Inclusion Effective Practices For All Students, 3e
Inclusion Effective Practices for All Students, 3e
Exam (elaborations)
Inclusion Effective Practices for All Students 3rd Edition By James McLeskey, Michael Rosenberg, David Westling (Test Bank)
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Inclusion Effective Practices for All Students, 3e
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Inclusion Effective Practices For All Students, 3e
Inclusion Effective Practices for All Students, 3e James McLeskey, Michael Rosenberg, David Westling (Test Bank)
Inclusion Effective Practices for All Students, 3e James McLeskey, Michael Rosenberg, David Westling (Test Bank)
Inclusion Effective Practices for All Students, 3e
Inclusion Effective Practices for All Students, 3e
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(Inclusion Effective Practices for All Students, 3e James McLeskey, Michael Rosenberg, David Westling)
(Test Bank all Chapters)
Inclusion: Effective Practices for Students, 3e (McLeskey)
Chapter 1 What Is Inclusive Education and Why Is It Important
1.1 Multiple Choice Questions
1) Belonging, participating, and succeeding in the total school community relates to:
A) Differentiated learning.
B) Cooperative learning.
C) Separate schools.
D) Inclusive programs.
Answer: D
2) Which of the following is not an IDEA disability category?
A) specific learning disability
B) intellectual disability
C) gifted and talented
D) speech and language impairment
Answer: C
3) Key considerations for teachers in meeting the needs of individuals from diverse linguistic and
cultural backgrounds include each of the following except
A) expecting the diverse student to assimilate with the rest of the group.
B) learning to adapt teaching based on this information to ensure positive student outcomes.
C) using culturally relevant pedagogy and providing supportive learning environments.
D) using highly effective instructional practices such as explicit instruction and peer-assisted
learning strategies.
Answer: A
4) The authors of your textbook identify each of the following as other students who may need
support in the general education classroom except
A) Students at risk for difficulties in school.
B) Students with disabilities in the legal system.
C) Students from diverse cultural and linguistic backgrounds.
D) Students with disabilities who are eligible under Section 504.
Answer: C
5) On the continuum of placement options, which of the following is more inclusive?
A) separate day school
B) resource classes
C) self-contained special education classes
D) general education classes
Answer: D
,6) Which factor that makes special education special includes instruction that involves more time
for direct instruction and practice?
A) intensity
B) structure
C) curriculum
D) collaboration
E) monitoring
Answer: A
7) Which factor that makes special education special includes learning conditions that are more
organized, explicit, and predicable?
A) intensity
B) structure
C) curriculum
D) collaboration
E) monitoring
Answer: B
8) Which of the following serves to protect the rights of persons with disabilities, from birth to
death, and to prevent discrimination?
A) IDEA
B) ESSA
C) Section 504
D) The Civil Rights Act of 1964
Answer: C
9) The concept of including individuals within the community where they live, work, shop, and
engage in leisure time activities is called
A) normalization.
B) least restrictive environment.
C) individualization.
D) collaboration.
Answer: A
10) The philosophy of normalization states that
A) students with disabilities be placed in general education classroom.
B) students with disabilities receive services in separate but equal classrooms.
C) services offered and daily patterns are as "typical" as possible.
D) students with disabilities follow all school and classroom rules.
Answer: C
,12) The concept of educating students with disabilities with their peers without disabilities to the
maximum extent possible is which of the following?
A) normalization
B) least restrictive environment
C) individualization
D) collaboration
Answer: B
13) Least restrictive environment provides for each of the following except
A) education with peers without disabilities to the maximum extent possible.
B) a continuum of alternative placements.
C) individually determined based on student evaluations.
D) based upon classroom availability.
Answer: D
14) The principle of the least restrictive environment ensures
A) General education placement for all students with disabilities.
B) Elimination of all special education programs.
C) Part time special education and general education placement.
D) Placement decisions based upon individual student needs.
Answer: D
15) A classroom that provides intensive instruction for a short period focusing on basic skills,
tutorial support, or instruction in the use of learning strategies is called:
A) General education classroom.
B) Part time special education classroom.
C) Co-teaching classroom.
D) Full time special education classroom.
Answer: B
16) At Guest Middle School, students with disabilities are educated in an outside portable
building and in a separate special education classroom. They are scheduled to eat lunch before
other students who attend school. They are dismissed to go to their homes before all other
students in the school. Which assumption concerning inclusive programs, described by the
authors, does this scenario violate?
A) Special educators plan instruction so that most student needs are met within the classroom.
B) The rhythm of the school day for students with disabilities is like that of all students.
C) Students are provided with individualized instruction tailored to their unique needs.
D) Teachers base instruction on IEP goals and objectives.
Answer: B
, 17) Mr. Cole, a special educator, is co-teaching with Ms. Johns who is a general education fifth
grade math teacher. The two teachers meet during their common planning period to plan the unit
and lessons. Mr. Mills, the principal, established a schedule that permits grade level special and
general educators who are co-teaching a common time to plan for their students. Which
assumption concerning inclusive program, described by the author, does this scenario reflect?
A) Teachers are given professional development to learn new skills.
B) Time is available to allow general and special education teachers to collaboratively plan.
C) Student academic and social progress is monitored to ensure improved student outcomes.
D) Teachers give classroom supports in a natural and unobtrusive manner.
Answer: B
18) All of the following positive teacher attitudes that influence teaching except
A) Caring and fairness.
B) Respect and enthusiasm.
C) Motivation and dedication.
D) Individualization and evaluation.
Answer: D
19) Which of the following is not a belief of students about effective teachers?
A) Effective teachers are fair concerning gender and ethnicity.
B) Effective teachers are consistent and involve students in decisions.
C) Effective teachers change inappropriate behavior through public admonishment.
D) Effective teachers offer all students opportunities to participate.
Answer: C
20) Multiple options for taking in information, making sense of ideas, and expressing what was
learned are elements of which of the following?
A) differentiated instruction
B) personal teaching efficacy
C) positive teacher attitudes
D) self-determination instruction
Answer: A
1.2 Short Answer Questions
1) List and explain the five factors related to growing up in poverty that can influence student
performance in school.
Answer: Answer should contain the five factors (e.g., fulfillment of basic needs, family stability,
school related experiences, interaction patterns in the home, and parental attitudes and values)
related to growing up in poverty that influence students' performance in school.
2) Explain two ways that general educators can be a "catalyst for acceptance" in inclusive
classrooms.
Answer: Answer should include the author's definition of the term "catalyst for change." Answer
should include two ways that general educators can be a "catalyst for change" with an
explanation of each way. Answers may vary in the second part of the question.
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