Human Exceptionality School Community And Family 12th Edition by Michael L. Hardman – Test Bank

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Human Exceptionality School Community And Family 12th Edition by Michael L. Hardman – Test Bank

Chapter_2_Education_for_All

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.
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Chapter_6_Exceptionalities_and_Families

1. Prior to the Education for All Handicapped Children Act of 1975 (renamed the Individuals with Disabilities Education
Act), families
a. had many avenues open to them for appropriate services.
b. children with disabilities were overwhelmingly included in society and schools.
c. did not have access to appropriate services for their children with disabilities.
d. powerful repositories of knowledge about children and youth with disabilities.
ANSWER: c
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.06.01 – Describe how the lives of families with children with
disabilities have changed since the advent of IDEA.
NATIONAL STANDARDS: United States – CEC.7.0 – Beginning special education professionals collaborate with
families and other educators, related services providers, individuals with exceptionalities,
and personnel from community agencies in culturally responsive ways to address the
needs of individuals with exceptionalities across a range of learning experiences.
NOTES: Prior to the Education for All Handicapped Children Act of 1975 (renamed the
Individuals with Disabilities Education Act), families did not have access to appropriate
services for their children with disabilities, including free and appropriate public
education.
2. What factor(s) can have an appreciable influence on family interactions?
a. Flexibility b. Cohesion
c. Communication skills d. Flexibility, cohesion, and communication skills.
ANSWER: d
REFERENCES: Bloom’s: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.06.02 – Describe the family systems approach and how it applies to
families with members with disabilities, and describe strengths and challenges of families
raising children with disabilities.
NATIONAL STANDARDS: United States – CEC.7.0 – Beginning special education professionals collaborate with
families and other educators, related services providers, individuals with exceptionalities,
and personnel from community agencies in culturally responsive ways to address the
needs of individuals with exceptionalities across a range of learning experiences.
3. Families that include children with disabilities may experience
a. conditions for growth in
siblings and parents.
b. improved levels of empathy and patience.
c. positive family relations. d. conditions for growth in siblings and parents, improved levels of empathy
and patience, and positive family relations.
ANSWER: d
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.06.02 – Describe the family systems approach and how it applies to
families with members with disabilities, and describe strengths and challenges of families
raising children with disabilities.
NATIONAL STANDARDS: United States – CEC.7.0 – Beginning special education professionals collaborate with
families and other educators, related services providers, individuals with exceptionalities,
and personnel from community agencies in culturally responsive ways to address the
needs of individuals with exceptionalities across a range of learning experiences.
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