Characteristics and Laws Impacting Special Education MCQs
Characteristics and Laws Impacting Special Education MCQs
Welcome to the MCQs section for Characteristics and Laws Impacting Special Education on MCQss.com. Here, you will find a collection of interactive MCQs that will help you enhance your knowledge and assess your understanding of the characteristics of different disabilities and the laws that impact special education.
Understanding the characteristics of various disabilities is essential for providing effective support and accommodations to students in special education. This section covers a wide range of disabilities, including learning disabilities, autism spectrum disorders, intellectual disabilities, and emotional/behavioral disorders.
By using these MCQs, you can assess your knowledge, identify areas for further study, and prepare for exams, interviews, or professional development opportunities in the field of special education. The interactive format allows you to receive immediate feedback on your answers, helping you track your progress and reinforce your understanding.
1: Students with_____ disabilities all demonstrate academic difficulties cannot receive special education services unless their difficulties hamper their educational experience is known as academic difficulties.
A. High-incidence
B. Low incidence
C. Both of these
D. None of the above
2: The ability to concentrate on a particular stimulus is called as _____.
A. Attention
B. Concentration
C. Focus
D. Consciousness
3: Attention deficit hyperactivity disorder (ADHD) interferes with functioning or development,is a persistent pattern of inattention and/or hyperactivity-impulsivity.
A. True
B. False
4: _____ is how an individual explains the causes of his or her successes and failures.
A. Attribution
B. Contribution
C. Citation
D. Allocation
5: A developmental disability significantly affecting verbal and nonverbal communication and social interaction is called_____.
A. Autism
B. ADHD
C. Down syndrome
D. Speech delay
6: _____ students by their disabling condition for instruction and other services is called categorical approach.
A. Grouping
B. Clustering
C. Foraging
D. Order
7: Conscience mental activities, such as thinking, learning, and remembering is called _____.
A. Cognition
B. Recognition
C. Intelligence
D. Perception
8: The fundamental structure for thoughts and ideas is called _____.
A. Concepts
B. Ideas
C. Principles
D. Facts
9: The range of services or placements available for students with disabilities from least to most restrictive is called _____ of services.
A. Continuum
B. Spectrum
C. Dichotomy
D. Binary
10: Council for Exceptional Children (CEC) is a premiere national professional organization of special educators, paraeducators.
A. True
B. False
11: Grouping students in an educational setting based on _____needs of students, not disability category is called cross-categorical approach.
A. Instructional
B. Directional
C. Independent
D. Transformal
12: Students from backgrounds of other languages or cultures are known as _____.
A. CLD
B. ADHD
C. Autistic
D. Down syndrome
13: The content being taught including state- or district-wide standards students to achieve and goals and objectives identified on student IEPs is called _____.
A. Curriculum
B. Syllabus
C. Course
D. Pedagogy
14: The use of student performance data to evaluate current progress and recommend necessary changes is called _____ decision making.
A. Data-based
B. Data driven
C. Evidence based
D. Model based
15: Original special education law that was signed in _____ and required states to provide services to all children and adolescents regardless of their disabilities is described in the Education for All Handicapped Children Act (EAHCA).
A. November 1975
B. December 1975
C. November 1974
D. December 1974
16: Increases accountability for states, local school districts and schools by requiring that teachers are highly-qualified and use scientifically-based programs and practices is descibed in Elementary and Secondary Education Act (ESEA).
A. True
B. False
17: Emotional/behavioral disorders (EBD) are characterized by behavior or emotional responses in school so different from appropriate age, cultural, or ethnic norms that they adversely affect _____ performance.
A. Educational
B. Social
C. Informative
D. Instructional
18: The label used in IDEA to identify students with EBD characteristics is known as ______.
A. Emotional disturbance
B. Social maladjustment
C. Autism
D. Conduct disorder
19: A student whose first language is not English and who has limited English proficiency is called _____.
A. English learner
B. Multilingual learner
C. Native english
D. Standard english learner
20: Affiliation of a group of people who have the same sociological or cultural factors, such as nationality, religion, socioeconomic class or linguistic origin is called _____.
A. Ethnicity
B. Race
C. Caste
D. Nationality
21: The new name of Elementary and Secondary Education Act (ESEA is _____
A. Every Student Succeeds Act
B. No child left behind
C. English language learners
D. Chronic absenteeism
22: Learners participate to receive an external consequence, often some form of tangible reward is called _____ motivation.
A. Extrinsic
B. Intrinsic
C. Both of them
D. None of the above
23: All children must be afforded the opportunity to attend school and that schooling must be provided at public expense in _____.
A. Free and appropriate public education (FAPE)
B. Every Student Succeeds Act
C. Chronic absenteeism
D. Federalism
24: Individuals with autism who demonstrate significant social interaction difficulties and unusual patterns of behavior or interests but have average or above-average intellectual ability are termed in _____.
A. High-functioning autism
B. ADHD
C. Asperger’s
D. Ocd
25: Disabilities that occur in more than _____ people in the United States are called High-incidence disabilities (HID)
A. 100000
B. 200000
C. 300000
D. 10000
26: Set of procedures outlined in IDEA that governs how school districts provide special education and related services are called _____.
A. IEP process
B. 504 plan
C. ARD
D. IESP
27: Develops the IEP and evaluates student’s progress; members consist of school professionals as well as student’s parents.
A. IEP team
B. 504 plan
C. ARD
D. IESP
28: Integration of students with disabilities into general education classrooms is called _____.
A. Inclusion
B. Diversity
C. Mainstream
D. Equity
29: Written document developed by parents and school personnel that details services and goals related specifically to the student’s educational needs are called _____.
A. Individualized Education Program (IEP)
B. Individualized Learning Program (IEP)
C. Both of these
D. None of these
30: Legislation passed in 1975 to ensure that children and adolescents with disabilities have the same opportunity to receive a free appropriate public education as other students through special education and related services is stated in ______.
A. Individuals with Disabilities Education Act (IDEA)
B. Individualized Education Program (IEP)
C. Individualized Learning Program (IEP)
D. None of these
31: Significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child’s educational performance is called _____.
A. Intellectual disabilities (ID)
B. Learning disabilities
C. Developmental disabilities
D. ADHD
32: Learner acts, participates, or behaves because of curiosity or desire to succeed, contribute, or participate is called _____ motivation.
A. Intrinsic
B. Extrinsic
C. None of above
D. Both of these
33: Learning disabilities (LD) is a disorder involved in understanding or in using language, spoken or written.
A. True
B. False
34: Students with disabilities are to be educated with students without disabilities to the maximum extent possible is called _____.
A. Least restrictive environment (LRE)
B. Inclusion
C. Free Appropriate Public Education (FAPE)
D. Non-public school
35: Usually the equivalent of the school district; a representative from which must present at the IEP meetings is called _____.
A. Local Education Agency
B. Least restrictive environment
C. FAPE
D. Inclusion
36: The ability to recall information or experiences is called _____.
A. Memory
B. Storage
C. History
D. Emotions
37: The need or desire that causes someone to act or behave is called _____.
A. Motivation
B. Inspiration
C. Discipline
D. Determination
38: Multidisciplinary team is same as the IEP team ,is a group of professionals and the student's parents who determine whether a student qualifies for ______.
A. Special education
B. Inclusive education
C. General education
D. Traditional education
39: All students learn to grade level standards is summarized in _____.
A. No Child Left Behind Act
B. The Every Student Succeeds Act
C. Individuals with Disabilities Education Act
D. None of them
40: Nondiscriminatory assessment is using evaluation methods that are _____ when diagnosing the child’s disability and providing appropriate program plans .
A. Unbiased
B. Biased
C. Consistent
D. Impartial
41: Nondiscriminatory assessment is using evaluation methods that are _____ when diagnosing the child’s disability and providing appropriate program plans .
A. Unbiased
B. Biased
C. Consistent
D. Impartial
42: _____ is a disability category that renders students eligible for special education services if they have limited strength due to chronic or acute health problems adversely affecting a child’s education performance.
A. Other Health Impaired
B. Specific learning
C. Functional Behavioral Assessment
D. Behavior Intervention Plan
43: Referring to individuals with disabilities by defining the individual first and the disability second, thus focusing on the person rather than the disability is called _____.
A. Person-first language
B. Autism
C. Identity first
D. None of above
44: Present Levels of Academic Achievement and Functional Performance refers to the student’s current academic and functional strengths and limitations and the skills to be improved.
A. True
B. False
45: _____ protects the rights of parents and the school district when disagreements arise related to identification and placement decisions for students with disabilities.
A. Procedural due process
B. Substantive due process
C. Exclusionary rule
D. Constitution
46: ______ are developmental, corrective, and other supportive services needed to assist a student with a disability to benefit from special education.
A. Related services
B. Supplementary aids and services
C. Specially designed instruction
D. None of above
47: Seriously emotionally disturbed is the original label for students in IDEA which was subsequently changed to emotional disturbance in the law.
A. Seriously emotionally disturbed
B. Socially maladjustment
C. Emotional disturbance
D. Emotional impairment
48: A measure of a person or family’s social and economic status in relation to others is ______.
A. Socioeconomic status
B. Social class
C. Economic status
D. Income
49: _____ is specially designed instruction that meets the unique needs of a student with a disability.
A. Special education
B. Inclusive education
C. 504
D. Special needs
50: ______ for Learning is designing and using instructional materials that allow the instruction goals to be achieved by a wide range of students regardless of their abilities.
A. Universal Design
B. Inclusive design
C. ADA
D. Human centred technology
Characteristics and Laws Impacting Special Education MCQs
