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Full download Test Bank For Special Education Law, Loose-Leaf Version with Pearson eText — Access Card Package, 3/E 3rd Edition file pdf all chapter on 2024
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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.
Russian reports say that the Sea of Aral has been steadily rising
since 1891. The sea level is now four feet above that of 1874. The
line of railroad from Orenburg to Tashkend had to be changed in
order to avoid being overflowed. Instead of sinking three inches a
year, as German geographers had computed, the sea has been
rising at the rate of four inches a year for the last ten years.
THEY ARE 300 FEET HIGH AND SEVEN AND EIGHT MILES
LONG NEAR CAPE HORN.
Before the fire that destroyed a great part of the city of Jacksonville,
Fla., had ceased to burn, the city has practically been rebuilt. This
statement not only describes a building operation remarkable for
rapid execution, but also covers an incident unique in the experience
of firemen.
Jacksonville was almost wiped out by fire on May 3 of last year. An
area of 443 acres, comprising 148 blocks, was swept by the flames,
and property worth at least $15,000,000 was destroyed.
The work of rebuilding on a better and more substantial scale was
started within a week and has since gone on with rapidity
unprecedented in Southern building operations, and now the city is
in far better shape than it was before the fire.
About three weeks ago the clearing up of the last of the ruins was
begun. The laborers doing the work removed three or four inches of
the mass of brick and stones on top, and then found, to their
surprise, that underneath the ruins were still hot.
Smoke began to rise out of the hole they had dug out, and the
farther down they went the hotter became the ruins, and the thicker
the smoke. At last a mass of red hot coals was found, which sprang
into flame when the air reached it.
It had been necessary several times within the year for the fire
department to soak this part of the ruins with water, but it had been
thought for several months that the fire must be out at last.
Alongside new Jacksonville had already sprung into existence. Six
months after the destruction of the city a new one already covered
the greater part of the site.
Within eleven months more than 2,000 buildings were erected, fifty
of them aggregating in cost $2,000,000. And the new Jacksonville is
immeasurably superior to the old.
A PRAIRIE CAVERN.
AN INTERESTING HOLE IN THE GROUND WHERE CAVES
WOULD NOT BE LOOKED FOR.
A HIVE OF VOLCANOES.
DESOLATED BY ERUPTIONS.
FIFTEEN NEW CRATERS DESTROY MANY HOMES AND RUIN A
WIDE AREA IN CHILI.
GLACIER ICE.
Glacier ice is not like the solid blue ice on the surface of the water,
but consists of granules joined together by an intricate network of
capillary water, filled fissures. In exposed sections and upon the
surface of the ice can be observed “veined” or “banded” structure
veins of a denser blue color alternating with those of a lighter shade
containing air bubbles. The cause of this peculiar structure has been
the subject of much theorizing among investigators, but hitherto the
greatest authorities consider that the explanation of the phenomenon
is yet wanting.—Goldthwaite’s Geographical Magazine.
At the head of Onion Valley, in Inyo County, Cal., are two abrupt
mountains, one 13,000 and the other 14,000 feet high. Tumbling
down the side of one is a cataract 500 feet high, which in the
distance resembles falling snow, and two other waterfalls of equal
height are visible from the head of the valley.
THE LAKE ON THE MOUNTAIN.
A BOILING LAKE.
There is a lake of boiling water in the Island of Dominica, lying in the
mountains behind Roseau, and in the valleys surrounding it are
many solfataras, or volcanic sulphur vents. In fact, the boiling lake is
little better than a crater filled with scalding water, constantly fed by
mountain streams, and through which the pent-up gases find vent
and are ejected. The temperature of the water on the margins of the
lake ranges from 180° to 190° Fahrenheit; in the middle, exactly over
the gas vents, it is believed to be about 300°. Where this active
action takes place the water is said to rise two, three, or even four
feet above the general surface level of the lake, the cone often
dividing so that the orifices through which the gas escapes are legion
in number. This violent disturbance over the gas jets causes a violent
action over the whole surface of the lake, and, though the cones
appear to be special vents, the sulphurous vapors rise with equal
density over its entire surface. Contrary to what one would naturally
suppose, there seems to be in no case violent action of the escaping
gases, such as explosions or detonations. The water is of dark gray
color, and having been boiled over and over for thousands of years,
has become thick and slimy with sulphur. As the inlets to the lake are
rapidly closing, it is believed that it will soon assume the character of
a geyser or sulphurous crater.—St. Louis Republic.
AN UNCANNY LAKE.
There is in Missouri a lake, perched on the top of a mountain, its
surface from 50 to 100 feet below the level of the earth surrounding
it, fed by no surface streams, untouched by the wind, dead as the
sea of Sodom. There is no point of equal altitude from which water
could flow within hundreds of miles, and yet it has a periodical rise of
30 feet or over, which is in no way affected by the atmospheric
conditions in the country adjacent. It may rain for weeks in Webster
County, and the return of fair weather will find Devil’s Lake at its
lowest point, while it may reach its highest point during a protracted
drouth.—St. Louis Globe-Democrat.
A MAMMOTH SPRING.