handicapping conditions covered by IDEA?
1. autism
2. dead-blindness
3. deafness
4. emotional disturbance (or serious emotional disturbance)
5. hearing impairments
6. mental retardation
7. multiple disabilities
8. orthopedic impairments
9. other health impairments
10. specific learning disabilities
11. speech or language impairments
12. traumatic brain injury (TBI)
13. visual impairments including blindness
8. What are the seven levels of the continuum of services? Where are
most students with disabilities served?
9. List and describe at least three strategies for communicating
effectively in IEP meetings with parents and colleagues.
1. Use active listening techniques – nonverbal & verbal actions,
informing the speaker that his/her views are important to you
2. Summarize goals and solutions – prevents misunderstandings
& provides an opportunity for clarification
10. Who are the seven key members of the IEP Team?
1. parents
2. special education teacher
3. regular teacher
4. individuals who can interpret instructional implications of
evaluation results
5. individuals invited because of his/her special
expertise/knowledge of the child
6. public agent
7. the child
11. What nine key components must be included in an IEP?
1. Student’s current level of educational functioning
2. Statement of long-term annual goals
3. Statement of short-term objectives related to disability and
educational needs
4. Statement of special and related services, program
modifications, and academic and nonacademic activities
5. Statement explaining participation with children without
disabilities
6. Statement of individual modifications in assessment or
alternative assessment measures
7. Initiation dates of service delivery, duration and frequency of
services
8. Statement of transition services for students 14 years and
older, including interagency responsibilities and informing
children of their rights beginning a year before they reach the
age of 14
9. Statement of how annual goals will be measured, parents will
be informed and progress will be monitored
12. What are three benefits of Early Intervening Services?
1. Ensure that all students receive high-quality instruction in the
general education classroom
2. Promote immediate intervention as soon as students reading
problems are revealed
3. Prevent substantial reading difficulties from developing
13. Who may receive Early Intervening Services?
Aimed at grades K-12 with an emphasis on K-3, to catch
students who are struggling to learn, especially in English and
math
14. How is the RTI mandate in IDEA changing Wisconsin’s regulations
in determining student eligibility for Specific Learning disabilities?
RTI is an approach, new to IDEA 2004, for sorting out whether a
struggling child is a “child with a disability” as defined by IDEA or
just needs more intensive regular education strategies to
succeed in school. IDEA’s regulations now specifically allow an
LEA to include a child’s response to scientific, research-based
intervention as part of determining whether or not that child has
a specific learning disability. Not responding or making sufficient
progress within that intervention is an indication that learning
disabilities may lie at the root of the child’s academic difficulties.
15. What are typically the basic components of all RTI approaches?
Describe the levels of assistance provided at each level of assistance.
1. Screening and Group Interventions: Students who are “atrisk” are identified using universal screening and/or results on
state or district-wide tests and could include weekly progress
monitoring of all students for a brief period. Students not
showing adequate move to Tier 2.
2. Advanced Intervention: Students not making adequate
progress in the regular classroom in Tier 1 are provided with more
intensive services and interventions. These services are provided
in addition to instruction in the general curriculum. These
interventions are provided in small group settings. In the early
grades (K-3) interventions are usually in the areas of reading and
math. A longer period of time may be required for this tier, but it
should generally not exceed a grading period. Students who
continue to show too little progress at this level of intervention
are then considered for more intensive interventions as part of
Tier 3.
3. Intensive Interventions and Comprehensive Evaluation:
Students receive individualized, intensive interventions that target
the student’s skill deficits. Students who do not respond to these
targeted interventions are then considered for eligibility as
required by the Individuals with Disabilities Education Act (IDEA).
16. List two rights parents have related to their child’s school records.
1. Prior written notice
2. Access to education records
17. What is a procedural safeguards notice? When must it be provided
to parents?
A comprehensive written explanation of procedural safeguards
and must be written in an understandable language and
provided to parents once per school year
18. List three items that could possibly be included in procedural
safeguards notices?
1. Procedures for students subject to placements in an interim
alternative educational setting
2. What’s required if parents are seeking a unilateral private
school placement at public expense
3. Hearings on due process complaints, including required
disclosures
19. List the eight areas that are evaluated.
1. health
2. vision
3. hearing
4. social and emotional status
5. general intelligence
6. academic performance
7. communicative status
8. motor abilities
20. List and define the three UDL principles.
1. Provide multiple and flexible methods of presentation to give
students with diverse learning styles various ways of acquiring
information and knowledge.
2. Provide multiple and flexible means of expression to provide
diverse students with alternatives for demonstrating what they
have learned, and
3. Provide multiple and flexible means of engagement to tap into
diverse learners' interests, challenge them appropriately, and
motivate them to learn.