Name: Human Exceptionality: School, Community, And Family 12th Edition Test Bank By Michael L. Hardman, M. Winston Egan, Clifford J. Drew
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1. Education moved from a privilege to a right for children with disabilities as part of what social movement in the United
States?
a. Anti-war protests b. Immigration Acts
c. Civil Rights Movement d. Free Speech Movement
ANSWER: c
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.02.02 – Identify the principal issues in the right-to-education cases that
led to the eventual passage of the national mandate to educate students with disabilities.
NATIONAL STANDARDS: United States – CEC.6.0 – Beginning special education professionals use foundational
knowledge of the field and their professional Ethical Principles and Practice Standards
to inform special education practice, to engage in lifelong learning, and to advance their
profession.

2. Education was reaffirmed as a right and not a privilege by the U.S. Supreme Court in the case of
a. Mills v. District of Columbia.
b. Brown v. Board of Education.
c. PARC v. Commonwealth of Pennsylvania.
d. Wyatt v. Stickney.
ANSWER: b
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.02.02 – Identify the principal issues in the right-to-education cases that
led to the eventual passage of the national mandate to educate students with disabilities.
NATIONAL STANDARDS: United States – CEC.6.0 – Beginning special education professionals use foundational
knowledge of the field and their professional Ethical Principles and Practice Standards
to inform special education practice, to engage in lifelong learning, and to advance their
profession.

NOTES: Brown v. Topeka Kansas, Board of Education (1954) established that education must
be made available to everyone on an equal basis. The court declared that “. . . it is
doubtful that any child may reasonably be expected to succeed in life if he is denied the
opportunity of an education.” Although usually heralded for striking down racial
segregation by acknowledging that separate is not equal, this decision also set a
precedent for the right to inclusive education for students with disabilities.

3. The zero _____ principle in IDEA requires that public schools provide special education and related services to meet
the individual needs of all students.
a. exclusion b. affect
c. inclusion d. tolerance
ANSWER: a
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.02.03 – Describe special education and related services as they apply

to each of the major provisions of the IDEA.

NOTES: Referred to as the zero-exclusion principle, IDEA requires that public schools provide
special education and related services to meet the individual needs of all eligible
students, regardless of the extent or type of their disability.

4. Jamal needs speech and language services in order to benefit from special education. This is an example of a(n)
a. adaptive fit. b. IFSP.
c. IEP. d. related service.
ANSWER: d
REFERENCES: Bloom’s: Applying
LEARNING OBJECTIVES: HESC.HARD.17.02.03 – Describe special education and related services as they apply

to each of the major provisions of the IDEA.

NOTES: IDEA also stipulates that students with disabilities receive any related services
necessary to ensure that they benefit from their educational experience.

5. IDEA is based on the value that
a. only some students are able to benefit from education.
b. most, but not necessarily all students, are able to benefit from education.
c. every student can learn.
d. only a few students are able to benefit from education.
ANSWER: c
REFERENCES: Bloom’s: Analyzing
LEARNING OBJECTIVES: HESC.HARD.17.02.03 – Describe special education and related services as they apply

to each of the major provisions of the IDEA.

NOTES: IDEA is based on the value that every student can learn.

6. The Supreme Court declared that an appropriate special education must be
a. ideal. b. beneficial.
c. the best. d. ideal and the best.
ANSWER: b
REFERENCES: Bloom’s: Applying
LEARNING OBJECTIVES: HESC.HARD.17.02.03 – Describe special education and related services as they apply

to each of the major provisions of the IDEA.

NOTES: The Supreme Court declared that an appropriate education consists of “specially
designed instruction and related services” that are “individually designed” to provide
“educational benefit.” Often referred to as the “some educational benefit” standard, the
ruling mandates that a state need not provide an ideal education, but must provide a
beneficial one for students with disabilities.

7. Sven is receiving an education consisting of specially designed instruction and related services that are individually
designed to provide educational benefit. Sven is receiving a(n)
a. TBI. b. LRE.
c. FAPE. d. 504 Plan.
ANSWER: c
REFERENCES: Bloom’s: Applying
LEARNING OBJECTIVES: HESC.HARD.17.02.03 – Describe special education and related services as they apply

to each of the major provisions of the IDEA.

8. IDEA requirements for nondiscriminatory and multidisciplinary assessment testing procedures include
a. testing all children in English.
b. the use of the IQ test as a primary tool for determining eligibility.
c. a team approach to assessment.
d. testing all children in English, the use of the IQ test as a primary tool for determining eligibility, and a team
approach to assessment.
ANSWER: c
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.02.03 – Describe special education and related services as they apply

to each of the major provisions of the IDEA.

NATIONAL STANDARDS: United States – CEC.4.0 – Beginning special education professionals use multiple
methods of assessment and data sources in making educational decisions.
NOTES: The law mandates students are to be tested in their native language using multiple
assessment tools. Assessment is to be conducted by a multidisciplinary team of
professionals using several pieces of information.

9. The intent of parental safeguards is to ensure that parents are involved in decisions about their child’s education and
a. encourage adversarial relationships between parents and professionals.
b. protect the student and family from decisions that could negatively impact the child’s education.
c. provide schools with more power in decision making than parents.
d. encourage adversarial relationships between parents and professionals, protect the student and family from
decisions that could negatively impact the child’s education , and provide schools with more power in decision
making than parents.
ANSWER: b
REFERENCES: Bloom’s: Analyzing
LEARNING OBJECTIVES: HESC.HARD.17.02.03 – Describe special education and related services as they apply

to each of the major provisions of the IDEA.

NATIONAL STANDARDS: United States – CEC.6.0 – Beginning special education professionals use foundational
knowledge of the field and their professional Ethical Principles and Practice Standards
to inform special education practice, to engage in lifelong learning, and to advance their
profession.

NOTES: The intent of these safeguards is twofold: first, to create an opportunity for parents to be
more involved in decisions regarding their child’s education program; and second, to
protect the student and family from decisions that could adversely affect the child’s
education.

10. The purpose of the individualized education program (IEP) is to
a. provide an appropriate educational experience for each student.
b. promote effective communication between school and parents.
c. establish continuity in the delivery of educational services from day to day, as well as annually.
d. provide an appropriate educational experience for each student, promote effective communication between
school and parents, and establish continuity in the delivery of educational services from day to day, as well as
annually.
ANSWER: d
REFERENCES: Bloom’s: Analyzing
LEARNING OBJECTIVES: HESC.HARD.17.02.03 – Describe special education and related services as they apply

to each of the major provisions of the IDEA.

NATIONAL STANDARDS: United States – CEC.1.0 – Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.
United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.

NOTES: The purpose of the IEP process is to ensure continuity in the delivery of special
education services and supports for each student on a daily and annual basis. The IEP is
also intended to promote more effective communication between school personnel and
the child’s family

11. The least restrictive environment is
a. the general education classroom for all students.
b. a special school if the child is blind.
c. individually determined.
d. an inclusive setting.
ANSWER: c
REFERENCES: Bloom’s: Applying
LEARNING OBJECTIVES: HESC.HARD.17.02.03 – Describe special education and related services as they apply

to each of the major provisions of the IDEA.

NATIONAL STANDARDS: United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.
United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.

12. Franco’s teacher has noticed that he is often not able to complete one digit addition problems due to difficulty with
number sequencing. Before making a referral for special education services she decides to try and use
a. more punishment. b. an instructional adaptation.
c. an instructional modification. d. an instructional adaptation and an instructional adaptation.
ANSWER: d
REFERENCES: Bloom’s: Applying
LEARNING OBJECTIVES: HESC.HARD.17.02.04 – Discuss the special education referral, assessment, planning,

and placement process.

13. The process in special education begins with
a. assessing student eligibility and need. b. developing the individual education program.
c. the determination of the least restrictive environment. d. the initial referral.
ANSWER: d
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.02.03 – Describe special education and related services as they apply

to each of the major provisions of the IDEA.

NOTES: The process involves four sequential phases: (1) initiating the referral, (2) assessing
student eligibility and educational need, (3) developing the individualized education
program (IEP), and (4) determining the student’s educational placement in the least
restrictive environment (LRE).

14. The development of an individualized education program (IEP) for an identified child with a disability is made by the
IEP team consisting of
a. school personnel.
b. the special education teacher and the parent.
c. parents, school personnel, the student, and a school district representative.
d. None of the answers are correct.
ANSWER: c
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.02.04 – Discuss the special education referral, assessment, planning,

and placement process.

NOTES: At a minimum, this team consists of the student’s parents, the student (when
appropriate), a special education teacher, a general education teacher (if the student is
participating in the general education environment), and a representative of the local
education agency (LEA) (aka school district).

15. Determination of the student’s educational placement in the least restrictive environment is based on
a. cost.
b. location.
c. preference for the general education classroom.
d. the student’s native language.
ANSWER: c
REFERENCES: Bloom’s: Applying
LEARNING OBJECTIVES: HESC.HARD.17.02.04 – Discuss the special education referral, assessment, planning,

and placement process.

NOTES: IDEA begins with the premise that the general education classroom is where all children

belong.

16. A principle that characterizes school accountability under the No Child Left Behind Act and IDEA 2004 is
a. an emphasis on challenging academic standards for all students.
b. exclusion of most students with disabilities from academic standards.
c. progress on the goals for the IEP as the way to hold each school accountable for student learning.
d. All of the above
ANSWER: a
REFERENCES: Bloom’s: Analyzing
LEARNING OBJECTIVES: HESC.HARD.17.02.05 – Describe what schools should do to ensure accountability for

student learning and access to the general curriculum

NOTES: There are three principles that characterize the standards-based approach in America’s
schools: a focus on student achievement as the primary measure of school success; an
emphasis on challenging academic standards that specify the knowledge and skills
students should acquire and the levels at which they should demonstrate mastery of that
knowledge; and a desire to extend the standards to all students, including those for
whom expectations have been traditionally low.

17. To ensure that all students, including students with disabilities, succeed in school, students must have
a. highly qualified and effective teachers.
b. an IEP.
c. exemptions from mandated assessments.
d. creative curriculum.
ANSWER: a
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.02.06 – Distinguish between students with disabilities who are eligible

for services under Section 504/ADA and those eligible under IDEA.

NATIONAL STANDARDS: United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.
United States – CEC.6.0 – Beginning special education professionals use foundational
knowledge of the field and their professional Ethical Principles and Practice Standards
to inform special education practice, to engage in lifelong learning, and to advance their
profession.

NOTES: Students with disabilities must be assured access to (1) “highly qualified and effective”
teachers who are knowledgeable in the subject matter area(s) being taught; (2) a
curriculum upon which the standards are based; (3) assessments that measure
performance on the standards; and (4) inclusion in the reported results that determine
how well a school is meeting the established performance criteria.

18. IDEA addresses the need for special education and related services for students with disabilities. Section 504 and the
Americans with Disabilities Act address the issues of
a. nondiscrimination and equal opportunity for students with disabilities.
b. language needs for students who native language is not English.
c. parental rights to be included in their child’s education.
d. societal views on disability.
ANSWER: a
REFERENCES: Bloom’s: Analyzing
LEARNING OBJECTIVES: HESC.HARD.17.02.06 – Distinguish between students with disabilities who are eligible

for services under Section 504/ADA and those eligible under IDEA.

NOTES: Section 504 and ADA address issues of nondiscrimination and equal opportunity for

students with disabilities.

19. Students with disabilities may have accommodations or modifications to ensure they are afforded access to an
appropriate education. Some examples include:
a. changes in seating arrangements.
b. auditory textbooks.
c. oral response to assignments.
d. changes in seating arrangements, auditory textbooks, and oral response to assignments.
ANSWER: d
REFERENCES: Bloom’s: Applying
LEARNING OBJECTIVES: HESC.HARD.17.02.05 – Describe what schools should do to ensure accountability for

student learning and access to the general curriculum
HESC.HARD.17.02.06 – Distinguish between students with disabilities who are eligible
for services under Section 504/ADA and those eligible under IDEA.

NOTES: Numerous accommodations or modifications can be made for students, depending on
identified need. Some examples include untimed tests, extra time to complete
assignments, change in seating arrangement to accommodate vision or hearing loss or
distractibility, opportunity to respond orally on assignments and tests, taped textbooks,
access to peer tutoring, access to study carrel for independent work, use of
supplementary materials such as visual or auditory aids, and so on.

20. A remaining challenge in ensuring all students have the opportunity to learn is
a. developing IEPs for all students.
b. educators have the knowledge and skills to work collaboratively in partnership with families.
c. retaining separate education facilities for students with disabilities.
d. full participation in state and district wide assessments.
ANSWER: b
REFERENCES: Bloom’s: Analyzing
LEARNING OBJECTIVES: HESC.HARD.17.02.04 – Discuss the special education referral, assessment, planning,

and placement process.
HESC.HARD.17.02.06 – Distinguish between students with disabilities who are eligible
for services under Section 504/ADA and those eligible under IDEA.

NOTES: It will be critical that all general and special educators have the knowledge and skills to
work collaboratively in partnership with families to provide an education experience that
consistently reflects the stated value of an education for all.

21. There were numerous high quality options for the education of students with disabilities starting in the late 19th
Century.
a. True
b. False
a. True
b. False
ANSWER: False
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.02.01 – Describe the educational services that were available for

students with disabilities during most of the 20th century.

22. PARC vs. Commonwealth of Pennsylvania established that all students with disabilities have the right to a free and
appropriate public education.
a. True
b. False
a. True
b. False
ANSWER: False
REFERENCES: Bloom’s: Analyzing
LEARNING OBJECTIVES: HESC.HARD.17.02.02 – Identify the principal issues in the right-to-education cases that
led to the eventual passage of the national mandate to educate students with disabilities.
NATIONAL STANDARDS: United States – CEC.6.0 – Beginning special education professionals use foundational
knowledge of the field and their professional Ethical Principles and Practice Standards
to inform special education practice, to engage in lifelong learning, and to advance their
profession.

23. Related services must be provided to ensure that students benefit from special education.
a. True
b. False
a. True
b. False
ANSWER: True
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.02.04 – Discuss the special education referral, assessment, planning,

and placement process.

24. Special education may require some cost to parents if the child’s educational needs exceed the resources of a school
district.
a. True
b. False
a. True
b. False
ANSWER: False
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.02.03 – Describe special education and related services as they apply

to each of the major provisions of the IDEA.

25. The Supreme Court in Hendrick Hudson v. Rowley declared that schools must provide an ideal educational program
for each student with a disability.
a. True
b. False
a. True
b. False
ANSWER: False
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.02.02 – Identify the principal issues in the right-to-education cases that
led to the eventual passage of the national mandate to educate students with disabilities.
NATIONAL STANDARDS: United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.

26. IDEA mandates that the general education teacher must participate on the IEP team if the child is, or may be,
receiving services in the general education classroom.
a. True
b. False
a. True
b. False
ANSWER: True
REFERENCES: Bloom’s: Analyzing
LEARNING OBJECTIVES: HESC.HARD.17.02.03 – Describe special education and related services as they apply

to each of the major provisions of the IDEA.

27. Every IEP must contain measurable annual goals, including academic and functional goals.
a. True
b. False
a. True
b. False
ANSWER: False
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.02.03 – Describe special education and related services as they apply

to each of the major provisions of the IDEA.

NATIONAL STANDARDS: United States – CEC.4.0 – Beginning special education professionals use multiple
methods of assessment and data sources in making educational decisions.
28. The definition of FAPE includes not only some educational benefit but also meaningful progress.
a. True
b. False
a. True
b. False
ANSWER: True
REFERENCES: Bloom’s: Analyzing
LEARNING OBJECTIVES: HESC.HARD.17.02.03 – Describe special education and related services as they apply

to each of the major provisions of the IDEA.

29. IDEA 2004 reaffirms the notion that students with disabilities are incapable of learning more if high academic
standards are expected.
a. True
b. False
a. True
b. False
ANSWER: False
REFERENCES: Bloom’s: Analyzing
LEARNING OBJECTIVES: HESC.HARD.17.02.05 – Describe what schools should do to ensure accountability for

student learning and access to the general curriculum

30. There is no difference among students with disabilities under IDEA and Section 504/ADA.
a. True
b. False
a. True
b. False
ANSWER: False
REFERENCES: Bloom’s: Analyzing
LEARNING OBJECTIVES: HESC.HARD.17.02.06 – Distinguish between students with disabilities who are eligible

for services under Section 504/ADA and those eligible under IDEA.

31. How would you describe the educational services that were available for students with disabilities during most of the
twentieth century?
ANSWER: 1) What services did exist were primarily educational programs provided in segregated
settings; 2) special education was sporadic and selective; and 3) special education was
allowed in many states but required in few until 1975.

REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.02.01 – Describe the educational services that were available for

students with disabilities during most of the 20th century.

32. Describe at least one right-to-education court case discussed in the text that led to eventual passage of the national
mandate to educate students with disabilities.
ANSWER: 1) Brown v. Board of Education declared that education is a right and not a privilege; 2)
PARC v. Pennsylvania Courts ordered a free and appropriate education for students
with mental retardation between ages six and twenty-one; 3) the Mills case extended
the right to a FAPE to all school-aged children with disabilities (students may cite other
cases that have had an impact).
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.02.02 – Identify the principal issues in the right-to-education cases that
led to the eventual passage of the national mandate to educate students with disabilities.
NATIONAL STANDARDS: United States – CEC.2.0 – Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being,
positive social interactions, and self-determination.
United States – CEC.5.0 – Beginning special education professionals select, adapt, and
use a repertoire of evidence-based instructional strategies to advance learning of
individuals with exceptionalities.

33. Identify at least three of the major components of the Individuals with Disabilities Education Act (IDEA).
ANSWER: 1) Nondiscriminatory and multidisciplinary assessment; 2) Parental safeguards; 3)

Procedural safeguards (due process); 4) FAPE; 5) LRE; 6) IEP

REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.02.03 – Describe special education and related services as they apply

to each of the major provisions of the IDEA.

NATIONAL STANDARDS: United States – CEC.4.0 – Beginning special education professionals use multiple
methods of assessment and data sources in making educational decisions.
United States – CEC.6.0 – Beginning special education professionals use foundational
knowledge of the field and their professional Ethical Principles and Practice Standards
to inform special education practice,

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Human Exceptionality: School, Community, And Family 12th Edition Test Bank By Michael L. Hardman, M. Winston Egan, Clifford J. Drew

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