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Test Bank For Special Education Loose Leaf Version With Video Enhanced Pearson Etext Access Card Package 4 e 4th Edition
Test Bank For Special Education Loose Leaf Version With Video Enhanced Pearson Etext Access Card Package 4 e 4th Edition
Learning Objectives
1. Describe the roles and responsibilities of the special educators, related services professionals,
general education teachers, and other individuals who contribute to the education of students with
disabilities.
2. Outline the steps that must be followed in order to determine whether a student should receive
special education, from a teacher’s first awareness that a problem exists through eligibility
determination and reviews of the student’s educational plan.
3. Clarify the purpose of an Individualized Education Program (IEP) and specify the information it
must contain.
4. Describe the range of services that students with disabilities may access.
5. Discuss the options for resolving serious disagreements between school professionals and parents
of children with disabilities regarding special education services
6. Analyze issues related to special education professionals and procedures.
Class Activities
2.4: Understanding the Individualized Education Program: Members of the IEP Team
• Ask the students to get with a partner and take out Handout 2.3 (Members of the IEP Team).
• Ask each pair to select one IEP team member (left column) and complete columns 2 and 3
related to that team member.
• Allow four minutes to complete the assignment.
• Conduct large group discussion of the findings.
2.5: Understanding the Individualized Education Program: Required Components of the IEP
Following the discussion/lecture of the Required Components of the IEP, have the students develop
visuals of the components.
• Ask students to get into groups of three to five.
• Have one person from each group come to the front of the room and pick up one piece of
chart paper and several markers.
• Each group is to select one of the required components of the IEP and draw a visual that
represents their selected component.
• Allow approximately six minutes for the groups to complete the task.
• As the teams finish their visuals, they should post them on a wall in the classroom and be
prepared to share with the large group.
• Large group debrief could consist of a spokesperson from each group explaining the team’s
visual.
2.6: Understanding the Individualized Education Program: Required Components of the IEP
Have the students analyze existing IEPs to see if they contain the required components.
• Start by providing students with downloaded model IEP forms from either the IDEA
(http://idea.ed.gov/static/modelForms at the bottom of that page), state Departments of
Education, or other web sites.
• Also make copies of existing IEPs (with the confidential information deleted). Samples can
be found at a variety of sites online, including
http://sped.sbcsc.k12.in.us/iStart%207/samples.html
• Ask the students to get with a partner and select one or two of the existing IEPs.
• The students should analyze the IEPs to determine if they contain the required components
and if the required components are legally and educationally sound. Ask the students to
include examples to support their findings.
• Conduct a discussion of the findings.
2.7: Placement Options for Students with Disabilities: What Does the Continuum of Special
Education Placements Look Like?
• In teams of three or four have the students develop a visual of the continuum of educational
placements for students with disabilities.
• Have students hang their visuals on the wall.
• Discuss the visuals.
2.8: Placement Options for Students with Disabilities: What Does the Continuum of Special
Education Placements Mean?
• Review the term least restrictive environment from Chapter 1.
• Arbitrarily divide the class into two teams.
• Give the teams 5 minutes to brainstorm and write down ideas for one side of the following
argument:
o The continuum of placements is needed because for some students, being in the
general education classroom is more restrictive for them than being in a specialized
setting.
o The continuum of placements should be abolished because all services can and
should be provided in general education classrooms so no students will be
segregated.
• Discuss with the whole group, going back and forth between the ideas generated.
2.9: Resolving Disagreements Regarding Special Education
Invite a special education school law attorney to speak to the class on dispute sessions, mediation and
hearings in general, as well as issues that are frequently litigated. Another guest suggestion would be
a person who serves as a mediator for families. Ask the students to prepare possible questions for the
speaker ahead of time.
Learning Objectives
Author: Various
Language: English