Human Diversity in Education: An Integrative Approach, 4/e

Kenneth H. Cushner, Kent State University, Kent
Averil McClelland, Kent State University, Kent
Philip Safford, Case Western Reserve University

Creating Inclusive Classrooms: The Ability/Disability Continuum and the Health Dimension

True or False


1	One of the philosophical bases for inclusion is the belief that, in a learning community, each member is a unique individual who is different from every other member.
		A)	True
		B)	False


2	Section 504 of the Vocational Rehabilitation Act (1973) prohibits schools from separating students with disabilities from those who have no disabilities.
		A)	True
		B)	False


3	Ability/disability and health are different ends of the same dimension of human exceptionality.
		A)	True
		B)	False


4	Differentiating exceptionality from normality in the course of a child's development may be somewhat arbitrary.
		A)	True
		B)	False


5	Specialized instruction began its gradual move into the common schools right after the Civil War.
		A)	True
		B)	False


6	Early ungraded classes for those who just "didn't fit" led to classes for students with mild retardation.
		A)	True
		B)	False


7	The incidence of chronic illness among children in school is small, and has not changed much in recent years.
		A)	True
		B)	False


8	One of the implications of having children with chronic illness is that teachers may be fearful that they might in some way harm the children.
		A)	True
		B)	False


9	Early ideas about curriculum for children with disabilities focused on academic achievement.
		A)	True
		B)	False


10	The provision of sufficient resources is a major concern of many teachers and parents when inclusive education is proposed.
		A)	True
		B)	False

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