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| 1 | Educators Gwyn W. Senokossoff and Kim Stoddard, who believe that labels are good for kids, point out that researchers first identified bipolar disorder in: |
 | A) | the early 1800s. |
| B) | 1962. |
| C) | Poland, during World War II. |
| D) | captive chimpanzees. |
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| 2 | Psychiatrist Scott M. Shannon, who does not believe that labels are good for kids, says that diagnostic labels were designed: |
| A) | by pompous professionals. |
| B) | by frustrated physicians. |
| C) | to placate needy patients. |
| D) | to facilitate healing. |
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| 3 | Karen Ball and Reginald Leon Green found that with the educators they surveyed, lack of support for inclusive classrooms could likely be attributed to their: |
| A) | preconceived biases against students with disabilities. |
| B) | staffing shortages that often resulted in too few special-education teachers. |
| C) | limited training in special education. |
| D) | failure to think creatively about effective strategies for inclusive classrooms. |
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| 4 | Inclusive education, as described by June E. Downing and Kathryn D. Peckham-Hardin, originated primarily due to: |
| A) | new federal legislation. |
| B) | social reasons. |
| C) | budgetary reasons. |
| D) | curricular reasons. |
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| 5 | Laws and programs for students with disabilities were an outgrowth of the: |
| A) | establishment of the federal Department of Education. |
| B) | union movement of the early twentieth century. |
| C) | Civil Rights movement. |
| D) | states’ rights movement. |
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| 6 | A multi-year study encompassing 30 school districts analyzed by Edward Fergus found that common root causes for disproportionality in special education for minority students include all of the following except: |
| A) | the need for impoverished districts to obtain additional federal funding. |
| B) | limited beliefs of student ability. |
| C) | gaps in curriculum and instruction implementation. |
| D) | inconsistent pre-referral practices. |
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| 7 | The highest percentage of students diagnosed with a specific learning disability (SLD) among the special-education student population is in the state of: |
| A) | Florida. |
| B) | Iowa. |
| C) | New Hampshire. |
| D) | Arizona. |
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| 8 | The Response to Intervention (RTI) segment was added to the IDEA legislation by Congress in order to ensure that a child’s learning problems: |
| A) | were not related to an underlying physical illness. |
| B) | could not be attributed to social or environmental factors. |
| C) | would be addressed in a timely fashion. |
| D) | were not the result of poor classroom instruction. |
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| 9 | Some experts have noted that teachers might impose disciplinary consequences without realizing the impact these might have on frustrated learners with moderate disabilities resulting in: |
| A) | a worsening of the learning disability. |
| B) | lawsuits from parents. |
| C) | a loss of federal funding for the school. |
| D) | increasing isolation and a growing frustration with education. |
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| 10 | The original goal of public education, as maintained by Howard S. Adelman and Linda Taylor, is to teach academics and: |
| A) | produce good workers. |
| B) | create good citizens. |
| C) | instill religious virtue. |
| D) | teach response to discipline. |
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| 11 | The majority of children now attend charter schools in: |
| A) | Miami. |
| B) | New Orleans. |
| C) | Las Vegas. |
| D) | St. Louis. |
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| 12 | Thomas Hehir, who does not believe that charter school doors are open to students with disabilities, points out that his expertise is primarily in: |
| A) | special education. |
| B) | vocational training. |
| C) | charter schools. |
| D) | high-school administration. |
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| 13 | Autism Speaks, which believes that insurance should cover treatments and services for autism, claims all of the following about autism, except that: |
| A) | children with autism have substantially fewer medical needs than insurance companies would have us believe. |
| B) | it is the fastest growing serious developmental disability in the United States. |
| C) | an estimated 1 in 110 children has the disorder. |
| D) | it is a complex neurobiological disorder. |
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| 14 | Victoria C. Bunce and J.P. Wieske, who do not believe that insurance should cover treatments and services for autism, note that today, the Council for Affordable Health Insurance has identified at least 2,133 mandated benefits and providers, but by the late 1960s, state legislatures had passed: |
| A) | zero mandated benefits. |
| B) | only a handful of mandated benefits. |
| C) | more than 3,000 mandated benefits. |
| D) | legislation forbidding mandated benefits. |
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| 15 | Due to the wording of legislation regarding RTI, these programs, services, and criteria differ widely across districts, as do/does the: |
| A) | sources of funding. |
| B) | age at which screenings begin. |
| C) | role of special education professionals. |
| D) | level of parental involvement. |
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| 16 | Some educators believe specialized, individual programs could actually harm struggling students because these efforts: |
| A) | highlight deficits that are already painfully obvious to the
students. |
| B) | take time away from classroom activities that the students might find enjoyable. |
| C) | are applied unevenly. |
| D) | increase the length of the school day. |
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| 17 | Mary T. Brownell et al., who believe that special education and general education should merge, come to the conclusion that the risks of failing to improve the quality of instruction in special education: |
| A) | cannot compare to the risks of compromising general education. |
| B) | are unacceptable. |
| C) | have long been weighed and understood. |
| D) | are not nearly as daunting as we are led to believe. |
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| 18 | Margaret J. McLaughlin, who does not believe that special education and general education should merge, writes that in the case of students with disabilities, equity can be measured in terms of the procedural integrity of the: |
| A) | school board. |
| B) | state. |
| C) | classroom. |
| D) | IEP. |
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| 19 | Jennifer Booher-Jennings, who believes that No Child Left Behind
(NCLB) leaves some students behind, would assess NCLB as changing the emphasis of education to: |
| A) | student performance. |
| B) | teacher performance. |
| C) | student need. |
| D) | administration need. |
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| 20 | With regard to students with disabilities, the U.S. Department of Education, which does not believe that NCLB leaves some students behind, would agree with all of the following statements except that: |
| A) | we need tests that measure what students know and can do without the interference of their disability. |
| B) | we need to improve tests for students with disabilities. |
| C) | if students with disabilities are excluded from assessments they will still be included in improvement plans based on those assessment results. |
| D) | students with disabilities can achieve at high levels. |
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| 21 | According to Kevin S. McGrew and Jeffrey Evans, who believe that students with cognitive disabilities should be expected to demonstrate academic proficiency, conclude that the proper metaphor for the IQ-achievement relationship is that the cup: |
| A) | can flow over. |
| B) | cannot flow over. |
| C) | is full to the brim. |
| D) | is half empty. |
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| 22 | James M. Kauffman, who does not believe that students with cognitive disabilities should be expected to demonstrate academic proficiency, argues that standardized tests: |
| A) | are creating slightly more anxiety in the students being tested than would portfolio assessment. |
| B) | are dumbing down schools. |
| C) | are not appropriate for learning disabled students. |
| D) | cannot take the place of frequent teacher monitoring or
assessment. |
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| 23 | According to Rosalind Vargo and Joe Vargo, who believe that full
inclusion is the least restrictive environment, the hardest thing about "being Ro's friend" is that: |
| A) | she cannot run and play like other kids. |
| B) | her ability to communicate is limited, and sign language is
tiring. |
| C) | she always has an adult with her. |
| D) | her temper tantrums are frightening to other kids. |
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| 24 | Amy Dockser Marcus, who does not believe that full inclusion is the least restrictive environment, insists that children with disabilities need to focus on: |
| A) | job skills. |
| B) | college preparation. |
| C) | academic skills. |
| D) | getting along with their peers. |
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| 25 | Ways in which giftedness in students is determined include all of the following except: |
| A) | cumulative grade-point average. |
| B) | IQ score. |
| C) | assessing multiple intelligences using Gardner’s strategy. |
| D) | examining the creation or production of products that impact society. |
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| 26 | In the story of Annalisee Brasil, as explained by John Cloud, her parents were unable to find a local public school willing to take their daughter unless she agreed to: |
| A) | provide tutoring to less accomplished students. |
| B) | accept some home schooling, in addition to her regular classes. |
| C) | enroll in the same grade as her age-mates. |
| D) | restrain her giftedness and make an effort to focus on the
regular curriculum. |
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| 27 | Nathaniel S. Lehrman is opposed to universal mental-health screening of school children because he believes it will lead to all of the following except: |
| A) | an intrusion on basic freedoms. |
| B) | the temptation to exaggerate minor symptoms by test-takers. |
| C) | inappropriate mental-illness labels. |
| D) | increased revenue for pharmaceutical companies. |
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| 28 | Eventually, as explained by Lehrman, the President’s New Freedom Commission on Mental Health aims to have: |
| A) | all adults taking some form of medication. |
| B) | new arrivals in the United States screened for mental illness. |
| C) | limitations placed on insurance coverage for those who decline screening. |
| D) | both children and adults screened for mental illness as part of routine physical exams. |
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| 29 | Timeout spaces differ notably from seclusion because students: |
| A) | know when the timeout will end. |
| B) | are still in the general-education classroom. |
| C) | can be the object of peer sympathy. |
| D) | can freely leave the space. |
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| 30 | IDEA (Individuals with Disabilities Education Act) requires the use of a functional behavioral assessment (FBA), when a student has experienced all of the following except: |
| A) | 10 days of suspension. |
| B) | bringing drugs or a weapon to school. |
| C) | extended medical leave. |
| D) | a determination that he or she is a danger to self or others. |
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| 31 | Evelyn B. Kelly, who believes ADHD is a real disorder, explains that ADHD: |
| A) | can now be diagnosed with concrete medical tests. |
| B) | in an all-or-nothing concept. |
| C) | is equally common in boys and girls. |
| D) | is equally common in boys and girls. |
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| 32 | ADHD is often mistakenly referred to as: |
| A) | depression. |
| B) | obsessive-compulsive disorder. |
| C) | a learning disability. |
| D) | generalized anxiety disorder. |
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| 33 | Leo Kanner, the original definer of the term autism, identified all of the following symptoms of the disorder except: |
| A) | extreme anxiety. |
| B) | social isolation. |
| C) | repetitive behavior. |
| D) | significant delays in language development. |
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| 34 | Parents of children recently diagnosed with an autism spectrum disorder often feel compelled to make a rapid choice regarding their child’s treatment in order to: |
| A) | ensure insurance coverage. |
| B) | maintain some family stability. |
| C) | avoid losing crucial learning time. |
| D) | qualify for federal and state assistance grants. |
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| 35 | According to Adrian Woo Jung, typically, parents from culturally and linguistically diverse (CLD) backgrounds are not involved in some of the components of IEPs, including all of the following except: |
| A) | evaluation. |
| B) | frequent meetings with their child’s educational team. |
| C) | arranging intervention services. |
| D) | developing IEP goals. |
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| 36 | Jennifer Krumins, who does not believe that working with parents has to be contentious, makes the observation that advocates: |
| A) | can relieve parents of much of their parental decision-making. |
| B) | should not be giving legal advice. |
| C) | are often lawyers. |
| D) | are often lawyers. |