Special education law continues to evolve. A good example of where education law is in conflict with IDEA is No Child Left Behind. Which of the following items, best describes the conflict?
A. NCLB with its emphasis on academic skills is welcomed by teachers of students with disabilities as an important factor in meeting the educational goals of students with disabilities.
B. Grade level performance standards will provide a workable academic context for teachers to establish appropriate academic goals in each student's IEP
C. THE Annual Yearly Progress (AYP) goals for individual schools emphasizes the importance of appropriate individual yearly goals for students with disabilities.
D. The intersection of NCLB and IDEA is likely to continue to generate litigation, especially as society has been increasingly accepting that students with disabilities need individualized education and that standardized testing may not be a fair measure of success for all students.
D
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Under IDEA, the initial purpose of the multidisciplinary assessment team is to
a. monitor the student's progress in a particular educational program. b. determine whether a student needs special services. c. assess a student at the end of each academic year. d. evaluate how effectively teachers are administering an IEP.
Which of the following questions would be appropriate to ask the interviewer?
a. Will you explain what your company does? b. Do you have any job openings? c. May I have a copy of the job description? d. all of the above e. none of the above
Science exploration, as described in the text, is most like Piaget's description of children's activities during the ________ period
A) Sensorimotor B) Preoperational C) Concrete Operations D) Formal Operations
Several parents who are making costumes for an elementary school play ask the young cast members to assist them with such tasks as cutting fabric, pinning pieces together, and sewing simple hems. Using the language of Vygotskian theorists, we can say that the parents are:
a. Presenting tasks that exceed the students' zone of proximal development b. Encouraging the separation of thought and language c. Engaging the students in guided participation (also know as legitimate peripheral participation) d. Helping each student work at his or her actual developmental level