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Test Bank For Special Education Law, Loose-Leaf Version with Pearson eText — Access Card Package, 3/E 3rd Edition download pdf full chapter
Test Bank For Special Education Law, Loose-Leaf Version with Pearson eText — Access Card Package, 3/E 3rd Edition download pdf full chapter
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Test Bank For Special Education Law, Loose-Leaf Version
with Pearson eText — Access Card Package, 3/E 3rd Edition
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CHAPTER 2 – A NEW FOUNDATION FOR S PECIAL E DUCATION S ERVICES
CHAPTER 2 O UTLINE
I. The Federal Base for Special Education Services
A. Elementary and Secondary Education Act of 1965 (P.L. 89-10)
B. Education of the Handicapped Act of 1970 (P.L. 91-230)
C. Education of the Handicapped Act Amendments of 1974 (P.L. 93-380)
D. Education for All Handicapped Children Act of 1975 (P.L. 94-142)
II. ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965 (P.L. 89-10)
A. First federal involvement in public education
B. Goal—to improve opportunities for ―educationally disadvantaged‖
C. Initial budget of $1.3 billion
D. Most recent reauthorization occurred in 2001 and is known as ―No Child Left Behind‖
III. EDUCATION OF THE HANDICAPPED ACT OF 1970 (P.L. 91-230)
A. Consolidated grant programs for children with disabilities
B. Precursor to EAHCA of 1975 Education of the Handicapped Act Amendments of 1974
(P.L. 93-380)
C. Required states to create plans to provide educational opportunities for children with
disabilities.
D. Introduced procedural safeguards to protect children during evaluation and placement
testing.
E. Testing materials had to be nondiscriminatory.
F. Mandated that preference be given to placement in regular classrooms.
IV. EDUCATION FOR ALL HANDICAPPED CHILDREN ACT OF 1975 (P.L. 94-142)
A. Included a bill of rights for children with disabilities
B. Increased federal funding for educating children with disabilities
C. Increased responsibility of states to fully education children with disabilities
D. Introduced the principles of:
1. Zero Reject
2. Nondiscriminatory Assessment
3. Procedural Due Process
4. Parental Participation
5. Least Restrictive Environment
6. Individualized Education Program
V. SUBSEQUENT REAUTHORIZATIONS AND AMENDMENTS TO EAHCA
A. Handicapped Children’s Protection Act of 1986 (P.L. 99-372)
B. Education of the Handicapped Act Amendments of 1986 (P.L. 99-457)
C. Individuals with Disabilities Education Act of 1990 (P.L. 101-476)
1. The Individuals with Disabilities Education Act Amendments of 1991 (P.L. 102-
119)
2. The Individuals with Disabilities Education Act Amendments of 1997 (P.L. 105-
17)
3. The Individuals with Disabilities Education Act Amendments of 2004 (P.L. 108-
446)
D. Handicapped Children’s Protection Act of 1986 (P.L. 99-372)
VI. Amendment to EAHCA resulting from a Supreme Court case, Smith v. Robinson (1984).
A. Prior to this amendment, EAHCA did not include provisions for awarding attorney’s fees.
B. Education of the Handicapped Act Amendments of 1986 (P.L. 99-457)
C. Part B expanded services to children with disabilities aged 3 to 5.
D. Part H provided funding for early intervention programs.
VII. INDIVIDUALS WITH DISABILITIES EDUCATION ACT OF 1990 (P.L. 101—476)
A. The 1990 reauthorization of the Handicapped Children’s Act changed the title of the law
to Individuals with Disabilities Education Act (IDEA)
B. Reflected the change to ―people first‖ language
C. Part B expanded services to children with disabilities between the ages of 18 and 21.
VIII. THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT AMENDMENTS OF 1991 (P.L. 102-
119)
A. Reauthorized Part H of IDEA and renamed it the Early Intervention Program for Infants
and Toddlers with Disabilities.
B. Expanded federal funding to help states with the cost of programs for infants and
toddlers.
C. Required an IFSP for children from birth to 3 years.
IX. THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT AMENDMENTS OF 1997 (P.L. 105-
17)
A. Focused on the improvement of educational results.
B. Enabled schools to more easily remove violent or dangerous students.
C. Provided for increased parental involvement.
X. THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT AMENDMENTS OF 2004 (P.L. 108-
446)
A. A major revision of IDEA which took effect in July 2005.
B. Defined highly qualified special education teachers
C. Reduced paperwork
D. Revised state performance goals
E. Revised compliance monitoring
F. Included provisions for the education of homeless children with disabilities
G. Attempted to reduce conflict between IDEA and No Child Left Behind.
XI. FEDERAL STATUTES RELATING TO IDEA
A. Rehabilitation Act of 1973 (P.L. 93-112)
B. Americans with Disabilities Act of 1990 (P.L. 101-336)
C. No Child Left Behind Act of 2001 (P.L. 107-110)
XII. REHABILITATION ACT OF 1973 (P.L. 93-112)
A. Authorized federal support for the training and rehabilitation of persons with disabilities
B. The goal of P.L. 93-112 was to assist individuals with disabilities to become full
participants in society.
C. Section 504 stipulated that recipients of federal funding must not discriminate against
individuals with disabilities.
XIII. AMERICANS WITH DISABILITIES ACT OF 1990 (P.L. 101-336)
A. Comprehensive legislation designed to protect the rights of individuals with disabilities
that includes five sections or titles:
1. Employment
2. Public Services
3. Public Accommodations
4. Telecommunications
5. Miscellaneous Provisions
XIV. NO CHILD LEFT BEHIND ACT OF 2001 (P.L. 107-110)
A. The most recent reauthorization of ESEA
B. The goal of the legislation is the ―fair, equal, and significant opportunity to obtain a high
quality education‖ for all children.
XV. Rosa’s Law (P.L. 111-256)
A. Enacted in October 2010, it removed the terms ―mental retardation‖ and ―mentally
retarded‖ from federal policy and regulations.
B. Rosa’s Law (P.L. 111-256) requires less stigmatizing language:
1. Intellectual disability
2. Individual with an intellectual disability
A. No laws or regulations existed that codified the educational responsibilities across state and local
entities.
B. Because the laws and regulations that existed across state and local entities resulted in uneven
access to, and quality of, educational services.
C. Some states continued to exclude students with disabilities through enactment of statues that
allowed exclusion.
D. All of the above
2. The first federal legislation generally considered as a statutory base for EAHCA was...
3. Match the basic principles that are considered the underpinnings of the eight subchapters of the
EAHCA with its primary definition:
1. Zero Reject A. Testing, evaluation materials, and procedures used in the
2. Nondiscriminatory Assessment identification and evaluation of children with disabilities
3. Procedural Due Process are to be selected and administered so as not to be
4. Parental Participation racially or culturally discriminatory.
5. Least Restrictive Environment B. Sets in place guidelines for defining and appointing
6. Individualized Education Program surrogate parents in the event the agency after
reasonable effort cannot locate the parents or when the
child is considered a ward of the state.
C. The preferred placement for students with disabilities is
the regular classroom.
D. All children with disabilities, regardless of the severity or
type of their disability, are entitled to receive a free
appropriate public education (FAPE).
E. Safeguards developed to strengthen and guarantee the
rights of all persons involved in the provision of
educational services for children with disabilities.
F. A process for developing an appropriate program for a
child with a disability and a product/document that directs
the education of the child.
4. During the Education of the Handicapped Act Amendments (EHA) of 1986 a new subchapter was
created, commonly called part H, which...
5. The emphasis of amendments to the IDEA Act of 2004 were focused on: (choose multiple answers)
A. reducing paperwork and other non-educational activities, including a pilot paperwork reduction
program
B. the rehabilitation and training of persons with mental and physical disabilities
C. major changes in compliance monitoring to focus on student performance, not just compliance
with procedures
D. revision of the test for manifestation determination
8. With the change in the use of the "people first language", Education of the Handicapped Children's Act
was changed to...
9. The eligibility for services for an individual with disabilities as per ___ is determined solely on the
existence of a disability and not on the lack of educational success.
A. IDEA
B. Section 504
C. Both A and B
D. None of the above
10. Section 504 relies on to ensure that discrimination does not occur.
A. State Department
B. Department of Special Education
C. Office of Civil Rights
D. School District.
CHAPTER 2 ESSAY Q UESTIONS
1. What were the changes enacted in 2004 under P.L. 108–446, the Individuals with Disabilities
Education Improvement Act (IDEA) of 2004?
Suggested Answer:
Individuals with Disabilities Education Improvement Act of 2004 continued the refinements of the basic
requirements and included measures to align this act with the No Child Left Behind. Changes in IDEA
focused on assuring that all special education teachers are highly qualified, that requisite paperwork be
reduced in amount, that state and local assessments be aligned with the ESEA, placed more emphasis
on the education of homeless children, and made changes to the procedural safeguards included in the
law. IDEA 2004 continues to support the basic underpinnings of earlier versions of the law and to
emphasize its civil rights guarantees for children with disabilities.
2. What are other federal statutes that support IDEA and how do they guarantee the rights of persons
with disabilities?
Suggested Answer:
Other federal statutes that support IDEA include the Rehabilitation Act of 1973 and the Americans with
Disabilities Act of 1990. The Rehabilitation Act of 1973 covers both programmatic and physical access for
individuals with disabilities. Later, a concern developed that the statutes protecting individuals with
disabilities were too fragmented, so the Americans with Disabilities Act of 1990 was passed to address
the issue. The ADA provided a national mandate for the elimination of discrimination against individuals
with disabilities. These laws are considered to be civil rights legislation that is anti-discrimination laws
and, as such, rely on the Office of Civil Rights to ensure that discrimination does not occur.
Map
To Illustrate Mr. Bickmore’s Travels
IN THE EASTERN ARCHIPELAGO
Edwᵈ Weller
APPENDIX A.
Area of the Principal Islands, according to Baron
Melville van Carnbée.
Square
English
geographical
miles.
Java and Madura 38,251.2
Sumatra 128,560.0
Pulo Nias 1,200.0
Babi 480.0
Pagi 560.0
Banca 3,568.0
Billiton 1,904.0
Borneo 203,888.0
Celebes 57,248.0
Buton 1,379.2
Bali 16,848.0
Lombok 16,560.0
Sumbawa 4,448.0
Floris 4,032.0
Timur 9,808.0
Sandal-wood Island 3,784.0
Tenimber Islands 2,400.0
Aru Islands 1,040.0
Islands of Banda 17.6
Ceram 4,944.0
Buru 2,624.0
Gilolo 5,016.0
Bachian 800.0
Ternate 11.2
Amboina 2,128.0
Total area of the Netherlands India 445,411.2
APPENDIX B.
Population of the Netherlands India, 1865.
Other
islands. Europeans. Natives. Chinese. Arabs. Eastern Total.
nations.
Java and Madura 27,105 13,704,535 156,192 6,764 22,772 13,917,368
“West Coast” of
Sumatra, including the
1,188 872,173 3,172 54 1,110 877,703
islands from Nias to the
Pagis
Residency of Bencoolen 174 119,691 596 6 47 120,514
” Lampong 52 88,113 180 8 4,666 93,019
” Palembang 182 622,345 2,790 1,716 67 527,050
Banca 116 37,070 17,097 56 54,339
Billiton 34 12,786 1,781 1,223 15,824
Rhio 136 10,454 19,972 2 119 30,683
Borneo (the parts under
328 802,889 26,393 1,736 597 931,843
the Dutch Government)
Celebes 1,176 292,619 4,385 42 298,222
Residency of Amboina 1,219 104,841 311 85 817 107,273
” Banda 545 5,876 153 12 6,586
” Ternate 732 2,062 427 70 3,291
The Minahassa 550 102,423 1,437 11 104,418
Timur 190 Unknown. 752 3 945
Bali and Lombok 863,725 863,725
Total 33,677 17,641,602 235,535 10,565 31,424 17,952,803
APPENDIX C.
A Table of Heights of the Principal Mountains in
the Archipelago.
Height in
Place.
Eng. feet.
Amboina.
Salhutu (highest peak on the island) 4,010
Ternate (peak of) 5,510
Tidore (peak of) 5,440
Minahassa.
Mount Klabat 6,560
Mount Sudara 4,390
Mount Batu Angus 2,290
Mount Lokon 5,140
Mount Massarang 4,150
Mount Tompasso 3,850
Mount Saputan 5,960
Mount Mahawut 4,170
Mount Sempo 4,900
Mount Katawak 3,970
Mount Kawin 3,430
Lake of Tondano 2,272
HEIGHTS IN JAVA.
Mount Krawang 5,771
Salak 7,244
Mandalawangi 9,940
Gedeh 9,750
Sedaratu 9,591
Alun-alun 9,100
Papandayang 7,477
Pasir Alang 8,387
Taman Saāt 7,908
Chikorai 9,233
Telaga Bodas 5,874
Highest edge of Galunggong 5,320
Galunggong 3,825
Slamat 11,329
Sindoro 10,316
Merbabu 10,219
Sumbing 10,947
Lawu 10,727
Dorowati 8,480
Kawi 9,408
Arjuno 10,947
Sémiru 12,235
Budolembu, highest peak in the Tenger Mountains 8,705
Boromo 7,545
Ajang 9,896
Raon 10,177
HEIGHTS IN SUMATRA.
Padang Hill (Apenberg) 341
Kayu Tanam 403
Padang Panjang 2,432
Fort Gugur Sigandang, the highest point on the col
3,677
between Singalang and Mérapi
From this place to Matua is the plateau of Agam—Matua
3,389
is
Bambang 2,028
Pisang 1,685
Kumpodang (where we crossed the brook and found a
670
controleur making a bridge, etc.)
Bondyol 735
Water-shed just before coming to Libu Siképing 2,132
Libu Siképing 1,511
Rau 972
Water-shed between Rau and Kota Nopan 2,132
That above Kota Nopan 1,351
Water-shed between Tobing and Uraba 2,451
600 to
Last hills crossed before coming down to Eik Bediri
800
Dundgus Nasi (island passed in coming from Siboga) 800
Mount Talang (Crawfurd’s Dictionary) 10,500
Mount Singalang 9,634
Mount Mérapi 9,570
Mount Sago, about 5,862
Mount Ophir 9,770
Mount Kalabu (west of Rau) 5,115
Mount Seret Mérapi 5,860
Mount Pitya Kéling 680
Lubu Rajah 6,234
Height of the plateau of Toba, about 4,000
Sinkara, greatest depth 1,193
Bottom of Silindong Valley 3,144
Bukit Gedang, the edge of the old crater crossed in
3,624
going down to Manindyu
Lake of Manindyu 1,541
Tanjong Alam, on the road from Fort van der Capellen to
3,428
Paya Kombo
Paya Kombo 1,704
Height of Silindong Valley (e. g., at Uta Galong) 3,144
Height of Toba Valley about 4,000
Mount Indrapura, estimated at 12,255
Mount Lusé, in the territory of Achin, in 3° 40′ N.
11,250
(Crawfurd)
Mount Lombok, according to Melville van Carnbée, by
12,363
triangulation, about
APPENDIX D.
Coffee sold by the Government at Padang.