Test your knowledge of Guide for Inclusive Education.
Question 1 of 20Score: 0
Guide for Inclusive Education
According to BCPS's Guide for Inclusive Education, what does the term 'inclusion' represent as an assumption?
Explanation: The guide explicitly states that inclusion 'represents an assumption that children with disabilities will participate and progress in the general education curriculum as appropriate.' This is foundational for advocates explaining to parents what inclusion legally means in practice.
Guide for Inclusive Education
Under IDEA 2004, when is it permissible to remove a child with a disability from the regular educational environment?
Explanation: IDEA 2004 requires that removal from the regular educational environment occurs 'only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.' Advocates use this standard to challenge inappropriate restrictive placements.
Guide for Inclusive Education
Which federal law classification covers Attention Deficit Hyperactivity Disorder (ADHD)?
Explanation: The guide clearly states that ADHD is 'covered under the federal disability coding of Other Health Impairment.' This is critical for advocates because parents sometimes expect ADHD to be classified under Specific Learning Disabilities, which can affect eligibility determinations.
Guide for Inclusive Education
What percentage of children with ADHD also have a specific learning disability, according to the guide?
Explanation: The guide states that 'approximately 20 to 30 percent' of children with ADHD also have a specific learning disability. Advocates should share this with parents to encourage comprehensive evaluations that assess for co-occurring learning disabilities.
Guide for Inclusive Education
Which of the following is NOT listed as a component of effective inclusion according to the BCPS guide?
Explanation: The guide's components of effective inclusion emphasize shared responsibility, interdisciplinary teams, and a whole-school philosophy — never unilateral decision-making by one staff member. Advocates should note that placement decisions require a full IEP team.
Guide for Inclusive Education
According to the guide's research section on co-teaching, what did Hang and Rabren (2010) find about students in co-taught classes compared to those in pull-out programs?
Explanation: The guide cites Hang and Rabren (2010) finding that 'students in co-taught classes were shown to have higher grades in core courses and attend more school days than those in pullout programs.' This research supports advocates arguing for inclusive, co-taught placements over pull-out models.
Guide for Inclusive Education
What is the term used to describe students who are gifted but also have a disability?
Explanation: The guide uses the term 'twice exceptional' to describe students who are gifted but also have a disability. Advocates often encounter this population when parents notice their child's giftedness is masking their disability, leading to under-identification and inadequate services.
Guide for Inclusive Education
According to the guide, what is the key challenge for twice exceptional students that may cause their disability to appear less severe?
Explanation: The guide explains that gifted children with disabilities may 'use their intelligence to try to circumvent the disability,' causing it to appear less severe while the coping effort 'may hinder other expressions of giftedness.' Advocates use this to explain why comprehensive evaluations are needed even for high-performing students.
Guide for Inclusive Education
According to the Positive Behavioral Interventions and Supports (PBIS) framework described in the guide, what does the three-tiered prevention logic require at the universal or primary tier?
Explanation: The PBIS framework requires that 'all students receive supports at the universal or primary tier.' This is important for advocates because it means behavioral support is a school-wide responsibility, not just applicable to students with disabilities.
Guide for Inclusive Education
What does IDEA 2004 require regarding positive behavioral interventions and supports?
Explanation: The guide states that IDEA 2004 requires the use of 'positive behavioral interventions and supports' for students whose behavior impedes their learning. Advocates can cite this legal requirement when pushing for proactive behavioral supports in a student's IEP rather than purely punitive responses.
Guide for Inclusive Education
Which of the following is identified as a key component of successful co-teaching and collaboration according to Scruggs et al. (2007)?
Explanation: Scruggs et al. (2007), as cited in the guide, identify 'attitude, availability of planning time, voluntary participation, mutual respect, administrative support, and a shared philosophy of instruction and behavior management' as key components. Advocates can use this when schools claim co-teaching is ineffective but lack these structural supports.
Guide for Inclusive Education
In the Collaborative Continuum described in the guide, which model involves students with and without disabilities in the same general education class with teachers working collaboratively to meet all needs?
Explanation: The guide describes co-teaching as the model where 'students with and without disabilities are in the same general education class and teachers are working collaboratively to meet all needs.' This is important for advocates to distinguish from less intensive models like monitoring or in-class support.
Guide for Inclusive Education
What does the guide identify as a frequent drawback of the Special Education 'Pull-Out' model?
Explanation: The guide notes that pull-out services 'generally result in the student missing out on general education content.' This is a critical point for advocates when evaluating IEP service delivery options and arguing for more inclusive service models when appropriate.
Guide for Inclusive Education
According to the guide, what are the three principle characteristics of ADHD?
Explanation: The guide states that 'the principle characteristics of ADHD are inattention, hyperactivity, and impulsivity.' Advocates need to understand these core characteristics to help parents recognize ADHD presentations and connect them to appropriate accommodations in IEPs and 504 plans.
Guide for Inclusive Education
Which of the following is listed as a Quality Indicator of Inclusive Education in the BCPS guide?
Explanation: The guide lists 'general educators, special educators, and related service providers have time for collaborative planning' as a Quality Indicator of Inclusive Education. Advocates can reference this when schools claim they cannot support inclusion due to scheduling, as planning time is an identified indicator of quality.
Guide for Inclusive Education
What is 'working memory' as described in the guide's section on learning disabilities?
Explanation: The guide defines working memory as 'the ability to hold on to pieces of information until the pieces blend into a full thought or concept,' such as reading each word until the end of a sentence and then understanding the full content. Understanding memory types helps advocates explain why certain accommodations, like extended time or chunked directions, are necessary.
Guide for Inclusive Education
According to the guide, which classroom management strategy involves a teacher using a prearranged signal to alert a child to misbehavior before it escalates?
Explanation: The guide defines signal interference as when a 'parent/teacher uses a prearranged signal to alert the child to his/her misbehavior in an effort to stop the behavior before it escalates.' This is a proactive, non-punitive strategy advocates can suggest for inclusion in behavioral support plans.
Guide for Inclusive Education
What is the BCPS definition of the Least Restrictive Environment (LRE) as stated in the guide?
Explanation: The guide defines LRE as 'the educational setting where students with educational disabilities are fully participating members of the general education classroom, to the greatest extent appropriate, in their home school.' Advocates frequently reference LRE when challenging placements that unnecessarily separate students from their home school or non-disabled peers.
Guide for Inclusive Education
According to the guide, what is a 'fine motor disability' in the context of learning disabilities?
Explanation: The guide defines a fine motor disability as 'difficulty coordinating teams of small muscles,' causing problems with coloring, cutting, writing, buttoning, or tying shoes. Advocates use this distinction to help parents understand why occupational therapy services may be warranted and how they differ from gross motor concerns.
Guide for Inclusive Education
When setting limits on inappropriate behavior in the classroom, what does the guide identify as five steps for effectively setting limits?
Explanation: The guide outlines five steps: (1) explain exactly which behavior is inappropriate, (2) explain why it is inappropriate, (3) present reasonable choices or consequences, (4) allow time for the student to process, and (5) enforce the consequences. Advocates can use this framework when evaluating whether schools are applying behavioral interventions appropriately before escalating disciplinary measures.