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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
)' *a!ntrea+!n,
-' 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
1he !ducation for All "andicapped Children Act #$% &4'142( guaranteed)
a. 1*. that all children have a right to a special education
11. b. 12. that every child has a speciali+ed classroom according to his disability
13. c. 14. that every child between the ages of 3 and 21 is entitled to a free and appropriate public
education
1,. d. 1-. parents a right to place their child in private school
2. A least restrictive environment means)
1.. a. 1/. that to the fullest e0tent possible1 the school environment should be the same for typical
and atypical children
1&. b. 2*. that schools can no longer restrict a child2s education
21. c. 22. separate but e3ual classrooms
23. d. 24. that special restrictions are not allowed for children with disabilities
3.he best way to view inclusion according to !hlers #1&&3( is)
2,. a. 2-. through beliefs and values
2.. b. 2/. through e0periences
2&. c. 3*. through outcomes
31. d. 32. 4through beliefs and values15 4through e0periences15 and 4through outcomes5
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33. e. 34. 4through beliefs and values5 and 4through e0periences5
4. $roviding high93uality care is important)
3,. a. 3-. for all children regardless of a child2s disability
3.. b. 3/. only for children with special needs
3&. c. 4*. for parents but not for the benefit of children
41. d. 42. for typical children
,. he e0perience of inclusion)
43. a. 44. is always positive for children
4,. b. 4-. varies from child to child and family to family
4.. c. 4/. is dependent upon the type of disability of the child
4&. d. ,*. is positive only if the parents pay e0tra
CO*P/ETIO&
1. Applying the :::::::::::::::::::::::::::::::::::::::: principle considers the uni3ueness of
every child and family and locates the least restrictive environment.
2. ;efore passage of $% &4'1421 parents were encouraged by doctors and others to ::::::::::::::::::::
infants born with an obvious disability.
3. During sensitive or critical periods1 children appear to be especially responsive and able to learn from
specific <inds of ::::::::::::::::::::.
4. A teacher who does not recogni+e an atypical child2s :::::::::::::::::::: ::::::::::::::::::::
for learning is missing an opportunity for developing growth and learning.
,. All children1 including those with severe disabilities1 have many ::::::::::::::::::::
:::::::::::::::::::: every day.
SHORT A&S0ER
1. =hat is the difference between inclusion and mainstreaming>
2. According to !hlers #1&&3(1 describe three ways to view inclusion.
3. Describe the concept of goodness-of-fit a lecture% !n cla.
4. =hat are some of the holistic outcomes of inclusive programs>
ESSAY
1. Describe 3 benefits of inclusion for children with disabilities and typically developing children.
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SG12: STUDY GUIDE Chapter 2Fe%eral /e,!lat!#n: Earl$ Inter"ent!#n an%
Pre"ent!#n
DEFI&E:
1' /eat Retr!ct!"e En"!r#n+ent1
2' 2er# Re3ect1
)' P/4-11-2
-' 0hat %#e P/4-11-2 ,uarantee5
TRUE.FA/SE
1. 7ifted and talented children are not guaranteed the same rights as those with disabilities under $% &4'142.
2. Due process legislation legally allows parents to call a special hearing when they do not agree with the
school2s educational plan for their special needs child
3. %ow9income families have the greatest number of children with developmental problems.
*U/TIP/E CHOICE
1. he ;ill of ?ights for "andicapped Children guaranteed all children and youth1 regardless of the severity
of their disability1 a right to)
a. free medical and dental care c. a free and appropriate public education
b. choose their school d. incentive monies
2. he !ducation for All "andicapped Children Act #$% &4'142( guarantees)
a. @A$!1 I!$s1 and %?!
b. +ero reAect1 due process
c. parent participation and nondiscriminatory evaluations
d. 4@A$!1 I!$s1 and %?!5 and 4+ero reAect1 due process5
e. 4@A$!1 I!$s1 and %?!15 4+ero reAect1 due process15 and 4parent participation and
nondiscriminatory evaluations5
3. he important changes for infants and toddlers with the 1&&. reauthori+ation under ID!A are in)
a. funding re3uirements c. educational benefits
b. evaluation re3uirements d. school re3uirements
4. According to ID!A'1&&.1 educators are re3uired 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
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e0pelled
c. considering positive behavioral supports as part of a functional assessment when
developing an I!$
d. suspending the child for up to 1* days
,. he 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 e3ual schools
c. to include children with Down 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 ruling1 the courts found that segregated schools violated the
:::::::::::::::::::: amendment to the Constitution.
SHORT A&S0ER
1. =hat are the three principles in early care and education of children>
2. Bame three organi+ations that advocate on behalf of children with disabilities.
4. %ist three due process rights of parents.
,. %ist e0amples of legislative acts designed to prevent developmental problems.
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