Discuss the key features of the Individuals with Disabilities Education Improvement Act (IDEA).
What will be an ideal response?
Until the 1970s, most U.S. public schools either refused enrollment to children with disabilities or inadequately served them. This changed in 1975 when Public Law 94-142, the Education for All Handicapped Children Act, required that all students with disabilities be given a free, appropriate public education. In 1990, Public Law 94-142 was recast as the Individuals with Disabilities Education Act (IDEA). IDEA was amended in 1997 and then reauthorized in 2004 and renamed the Individuals with Disabilities Education Improvement Act. IDEA spells out broad mandates for services to children with disabilities of all kinds. These services include evaluation and eligibility determination, appropriate education and an individualized education plan (IEP), and education in the least restrictive environment (LRE).
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Jamir's research uses __________, in which he collects in-depth accounts on the experiences of a few children.
A. a correlational design B. an experimental design C. field experiments D. case studies
What percentage of people over age 65 live with family members?
A. 23 percent B. 42 percent C. 58 percent D. 66 percent
You are going home one night when you drive through a sobriety checkpoint. The policeman asks you to get out of the car, holds one finger up in front of your face, and asks you to follow his finger with your eyes only. What is he doing? a. He is checking to see if your frontal lobe is functioning properly, which allows you to initiate movement
b. He is checking to see if your caudate nucleus, which coordinates your movements, has been affected by alcohol. c. He is checking to see if your cerebellum is functioning properly because the cerebellum is one of the first areas to be affected by alcohol. d. He is checking to see if you will follow directions because if you are drunk you might not.
Conduction aphasia is likely caused by brain damage that
a. destroys the ability to pass information from short-term to long-term memory. b. disrupts connections between Wernicke's and Broca's areas. c. produces spontaneous activation of the left parietal cortex. d. inhibits the neural circuits that constitute working memory. e. disrupts the neural circuits between echoic memory and short-term memory.