CD 141

STUDY GUIDE FOR CHAPTERS 1 & 2

SG 1 & SG 2

SG 1: STUDY GUIDE: Chapter 1An Inclu!"e Appr#ach t# Earl$
E%ucat!#n

DEFI&E:

1.G##%ne #' F!t


2.Inclu!#n


3.(a!ntrea)!n*


4.Inte*rat!#n



TRUE+FA,SE

1. All children have the right to free and appropriate public education between
the ages of 3 and 21.


2. Inclusion is not only about a place or a curriculum but also about a sense of
belonging and participating successfully.

3. Inclusion is not a set of strategies but a plan of action affecting the total
environment for the child and family.


(U,TIP,E CHOICE

1The Education for All Handicapped hildren Act !"# $%&1%2' guaranteed(
9
.a
.
10.that all children have a right to a special
education
1
1
12.that every child has a speciali)ed classroom
according to his disability
b
.
1
3
.c
.
14.that every child between the ages of 3 and 21 is
entitled to a free and appropriate public education
1
5
.d
.
16.parents a right to place their child in private
school




2.A least restrictive environment means(
1
7
.a
.
18.that to the fullest e*tent possible+ the school
environment should be the same for typical and
atypical children
1
9
.b
.
20.that schools can no longer restrict a child,s
education
2
1
.c
.
22.separate but e-ual classrooms
2
3
.d
.
24.that special restrictions are not allowed for
children with disabilities




3.The best way to view inclusion according to Ehlers !1$$3' is(
2
5
.a
.
26.through beliefs and values
2
7
.b
.
28.through e*periences
2 30.through outcomes
c
.
3
1
.d
.
32..through beliefs and values+/ .through
e*periences+/ and .through outcomes/
3
3
.e
.
34..through beliefs and values/ and .through
e*periences/


4."roviding high0-uality care is important(
3
5
.a
.
36.for all children regardless of a child,s disability
3
7
.b
.
38.only for children with special needs
3
9
.c
.
40.for parents but not for the benefit of children
4
1
.d
.
42.for typical children


5.The e*perience of inclusion(
4
3
.a
.
44.is always positive for children
4
5
.b
.
46.varies from child to child and family to family
4
7
.c
.
48.is dependent upon the type of disability of the
child
4
9
50.is positive only if the parents pay e*tra
d
.


CO(P,ETIO&

1.Applying the 1111111111111111111111111111111111111111 principle
considers the uni-ueness of every child and family and locates the least
restrictive environment.

2.2efore passage of "# $%&1%2+ parents were encouraged by doctors and others
to 11111111111111111111 infants born with an obvious disability.


3.3uring sensitive or critical periods+ children appear to be especially responsive
and able to learn from specific 4inds of 11111111111111111111.

4.A teacher who does not recogni)e an atypical child,s 11111111111111111111
11111111111111111111 for learning is missing an opportunity for developing
growth and learning.

5.All children+ including those with severe disabilities+ have many
11111111111111111111 11111111111111111111 every day.

SHORT A&S-ER

1. 5hat is the difference between inclusion and mainstreaming6



2. According to Ehlers !1$$3'+ describe three ways to view inclusion.



3. 3escribe the concept of goodness-of-fit a lecture% !n cla.



%. 5hat are some of the holistic outcomes of inclusive programs6



ESSAY

1. 3escribe 3 benefits of inclusion for children with disabilities and typically
developing children.

SG.2: STUDY GUIDE Chapter 2Fe%eral ,e*!lat!#n: Earl$
Inter"ent!#n an% Pre"ent!#n

DEFI&E:

1.,eat Retr!ct!"e En"!r#n)ent.


2./er# Re0ect.


3.P,12.122


4.-hat %#e P,12.122 *uarantee3



TRUE+FA,SE


1. 7ifted and talented children are not guaranteed the same rights as those with
disabilities under "# $%&1%2.
2. 3ue process legislation legally allows parents to call a special hearing when they
do not agree with the school,s educational plan for their special needs child

3. #ow0income families have the greatest number of children with developmental
problems.

(U,TIP,E CHOICE

1. The 2ill of 8ights for Handicapped hildren guaranteed all children and youth+
regardless of the severity of their disability+ a right to(
a. free medical and dental
care
c. a free and appropriate
public education
b. choose their school d. incentive monies




2. The Education for All Handicapped hildren Act !"# $%&1%2' guarantees(
a. 9A"E+ IE"s+ and #8E
b. )ero re:ect+ due process
c. parent participation and nondiscriminatory evaluations
d. .9A"E+ IE"s+ and #8E/ and .)ero re:ect+ due process/
e. .9A"E+ IE"s+ and #8E+/ .)ero re:ect+ due process+/ and
.parent participation and nondiscriminatory
evaluations/


3. The important changes for infants and toddlers with the 1$$; reauthori)ation
under I3EA are in(
a. funding re-uirements c. educational benefits
b. evaluation re-uirements d. school re-uirements



%. According to I3EA&1$$;+ educators are re-uired to deal with challenging
behaviors by(
a. suspending any child regardless of handicap who is
disruptive
b. completing a functional behavioral assessment after
the student with disabilities has been e*pelled
c. considering positive behavioral supports as part of a
functional assessment when developing an IE"
d. suspending the child for up to 1< days

=. The Brown v. Board of Education ruling reformed schools(
a. to include all children regardless of race and therefore
set the stage for children with disabilities
b. to include children of color in separate but e-ual
schools
c. to include children with 3own syndrome in public
schools
d. to provide special programs for all minority children
and all children with special needs


CO(P,ETIO&


1. In the Brown v. Board of Education ruling+ the courts found that segregated
schools violated the 11111111111111111111 amendment to the onstitution.



SHORT A&S-ER

1. 5hat are the three principles in early care and education of children6




2. >ame three organi)ations that advocate on behalf of children with disabilities.




%. #ist three due process rights of parents.





=. #ist e*amples of legislative acts designed to prevent developmental problems.
SG1&2