Question 1

Response to Intervention (RtI)is the practice of providing _____________________ with evidence-based core instruction and interventions to meet the instructional needs of all students.
A)educational resources
B)high-quality instruction
C)individual counseling
D)IEP's
E)staff development

Accepted Answer

RtI involves providing high-quality instruction and interventions to all students, so they can meet their instructional needs. The other choices, such as individual counseling or IEPs, may be part of a student's plan within RtI, but they are not the main focus of the practice.

Question 2

Teachers and school counselors use outcome data for all of the following reasons EXCEPT ______________________________.
A)to determine the effectiveness of both general and remedial instruction and interventions
B)to early identify students with academic and behavioral problems
C)to prevent unnecessary or over identification of students for special education
D)to gather constructive criticism on their own performance and make adjustments
E)to decide which students need special programs, including special education

Accepted Answer

The given options list all the potential reasons why teachers and counselors use outcome data except for gathering constructive criticism on their own performance and making adjustments.

Question 3

Which of the following is a theory on intelligence that provides insight into how children, adolescents, and adults gather and apply information to solve problems and behave appropriately?
A)Gardner's Theory of Multiple Intelligences
B)Sternberg's Triadic Theory of Intelligence
C)Gulman's Theory on Rational Intelligence
D)Friedman's Theory on Emotional Maturity
E)Swanson's Theory of Split Intelligence

Accepted Answer

A

Question 4

Eligibility for special education can occur when a student's response to ________________________________ still does not result in achieving grade-level objectives such as academic benchmarks or expected peer performance levels.
A)Tier 1 of RtI
B)extensive tutoring
C)parental support
D)parental support.
E)both the core instruction and supplemental interventions

Accepted Answer

Eligibility for special education is determined after a student has received both core instruction and supplemental interventions, and still struggles to achieve grade-level objectives. Response to Intervention (RtI) often involves a tiered approach, and Tier 1 is the core instruction which is the first level of support. However, if a student still struggles after receiving Tier 1 instruction and supplemental interventions, then they may be eligible for special education services. Parental support and extensive tutoring may be helpful, but they alone are not the determining factor for eligibility for special education.

Question 5

_______________ have been consistently overrepresented in special education for more than three decades.
A)White students
B)African American students.
C)African American students
D)Asian students
E)All minority students

Accepted Answer

African American students have been consistently overrepresented in special education for more than three decades. This is due to various factors such as poverty, lack of access to quality education, and cultural biases in assessment and referral practices. The overrepresentation of African American students in special education is a persistent issue that requires attention and action from educators and policymakers.

Question 6

__________________ is one of the goals of special education to make education life for those with disabilities as culturally normative as possible.
A)resources
B)support
C)assessment
D)inclusion
E)approval

Accepted Answer

Inclusion is the goal of special education to integrate students with disabilities into the general education environment and make their education experience as culturally normative as possible. It aims to create a sense of belonging and equal participation for every student.

Question 7

The most essential barometer of student success is the use of _______________. RtI shifts the emphasis from undocumented benefits to evidence-based student outcomes.

Accepted Answer

The answer of The most essential barometer of student success...

Question 8

School counselors participate in the _______________ process of students who are struggling in the core academic area.

Accepted Answer

The answer of School counselors participate in the _______________ process...

Question 9

Which is NOT a procedural step in the initial steps for special education placement?
A)Parental involvement
B)Assessment
C)Eligibility
D)Reevaluation
E)Team decision

Accepted Answer

Reevaluation is not an initial step in special education placement. It is a step taken after a student has already been identified as needing special education services and is done periodically to determine if the services being provided are still necessary and effective. The initial steps for special education placement include parental involvement, assessment, eligibility determination, and a team decision about the appropriate services and placement for the student.

Question 10

School counselors recognize the critical importance of early intervention for struggling students and recognize the importance of all being actively involved in all of the following EXCEPT
A)assisting teachers with differentiated instructional service delivery
B)organizing after school programs
C)using data to make informed decisions
D)closely monitoring student progress to inform instruction
E)participating in the identification process of students who are struggling in the core academic areas

Accepted Answer

While school counselors may support and encourage after-school programs, it is not within their direct responsibility to organize them. The other options listed are all important responsibilities of school counselors in supporting struggling students.

Question 11

School counselors, serving as social justice advocates, can ensure that students with learning and instructional differences are _______________________________________ all of the students who are considered part of the mainstream.
A)separated from
B)treated with more respect than
C)treated with the same respect and are given the same opportunities as
D)regarded as "special" compared to
E)given less homework compared to

Accepted Answer

School counselors, as social justice advocates, should strive for equity and inclusion for all students, including those with learning and instructional differences. Treating them with the same respect and providing the same opportunities as mainstream students can help create a more inclusive learning environment. Separating or regarding them as "special" may have negative connotations and further perpetuate segregation and stigma. Treating them with more respect or giving them less homework may also imply that they are not capable or worthy of the same treatment as their peers. Therefore, choice C is the best option.

Question 12

The current traditional system for identifying children as learning disabled limits the opportunity to provide targeted interventions early on and makes it almost impossible to focus on ____________________.

Accepted Answer

The answer of The current traditional system for identifying children...

Question 13

The disability rights movement began between the _______________ and the 1980s.

Accepted Answer

The answer of The disability rights movement began between the...

Question 14

A learning disability can be defined as a deficit in _______________________ psychological processes involved in understanding or in using language.
A)many
B)three
C)no less than five
D)two

Accepted Answer

A learning disability can be defined as a deficit in no less than five psychological processes involved in understanding or in using language.

Question 15

Like RtI, Positive Behavioral Interventions and Supports (PBIS)requires the use of continuous monitoring, data-based decision making, and ___________________ .
A)astudent code of conduct
B)teachingcharacter education
C)an intervention continuum
D)group work
E)parental involvement

Accepted Answer

PBIS requires the use of an intervention continuum to provide varying levels of support to students based on their behavior. While a student code of conduct may be a part of PBIS, it is not the overarching requirement. Teaching character education, group work, and parental involvement may also be a part of PBIS, but they do not cover all the requirements.

Question 16

The ______________________ is the written record of the needs of each student and the procedures to provide services.
A)Individualized Education Plan (IEP)
B)The Education for All Handicapped Children Act (1975)
C)Eligibility Plan
D)Accountability System
E)Positive Behavioral Intervention Support (PBIS)

Accepted Answer

An Individualized Education Plan (IEP) is a written document that outlines the specific needs and services required by a student with disabilities or special needs. It is developed by a team including parents, educators, and other professionals, and serves as a written record of the student's needs and the procedures that will be put in place to provide services. The Education for All Handicapped Children Act (1975) laid the foundation for the development of IEPs as a requirement for providing services to students with disabilities. Eligibility Plan, Accountability System and Positive Behavioral Intervention Support (PBIS) are not synonymous or interchangeable with IEP.

Question 17

As a ___________________ approach, RtI targets instruction with the appropriate levels of time and support.

Accepted Answer

The answer of As a ___________________ approach, RtI targets instruction...

Question 18

Which question is NOT part of the Problem Solving Model (PSM)?
A)What is the problem?
B)Why is it happening?
C)What should be done?
D)When should we act?
E)Did it work?

Accepted Answer

The Problem Solving Model (PSM) includes the following questions/steps: What is the problem? Why is it happening? What are some possible solutions? What should be done? When should we act? Did it work? The question "When should we act?" is part of the PSM, so the answer is D.

Question 19

_________________________ reflects the school personnel's approach to providing a quality grade-level curriculum.
A)Tier 1
B)Tier 2
C)Tier 3
D)Response to Intervention
E)Special Education

Accepted Answer

Tier 1 refers to the core curriculum that is provided to all students and reflects the school personnel's approach to providing a quality grade-level curriculum. Tier 2 and Tier 3 refer to additional interventions and support for students who are struggling, while Response to Intervention (RTI) and Special Education are specific programs and services for students who have been identified as needing additional support or accommodations.

Question 20

________________________ is intensive support and ensures that every student who needs it receives it in addition to the core instruction.
A)Tier 1
B)Tier 2
C)Tier 3
D)Response to Intervention
E)Special Education

Accepted Answer

Tier 3 is usually reserved for students who require intensive support and intervention beyond the core instruction. Students at Tier 3 may receive one-on-one or small group instruction that is tailored to their specific needs. This level of support is often utilized within a Response to Intervention (RTI) framework.

Quiz 10: Working With Special Needs Students

Response to Intervention (RtI) is the practice of providing _____________________ with evidence-based core instruction and interventions to meet the instructional needs of all students.

Teachers and school counselors use outcome data for all of the following reasons EXCEPT ______________________________.

Which of the following is a theory on intelligence that provides insight into how children, adolescents, and adults gather and apply information to solve problems and behave appropriately?

Eligibility for special education can occur when a student's response to ________________________________ still does not result in achieving grade-level objectives such as academic benchmarks or expected peer performance levels.

_______________ have been consistently overrepresented in special education for more than three decades.

__________________ is one of the goals of special education to make education life for those with disabilities as culturally normative as possible.

The most essential barometer of student success is the use of _______________. RtI shifts the emphasis from undocumented benefits to evidence-based student outcomes.

School counselors participate in the _______________ process of students who are struggling in the core academic area.

Which is NOT a procedural step in the initial steps for special education placement?

School counselors recognize the critical importance of early intervention for struggling students and recognize the importance of all being actively involved in all of the following EXCEPT

School counselors, serving as social justice advocates, can ensure that students with learning and instructional differences are _______________________________________ all of the students who are considered part of the mainstream.

The current traditional system for identifying children as learning disabled limits the opportunity to provide targeted interventions early on and makes it almost impossible to focus on ____________________.

The disability rights movement began between the _______________ and the 1980s.

A learning disability can be defined as a deficit in _______________________ psychological processes involved in understanding or in using language.

Like RtI, Positive Behavioral Interventions and Supports (PBIS) requires the use of continuous monitoring, data-based decision making, and ___________________ .

The ______________________ is the written record of the needs of each student and the procedures to provide services.

As a ___________________ approach, RtI targets instruction with the appropriate levels of time and support.

Which question is NOT part of the Problem Solving Model (PSM) ?

_________________________ reflects the school personnel's approach to providing a quality grade-level curriculum.

________________________ is intensive support and ensures that every student who needs it receives it in addition to the core instruction.