Unit 2: Laws, Policies, and Procedures That Inform Teaching Practices in Inclusive Classrooms

Question 1

Describe ESSA

Answer 1

Every Student Succeeds Act.
Enacted in 2015, is the primary law governing school funding, operations, and accountability.

Question 2

Which requirements are included in Title III of ESSA? (Select 3)

a) Greater emphasis on parent and family communication
b) consistent methods to determine whether students are eligible for English language instruction services
c) Options to assess ELs in their native language
d) Penalties for ELs who do not learn English quickly enough

Answer 2

A, B, and C

Native language testing is available as an option for no more than two years after the student’s first three years in the school system (five years total). Parent and family communication is encouraged and prioritized, and school districts and states must use consistent methods to identify and place students in English language instruction classes.

Question 3

True or False:

It is appropriate to place ELs in classrooms with students of significantly different ages if their overall English proficiency levels are similar.

Answer 3

False

Placement of ELs should be tied to their age, grade level, and ability to access grade-level content; as a result, they should not be placed with significantly younger or older children who are learning different grade-level content.

Question 4

School districts typically administer a home language survey to families in order to identify any students who may use other languages and should be tested to see whether they are eligible for English language instruction services. Which question might typically appear on a home language survey?

a) What is the language most often spoken by the student?
b) When was the last time you or your child used English?
c)What days and times would be most convenient for your family to attend adult language classes?
d) Do you feel your child needs language help in school?

Answer 4

A

The federal government has approved this question as one that is appropriate to ask families and that addresses the student’s current language use.

Question 5

What does LEA stand for?

Answer 5

Local Education Agency

Question 6

What does SDAIE stand for?

Answer 6

Specially Designed Academic Instruction in English

Question 7

What are the 6 ways teachers following SDAIE practices help ELs?

Answer 7

1. Analyzing material from point of view of students with limited English proficiency.
2. Activating students background knowledge.
3. Presenting material and lessons orally as well as increasing the use of visuals, graphic organizers, manipulative and hands-on-learning experiences.
4. Using simple language for communicating as well as limiting the use of idioms, jargon and complex sentence structures.
5. Reinforcing learning of language along with content and curriculum.
6. Regularly assessing and monitoring student progress.

Question 8

Title III requires schools to report on the number of ELs receiving services and their progress toward language _____

a. Equity
b. Proficiency
c. Attitudes

Answer 8

b. Proficiency

States must provide data on their students’ progress toward English proficiency as well as content knowledge.

Question 9

True or False

Dual language is another name for two-way immersion programs.

Answer 9

True

Dual language, or two-way immersion, is a type of program model in which students receive content instruction in two languages (such as English and Spanish). It is also sometimes called bilingual education. This model is helpful for ELs and is also sometimes used for native English speakers who are enrolled in special foreign language programs or schools.

Question 10

Which characteristic might indicate a potential exceptionality in an eighth-grade EL student who has recently arrived to the United States?

a. Student appears distracted in class and does not participate in activities.
b. Student has not turned in homework all year and turns in classwork inconsistently.
c. Student learned to read in his native country but has difficulty comprehending text in both his native language and English.
d. Student is quiet during class, lunch, and free time and seems to have difficulty acclimating to school.

Answer 10

c. Student learned to read in his native country but has difficulty comprehending text in both his native language and English.

Difficulty reading in the native language as well as English can be an indicator of potential reading challenges. It is important to ensure the student had adequate literacy instruction in the first language.

Question 11

True or False

Education plans (IEPs or 504 plans) for ELs with disabilities should address students’ native language proficiency as well as their English proficiency and academic skills.

Answer 11

True

IEPs and 504 plans should be formulated based on students’ native language skills as well as their English skills and should include goals and supports in both languages as appropriate.

Question 12

Which practice may reduce inappropriate over- or under-identification of ELs for special education services?

a. Test in English.
b. Require all pertinent medical records.
c. Require social skills classes or counseling before testing.
d. Consider native literacy and language.

Answer 12

d. Consider native literacy and language.

A student’s level of native language skill, including reading skills, can offer important clues about whether the student has a disability.

Question 13

True or False

Requiring bilingual testing for all ELs would eliminate over- and under-identification of ELs in special education.

Answer 13

False

English-only testing is one reason that students who are not yet proficient in English may be erroneously identified for special education services. However, other factors can cause inappropriate identification for ELs, including cultural bias, teacher misunderstanding of child development across cultures, and lack of teacher understanding of the second-language acquisition process. Bilingual testing would address linguistically inappropriate assessment practices but would not address these other factors.

Question 14

For each student need listed, select a strategy that will assist an EL student with exceptionalities in the classroom and provide the necessary support for the student to successfully participate in the classroom.

Choose from:
a. Use an “I do, we do, you do” approach to model a skill
b. Allow students to do “close reading” activities with a portrait or picture
c. Provide nonverbal options for participation

Students lack confidence or language skills to participate verbally.

Answer 14

c. Provide nonverbal options for participation

Students who may not be able to participate verbally can still contribute to the lesson in valuable nonverbal ways.

Question 15

For each student need listed, select a strategy that will assist an EL student with exceptionalities in the classroom and provide the necessary support for the student to successfully participate in the classroom.

Choose from:
a. Use an “I do, we do, you do” approach to model a skill
b. Allow students to do “close reading” activities with a portrait or picture
c. Provide nonverbal options for participation

Students without strong reading skills may feel intimidated practicing close reading with a difficult text.

Answer 15

b. Allow students to do “close reading” activities with a portrait or picture

Allowing students to do “close reading” with a portrait can help them build the skills they need without having to worry about decoding or comprehending complex and difficult text.

Question 16

For each student need listed, select a strategy that will assist an EL student with exceptionalities in the classroom and provide the necessary support for the student to successfully participate in the classroom.

Choose from:
a. Use an “I do, we do, you do” approach to model a skill
b. Allow students to do “close reading” activities with a portrait or picture
c. Provide nonverbal options for participation

Students who are ELs or who have exceptionalities may need multiple opportunities to see and practice a skill.

Answer 16

a. Use an “I do, we do, you do” approach to model a skill

This approach allows students to see an activity modeled, practice it with support and feedback, and then complete it independently when they are ready to do so.

Question 17

Explain the following program goal and language/s used for instruction:

English as a Second Language (ESL) or English Language Development (ELD)

Answer 17

Goal: Program of techniques, methodology, and special curriculum designed to teach ELs explicitly about the English language, including the academic vocabulary needed to access content instruction, and to develop their English language proficiency in all four language domains (i.e., speaking, listening, reading, and writing).

Language: Usually provided in English with little use of the ELs primary language

Question 18

Explain the following program goal and language/s used for instruction:

Structured English Immersion (SEI)

Answer 18

Goal: Program designed to impart English language skills so that the ELs can transition and succeed in an English-only mainstream classroom once proficient.

Language: Usually provided in English with little use of the ELs’ primary language(s)

Question 19

Explain the following program goal and language/s used for instruction:

Transitional Bilingual Education (TBE) or early-exit bilingual education

Answer 19

Goal: Program that maintains and develops skills in the primary language while introducing, maintaining, and developing skills in English. The primary purpose of a TBE program is to facilitate the ELs’ transition to an all-English instructional program, while the students receive academic subject instruction in the primary language to the extent necessary.

Language: Students primary language and english

Question 20

Explain the following program goal and language/s used for instruction:

Dual Language or Two-Way Immersion

Answer 20

Goal: Bilingual program where the goal is for students to develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half primary-English speakers and half primary speakers of the other language.

Language: English and another language

Question 21

True or False

Title III requires that all ELs receive instruction in self-contained, EL-only classrooms rather than in the general classroom.

Answer 21

False

Title III does not regulate how EL services must be provided, and students can receive support in a variety of ways: self-contained, pullout, push-in, or co-taught instruction.

Question 22

Which of these areas includes standards promoted by WIDA for describing how ELs should use language?

a. Social and instructional language only, but not academic language in any areas
b. Social and instructional language along with academic language in mathematics, science, and social studies
c. Social and instructional language along with academic language in physical education and fine arts
d. Instructional and basic communicative (everyday) language, but not social, instructional, or academic language

Answer 22

b. Social and instructional language along with academic language in mathematics, science, and social studies

The WIDA standards address the language students need to be successfully using in social and instructional settings, including specialized academic language in multiple content areas.

Question 23

Standards-based instruction for ELs should use multiple ______ to foster student independence.

a. Emotions
b. Readings
c. Strategies

Answer 23

c. strategies

Students of any age level can learn new strategies for productive learning and can grow in the process.

Question 24

Several laws address rights and access for individuals with exceptionalities. _________________ addresses rights, protections, and education specifically for students in schools, while the _________________ addresses rights and accessibility for all individuals.

a. The Americans with Disabilities Act/Individuals with Disabilities Education Act
b. Section 504/Americans with Disabilities Act
c. Section 504/Individuals with Disabilities Education Act
d. The Individuals with Disabilities Education Act/Americans with Disabilities Act

Answer 24

d. The Individuals with Disabilities Education Act/Americans with Disabilities Act

IDEA addresses the rights and protections specifically guaranteed to children with disabilities in the education system, while the ADA applies more broadly to any American, of any age, who has a disability.

Question 25

A school system agrees that a student with a reading disability needs specialized reading instruction due to her exceptionality and suggests her parents hire a reading tutor to address her reading needs. Which important student right has been violated? a. LRE b. Due process and procedural safeguards c. Parental involvement d. FAPE

Answer 25

d. FAPE Private reading tutoring may or may not, by itself, be an appropriate way to address the student's disability. Under FAPE, though, the student's family cannot be required to pay for such tutoring.

Question 26

True or False Services and instruction for students with disabilities must be provided in the LRE. A general education classroom is not always the LRE for every student; this decision is made by teams based on the needs and profile of each particular student. However, teams should carefully consider the benefits of general education placement for all students with exceptionalities. Placement in the general education setting is preferable for students with exceptionalities because it lowers costs.

Answer 26

False Placement in general education is preferable, but not for reasons of cost. Placement in general education ensures students have access to same-age peers, grade-level curriculum, and an environment free from stigma.

Question 27

True or False All the laws discussed in this module (IDEA, Section 504, and ADA) provide funding to schools for educating students with exceptionalities.

Answer 27

False IDEA is the only law of these three to provide funding for school districts to offer special education services to students with disabilities.

Question 28

Which of the following is a foundational component of IDEA? a. Building accessibility b. Teacher professional development regarding inclusion c. Individualized education programs d. Workplace accommodations

Answer 28

c. Individualized education programs An IEP is the foundational special education planning document, and IDEA describes what should be addressed in each student's IEP.

Question 29

True or False At a minimum, an IEP must contain goals, testing accommodations, and family supports.

Answer 29

False An IEP does contain goals and accommodations, but need not include family supports and must also include present levels of performance, services and modifications, and placement information.

Question 30

True or False IDEA guarantees free and appropriate education to students who have learning disabilities or autism, but not ADHD.

Answer 30

False IDEA guarantees a FAPE to all students who have educational disabilities. Even students with ADHD or behavioral disabilities, who may struggle in traditional school settings, are guaranteed a free and appropriate education at no cost. Students with ADHD are often found eligible under the category of "other health impairment" or, less frequently, "emotional and behavioral disabilities."

Question 31

Which type of data could be included in an effective progress monitoring plan in an IEP for a student with a reading disability? a. Global reading data collected twice per year b. Measures of reading fluency based on correct words per minute c. Records of student or teacher perceptions toward reading d. Teacher-generated, written anecdotal narratives about student performance

Answer 31

b. Measures of reading fluency based on correct words per minute Reading fluency data are concrete and objective and can be a useful measure of a student's reading progress.

Question 32

Mrs. Yang is a first-year teacher and has been invited for a lunchtime IEP meeting. She receives a call from the parent of the student telling her he works full time and can only attend meetings after 4:00 p.m. What should Mrs. Yang do? a. Being a new teacher and not wanting to cause problems, tell the parent she is sorry, but there is nothing she can do. b. Offer to record the meeting for the parent and play it for him at 4:00 p.m. c. Tell the special education team and help communicate with the parent to reschedule the meeting. d. Tell the parent the meeting is scheduled, and attendance is required.

Answer 32

c. Tell the special education team and help communicate with the parent to reschedule the meeting. Schools cannot schedule meetings during times parents cannot attend. IEP meetings must be scheduled at times when parents can attend.

Question 33

True or False An IEP cannot be written for a student who has a learning disability, but a 504 plan can be created for that student.

Answer 33

False Both plans can be created for any student with any disability as long as the disability impacts the student's education according to the requirements of the law.

Question 34

True or False An IEP and a 504 plan are authorized and administered under two different laws.

Answer 34

True An IEP is created for students who qualify for special education services under IDEA, and a 504 plan is created for students who qualify for services under Section 504 of the Rehabilitation Act.

Question 35

Review each statement and indicate which law (if any) you think is most relevant to the situation described. IDEA, Section 504, or Neither Law You are working with a student who has not been identified as having a disability but struggles in school due to a parent's chronic illness, impacting the student's schedule and ability to complete work. You meet with the parent, who asks whether you can give their child "some kind of plan to help them do better in school."

Answer 35

Neither Law Neither Section 504 nor IDEA can provide supports to a student without a disability. However, most school systems will provide this student with additional assistance and informal support based on her family situation, even if it is not guaranteed by law as IDEA or Section 504 supports are.

Question 36

Review each statement and indicate which law (if any) you think is most relevant to the situation described. IDEA, Section 504, or Neither Law You work with a student who has a medical condition and needs accommodations such as extra time on tests and extra breaks throughout the day. The student's parent has requested a meeting to specify how these accommodations will be implemented.

Answer 36

Section 504 Section 504 guarantees accommodations and supports for students with disabilities such as medical conditions, even when the student may not need the full continuum of special education services.

Question 37

Review each statement and indicate which law (if any) you think is most relevant to the situation described. IDEA, Section 504, or Neither Law You have a student in your class who has been identified as having a learning disability. The student needs assistive technology, a one-on-one aide, and specialized instruction in reading. Your team is meeting tomorrow to create a plan for supporting the student.

Answer 37

IDEA This student's needs meet the criteria for having an educational disability, and the supports needed would meet the criteria for special education services.

Question 38

A teacher has three years teaching experience in Texas and is moving to Colorado. In Texas, the teacher enjoyed a diverse classroom with English learners and students with exceptionalities, and worked hard to meet their needs, and followed the modifications and accommodations in their IEPs and 504 plans. The teacher is concerned that it will be hard to learn about all the legal requirements in a new school and is worried about learning new laws, policies, and guidelines that will need to be followed in Colorado to meet students' needs. How would you respond to the teacher’s concern? a. Tell the teacher that IDEA and Title III do not apply to Colorado. b. Remind the teacher that states' policies and procedures override federal laws, and learning a new state's requirements may be necessary. c. Tell the teacher that if a school does not follow IDEA and Title III, it is not necessary for a teacher to follow either. d. Remind the teacher that IDEA and Title III are federal laws requiring schools to provide a fair and equitable education for all states.

Answer 38

d. Remind the teacher that IDEA and Title III are federal laws requiring schools to provide a fair and equitable education for all states. The IDEA and Title III of the Every Student Succeeds Act (ESSA) are federal laws and apply in every U.S. state and territory. Every student, no matter the student's language or cognitive or physical ability, has a right to an education.

Question 39

You are a member of an IEP team for a student with a learning disability. The team has determined that the LRE for this student is placement in a general education classroom for part of the day with additional pull-out instruction in a resource room for part of the day. Drawing on information from the reading, describe some supports that might be appropriately integrated into the student's instruction so that he can be successful.

Answer 39

Students in general education often receive supports such as assistive technology, assistance from a tutor or aide, access to accommodations such as additional time, and modifications such as reduced workload or alternative assignments.

Question 40

Malik is a fifth-grade student with autism spectrum disorder who has a focused interest in dinosaurs and prehistoric life. While he is able to communicate with his peers, conversations often turn to dinosaurs. His teacher sometimes struggles to get him to focus and learn when the topic of study does not relate to dinosaurs. The IEP team determines he will be most successful full time in the general education classroom. What would be an effective way for his teacher to ensure he is successful in the mainstream classroom in all curriculum areas? a. Provide access to unlimited break time in a quiet room alone. b. Provide daily occupational therapy. c. Provide time for the student to learn independently. d. Provide a peer buddy at lunch.

Answer 40

c. Provide time for the student to learn independently. Students with restricted interests are very interested in learning about or doing one thing. If a teacher gives a student time to learn what he or she wants to learn and then connects the classroom learning to that topic, the teacher is fulfilling the LRE requirements and helping the student be successful in the classroom.

Question 41

True or False A student with a behavioral disability is placed in inclusion classes with a special education aide. With these supports, the student maintains a B+ average and has zero office referrals. At the student's IEP meeting, a team member recommends moving the student to a self-contained classroom with only special education students for the following year. This recommendation is inconsistent with IDEA's requirements for LRE.

Answer 41

True The available data indicate the student is successful in inclusion classes with an aide, and a move to a self-contained classroom would place the student in a more restrictive setting without evidence that it is necessary.

Question 42

True or False A teacher can place a student with disabilities in a self-contained classroom with only special education students if the student is not able to follow classroom rules in a general education classroom.

Answer 42

False A teacher may not unilaterally place a student in a restrictive setting. Rather, the decision about placement in the LRE must be made based on the student's demonstrated ability to be successful in a general education setting or the student's demonstrated need for additional supports that can be provided only in a more restrictive setting. As an alternative to changing a student's placement, teams should always consider whether a student needs more support to be successful in the general education setting.

Question 43

Which student behavior might be cause for a manifestation determination hearing? a. Bringing a weapon to school b. Repeated fighting with peers c. Talking during class d. Cursing at teachers

Answer 43

b. Repeated fighting with peers Repeated fights might lead to repeated suspensions, which could cause the student to miss more than 10 days of school. Or it could lead to eventual expulsion, triggering a manifestation determination hearing.

Question 44

You have a student who has an IEP for a behavioral disability and is first suspended, then expelled for repeated incidents of disrespect, disruption, and aggression. According to federal requirements, what should happen next? a. After being expelled, the student is entitled to a guaranteed transfer to any other public school. b. The student cannot ever be suspended or expelled, so the school administration should adopt a nonpunitive approach toward the student's behavior. c. Before finalizing the expulsion, the school will hold a hearing to decide whether the behavior is a manifestation of the student's disability. d. The student may be expelled just as any other student without a disability would be.

Answer 44

c. Before finalizing the expulsion, the school will hold a hearing to decide whether the behavior is a manifestation of the student's disability. The school must hold a manifestation determination hearing to determine whether the behavior is a manifestation of disability. These hearings occur when a student is suspended for more than 10 cumulative days or when a student is expelled. If the behavior is a manifestation of disability, the student cannot be expelled and the school should review supports provided to ensure the student has enough behavioral support.

Question 45

True or False IDEA regulations on discipline apply primarily to students with emotional and behavioral disorders.

Answer 45

False Federal regulations on discipline apply regardless of the student's category of disability. Students with autism spectrum disorders, learning disabilities, ADHD, intellectual disabilities, and any other qualifying disability are all protected under IDEA's discipline regulations, as are those with behavioral disorders.

Question 46

Student A, who has an IEP, is not following the classroom rule of always raising her hand and waiting to be called on to answer a question. What is the first thing the teacher should do? a. Immediately discipline the student so other students do not break the rule. b. Read the IEP to determine whether the behavior is related to a disability. c. Call the parents after school and ask them to speak to their student. d. Ask the student whether she knows the classroom rules and why she is not following the rules.

Answer 46

b. Read the IEP to determine whether the behavior is related to a disability. The student has an IEP, and reading the IEP will help the teacher see whether that behavior is addressed and how the behavior should be handled.

Question 47

True or False If a student with an IEP violates a zero-tolerance policy, (e.g. weapon possession, drug use, etc.), all procedures must be followed regardless of the student having an IEP.

Answer 47

False If the student has violated a zero-tolerance policy, the school must first read the IEP to determine whether the behavior is a result of the student's disability through a manifestation determination. If the behavior is a result of the student's disability, then the student cannot be disciplined in the same way as a student without a disability.