Full Download PDF of Test Bank For Human Exceptionality: School, Community, and Family 12th Edition All Chapter

Test Bank for Human Exceptionality:
School, Community, and Family 12th

Edition
Go to download the full and correct content document:
https://testbankmall.com/product/test-bank-for-human-exceptionality-school-communit
y-and-family-12th-edition/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Test Bank for Home, School, and Community Collaboration

Culturally Responsive Family Engagement, 4th Edition
Kathy B. Grant Julie A. Ray
https://testbankmall.com/product/test-bank-for-home-school-and-
community-collaboration-culturally-responsive-family-
engagement-4th-edition-kathy-b-grant-julie-a-ray/
Test Bank for The Family, 12th Edition : Eshleman
https://testbankmall.com/product/test-bank-for-the-family-12th-
edition-eshleman/
Test Bank for The Marriage and Family Experience

Intimate Relationships in a Changing Society, 12th
Edition : Strong
https://testbankmall.com/product/test-bank-for-the-marriage-and-
family-experience-intimate-relationships-in-a-changing-
society-12th-edition-strong/
Solution Manual for Community-Based Corrections, 12th

Edition, Leanne Fiftal Alarid
https://testbankmall.com/product/solution-manual-for-community-
based-corrections-12th-edition-leanne-fiftal-alarid/
Essentials of Human Anatomy and Physiology 12th Edition
Marieb Test Bank
https://testbankmall.com/product/essentials-of-human-anatomy-and-
physiology-12th-edition-marieb-test-bank/
Family Therapy Concepts and Methods Nichols 10th

Edition Test Bank
https://testbankmall.com/product/family-therapy-concepts-and-
methods-nichols-10th-edition-test-bank/
Test Bank for Family Therapy: History Theory and

Practice 6th Edition
https://testbankmall.com/product/test-bank-for-family-therapy-
history-theory-and-practice-6th-edition/
Experience Human Development Papalia 12th Edition Test

Bank
https://testbankmall.com/product/experience-human-development-
papalia-12th-edition-test-bank/
Human Biology, 12th Edition Test Bank – Sylvia Mader
https://testbankmall.com/product/human-biology-12th-edition-test-
bank-sylvia-mader/
3. The zero principle in IDEA requires that public schools provide special education and related services to
meet the individual needs of all students.
a. exclusion b. affect
c. inclusion d. tolerance
ANSWER: a
REFERENCES: Bloom's: Remembering
LEARNING OBJECTIVES: HESC.HARD.17.02.03 - Describe special education and related services as they
apply to each of the major provisions of the IDEA.
NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand
how exceptionalities may interact with development and learning and use this
knowledge to provide meaningful and challenging learning experiences for
individuals with exceptionalities.
NOTES: Referred to as the zero-exclusion principle, IDEA requires that public schools
provide special education and related services to meet the individual needs of all
eligible students, regardless of the extent or type of their disability.
4. Jamal needs speech and language services in order to benefit from special education. This is an example of a(n)
a. adaptive fit. b. IFSP.
c. IEP. d. related service.
ANSWER: d
REFERENCES: Bloom's: Applying
NOTES: IDEA also stipulates that students with disabilities receive any related
services necessary to ensure that they benefit from their educational
experience.
5. IDEA is based on the value

that
a. only some students are able to benefit from education.
b. most, but not necessarily all students, are able to benefit from
education. c. every student can learn.
d. only a few students are able to benefit from education.
ANSWER: c
REFERENCES: Bloom's: Analyzing
Copyright Cengage Learning. Powered by Cognero. Page 2
NOTES: IDEA is based on the value that every student can learn.

6. The Supreme Court declared that an appropriate special education must
be a. ideal. b. beneficial.
c. the best. d. ideal and the best.
ANSWER: b
NATIONAL STANDARDS: United States - CEC.2.0 - Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-
being, positive social interactions, and self-determination.
NOTES: The Supreme Court declared that an appropriate education consists of “specially
designed instruction and related services” that are “individually designed” to provide
“educational benefit.” Often referred to as the “some educational benefit” standard,
the ruling mandates that a state need not provide an ideal education, but must
provide a beneficial one for students with disabilities.
7. Sven is receiving an education consisting of specially designed instruction and related services that are
individually designed to provide educational benefit. Sven is receiving a(n)
a. TBI. b. LRE.
c. FAPE. d. 504 Plan.
ANSWER: c
NATIONAL STANDARDS: United States - CEC.5.0 - Beginning special education professionals select,
adapt, and use a repertoire of evidence-based instructional strategies to advance
learning of individuals with exceptionalities.
8. IDEA requirements for nondiscriminatory and multidisciplinary assessment testing procedures

include a. testing all children in English.
b. the use of the IQ test as a primary tool for determining
eligibility. c. a team approach to assessment.
d. testing all children in English, the use of the IQ test as a primary tool for determining eligibility, and a
team approach to assessment.
ANSWER: c
REFERENCES: Bloom's: Understanding
NATIONAL STANDARDS: United States - CEC.4.0 - Beginning special education professionals use
multiple methods of assessment and data sources in making educational
decisions.
NOTES: The law mandates students are to be tested in their native language using
multiple assessment tools. Assessment is to be conducted by a
multidisciplinary team of professionals using several pieces of information.
9. The intent of parental safeguards is to ensure that parents are involved in decisions about their child’s education
and a. encourage adversarial relationships between parents and professionals.
b. protect the student and family from decisions that could negatively impact the child’s
education. c. provide schools with more power in decision making than parents.
d. encourage adversarial relationships between parents and professionals, protect the student and family
from decisions that could negatively impact the child’s education , and provide schools with more power
in decision making than parents.
ANSWER: b
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: The intent of these safeguards is twofold: first, to create an opportunity for parents to
be more involved in decisions regarding their child’s education program; and second,
to protect the student and family from decisions that could adversely affect the
child’s education.
10. The purpose of the individualized education program (IEP) is to

a. provide an appropriate educational experience for each
student. b. promote effective communication between school
and parents.
c. establish continuity in the delivery of educational services from day to day, as well as annually.
d. provide an appropriate educational experience for each student, promote effective communication
between school and parents, and establish continuity in the delivery of educational services from day to
day, as well as annually.
ANSWER: d
United States - CEC.5.0 - Beginning special education professionals select, adapt,
and use a repertoire of evidence-based instructional strategies to advance learning
of individuals with exceptionalities.
NOTES: The purpose of the IEP process is to ensure continuity in the delivery of special
education services and supports for each student on a daily and annual basis. The
IEP is also intended to promote more effective communication between school
personnel and the child’s family

11. The least restrictive environment
is
a. the general education classroom for all
students. b. a special school if the child is blind.
c. individually
determined. d. an
inclusive setting.
ANSWER: c
12. Franco's teacher has noticed that he is often not able to complete one digit addition problems due to difficulty
with number sequencing. Before making a referral for special education services she decides to try and use
a. more punishment. b. an instructional adaptation.
c. an instructional modification. d. an instructional adaptation and an instructional adaptation.
ANSWER: d
LEARNING OBJECTIVES: HESC.HARD.17.02.04 - Discuss the special education referral, assessment,
planning, and placement process.

13. The process in special education begins with
a. assessing student eligibility and need. b. developing the individual education
program. c. the determination of the least restrictive environment. d. the initial referral.
ANSWER: d
NOTES: The process involves four sequential phases: (1) initiating the referral, (2)
assessing student eligibility and educational need, (3) developing the
individualized education program (IEP), and (4) determining the student’s
educational placement in the least restrictive environment (LRE).
14. The development of an individualized education program (IEP) for an identified child with a disability is made by
the
IEP team consisting
of a. school
personnel.
b. the special education teacher and the parent.
c. parents, school personnel, the student, and a school district
representative. d. None of the answers are correct.
ANSWER: c
NOTES: At a minimum, this team consists of the student’s parents, the student (when
appropriate), a special education teacher, a general education teacher (if the
student is participating in the general education environment), and a representative
of the local education agency (LEA) (aka school district).

15. Determination of the student’s educational placement in the least restrictive environment is
based on a. cost.
b. location.
c. preference for the general education
classroom. d. the student’s native language.
ANSWER: c
NOTES: IDEA begins with the premise that the general education classroom is where all
children belong.
16. A principle that characterizes school accountability under the No Child Left Behind Act and IDEA
2004 is a. an emphasis on challenging academic standards for all students.
b. exclusion of most students with disabilities from academic standards.
c. progress on the goals for the IEP as the way to hold each school accountable for student
learning. d. All of the above
ANSWER: a
LEARNING OBJECTIVES: HESC.HARD.17.02.05 - Describe what schools should do to ensure
accountability for student learning and access to the general curriculum
NOTES: There are three principles that characterize the standards-based approach in
America's schools: a focus on student achievement as the primary measure of
school success; an emphasis on challenging academic standards that specify the
knowledge and skills students should acquire and the levels at which they should
demonstrate mastery of that knowledge; and a desire to extend the standards to all
students, including those for whom expectations have been traditionally low.

17. To ensure that all students, including students with disabilities, succeed in school, students must
have a. highly qualified and effective teachers.
b. an IEP.
c. exemptions from mandated
assessments. d. creative curriculum.
ANSWER: a
LEARNING OBJECTIVES: HESC.HARD.17.02.06 - Distinguish between students with disabilities who are
eligible for services under Section 504/ADA and those eligible under IDEA.
United States - CEC.6.0 - Beginning special education professionals use
NOTES: Students with disabilities must be assured access to (1) “highly qualified and
effective” teachers who are knowledgeable in the subject matter area(s) being
taught; (2) a curriculum upon which the standards are based; (3) assessments that
measure performance on the standards; and (4) inclusion in the reported results
that determine how well a school is meeting the established performance criteria.
18. IDEA addresses the need for special education and related services for students with disabilities. Section 504 and
the
Americans with Disabilities Act address the issues of
a. nondiscrimination and equal opportunity for students with
disabilities. b. language needs for students who native language is
not English.
c. parental rights to be included in their child’s
education. d. societal views on disability.
ANSWER: a
NOTES: Section 504 and ADA address issues of nondiscrimination and equal opportunity
for students with disabilities.

19. Students with disabilities may have accommodations or modifications to ensure they are afforded access
to an appropriate education. Some examples include:
a. changes in seating
arrangements. b. auditory
textbooks.
c. oral response to assignments.
d. changes in seating arrangements, auditory textbooks, and oral response to assignments.
ANSWER: d
HESC.HARD.17.02.06 - Distinguish between students with disabilities who are
NOTES: Numerous accommodations or modifications can be made for students, depending
on identified need. Some examples include untimed tests, extra time to complete
assignments, change in seating arrangement to accommodate vision or hearing
loss or distractibility, opportunity to respond orally on assignments and tests, taped
textbooks, access to peer tutoring, access to study carrel for independent work,
use of supplementary materials such as visual or auditory aids, and so on.
20. A remaining challenge in ensuring all students have the opportunity to

learn is a. developing IEPs for all students.
b. educators have the knowledge and skills to work collaboratively in partnership with
families. c. retaining separate education facilities for students with disabilities.
d. full participation in state and district wide assessments.
ANSWER: b
HESC.HARD.17.02.06 - Distinguish between students with disabilities who are
NOTES: It will be critical that all general and special educators have the knowledge and skills
to work collaboratively in partnership with families to provide an education
experience that consistently reflects the stated value of an education for all.

21. There were numerous high quality options for the education of students with disabilities starting in the late 19th
Century.
a. True
b. False
a. True
b. False
ANSWER: False
LEARNING OBJECTIVES: HESC.HARD.17.02.01 - Describe the educational services that were
available for students with disabilities during most of the 20th century.
22. PARC vs. Commonwealth of Pennsylvania established that all students with disabilities have the right to a free
and appropriate public education.
a. True
b. False
a. True
b. False
ANSWER: False
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.
23. Related services must be provided to ensure that students benefit from special
education. a. True
b. False
a. True
b. False
ANSWER: True

24. Special education may require some cost to parents if the child’s educational needs exceed the resources of a
school district.
a. True
b. False
a. True
b. False
ANSWER: False
25. The Supreme Court in Hendrick Hudson v. Rowley declared that schools must provide an ideal educational
program for each student with a disability.
a. True
b. False
a. True
b. False
ANSWER: False
with disabilities.
26. IDEA mandates that the general education teacher must participate on the IEP team if the child is, or
may be, receiving services in the general education classroom.
a. True
b. False
a. True
b. False
ANSWER: True

27. Every IEP must contain measurable annual goals, including academic and functional
goals. a. True
b. False
a. True
b. False
ANSWER: False
decisions.
28. The definition of FAPE includes not only some educational benefit but also meaningful
progress. a. True
b. False
a. True
b. False
ANSWER: True
29. IDEA 2004 reaffirms the notion that students with disabilities are incapable of learning more if high
academic standards are expected.
a. True
b. False
a. True
b. False
ANSWER: False

30. There is no difference among students with disabilities under IDEA and Section
504/ADA. a. True
b. False
a. True
b. False
ANSWER: False
31. How would you describe the educational services that were available for students with disabilities during most
of the twentieth century?
ANSWER: 1) What services did exist were primarily educational programs provided in
segregated settings; 2) special education was sporadic and selective; and 3) special
education was allowed in many states but required in few until 1975.
32. Describe at least one right-to-education court case discussed in the text that led to eventual passage of the
national mandate to educate students with disabilities.
ANSWER: 1) Brown v. Board of Education declared that education is a right and not a
privilege; 2) PARC v. Pennsylvania Courts ordered a free and appropriate education
for students with mental retardation between ages six and twenty-one; 3) the Mills
case extended
the right to a FAPE to all school-aged children with disabilities (students may cite
other cases that have had an impact).
with disabilities.


33. Identify at least three of the major components of the Individuals with Disabilities Education Act (IDEA).
ANSWER: 1) Nondiscriminatory and multidisciplinary assessment; 2) Parental
safeguards; 3) Procedural safeguards (due process); 4) FAPE; 5) LRE; 6)
IEP
decisions.
34. Identify the four phases of special education referral, planning, and placement process.
ANSWER: 1) Initiating the referral; 2) Assessing eligibility and need; 3) Developing the
IEP; 4) Determining the LRE
35. Describe two of the principles of a standards based approach to improving student achievement.
ANSWER: 1) focus on student achievement as the primary measure of school success; 2)
an emphasis on challenging academic standards that specify the knowledge and
skills students acquire and the levels that they will demonstrate mastery of this
skills; 3) a desire to extend the standards to all students, including those for
whom expectations have been traditionally low.
decisions.

36. List at least two of the features that students with disabilities must have to fulfill that promise that all students
will succeed if schools expect the highest academic standards.
ANSWER: 1) highly qualified and effective teachers; 2) curriculum based on standards; 3)

assessments that measure performance on the standards; and 4) inclusion in the
reported results that determine if a school is meeting established performance
level.
37. Under IDEA, what must a student's IEP include relative to accessing the general education curriculum?
ANSWER: IDEA requires that a student's IEP describe how the disability affects involvement
and progress in the general education curriculum. IEP goals must enable the
student to access the general curriculum when appropriate.
38. Describe the difference between students with disabilities who are eligible for services under Section
504/ADA and those eligible under IDEA.
ANSWER: Students eligible under ADA are entitled to accommodations and/or modifications
to their educational program that will ensure that they receive an appropriate
education comparable to that of their peers without disabilities. Students eligible
under IDEA are entitled to special education and related services to ensure that
they receive a FAPE.
39. Describe the difference between an IEP and a 504 Plan.

ANSWER: The two are different in scope and intent. An IEP is concerned with ensuring access
to
FAPE, while a 504 plan provides the means to create a level and fair playing field.


40. Describe the principle of zero exclusion.
ANSWER: The principle of zero exclusion states that no student with a disability can be denied a
FAPE regardless of the nature, type, or extent of the disability
41. Discuss the major components of the Individuals with Disabilities Education Act.
ANSWER: The five major components of IDEA are: 1) nondiscriminatory and multidisciplinary
assessment of educational needs; 2) parental involvement in developing each child's
educational program; 3) a free and appropriate public education, 4) education in the
least restrictive environment (LRE); and 5) an individualized education program
(IEP).
Provisions for nondiscriminatory assessment and multidisciplinary assessment

include: 1) testing of students in their native or primary language, whenever possible;
2) the use of evaluation procedures selected and administered to prevent cultural or
racial discrimination; 3) the use of assessment tools validated for the purpose for
which they are being used; 4) assessment by a multidisciplinary team utilizing
several pieces of information to formulate a placement decision.
Parents are granted several rights under IDEA, including: 1) consent in writing
before the child is initially evaluated; 2) consent in writing before the child is initially
placed in a special education program; 3) request an independent education
evaluation if they feel the school's evaluation is inappropriate; 4) request an
evaluation at public expense if a due-process hearing finds that the public agency's
evaluation was inappropriate; 5) participation on the committee that considers the
evaluation, placement, and programming of the child; 6) inspection and review
educational records and challenge information believed to be inaccurate, misleading,
or in violation of the privacy or other rights of the child; 7) request a copy of
information from the child's educational record;
8) request a hearing concerning the school's proposal or refusal to initiate or change
the identification, evaluation, or placement of the child or the provision of a free,
appropriate public education.
All students with disabilities are entitled to a free and appropriate public education
(FAPE) based upon individual ability and need. The IDEA provisions related to
FAPE are based on the Fourteenth Amendment to the U.S. constitution guaranteeing
equal protection of the law. No student with a disability can be excluded from a
public education based on a disability. The least restrictive environment clause of
IDEA mandates that students with disabilities receive their education with
nondisabled peers to the maximum extent appropriate. In order to meet this mandate,
federal regulations
required schools to develop a continuum of placements, ranging from general
classrooms with support services to homebound and hospital programs. IDEA
mandates that all student with disabilities are to have an individual education program
(IEP).
All IEPs contain information about the following: (1) the student's present level of

performance; (2) annual goals for all students and short-term objectives for
students taking alternate assessments aligned with alternate achievement
standards; (4) related services; (5) percentage of time spent in general education;
(6) beginning and ending dates for special education services; and (7) annual
evaluation.
decisions.
42. Discuss the concept of the least restrictive environment. Is the LRE always the most inclusive placement?
ANSWER: As mandated in IDEA, the least restrictive environment (LRE) means educating
students with disabilities with their nondisabled peers to the maximum extent
appropriate. Federal regulations require that the removal of a child from the general
education setting is to occur only when the nature and severity of the child's
disability is such that education in general education classes with supplementary
aids or services cannot be achieved satisfactorily
While the concept of the LRE suggests a strong preference for the student to be
educated alongside their nondisabled peers, it also states that this should occur only
when appropriate. As such, LRE and mainstreaming are not synonymous. The LRE
may be any one of a “continuum of alternative placements,” ranging from the
general education classroom to separate educational environments exclusively for
students with disabilities.
REFERENCES: Bloom's: Creating

43. It wasn't until that the value of full educational participation for all was put into practice in the United States.
a. 1965
b. 1970
c. 1975
d. 1980
ANSWER: c
44. In the 1960s, President Kennedy expanded the federal government's role in special
education by a. supporting IDEA.
b. providing financial support for special education teacher
preparation. c. supporting ADA.
d. All of the answers are correct.
ANSWER: b
45. Although largely considered a landmark case for ending racial discrimination, Brown v. Board of Education
set a precedent for access to education for
a. students from rural
communities. b. students who are
gifted.
c. students with
disabilities. d. preschool
students.
ANSWER: c
with disabilities.


46. Public Law 99-457 requires that all eligible children with disabilities between the ages of receive a free
and appropriate public education.
a. one and three
b. three and five
c. one and five
d. five and twenty-one
ANSWER: b
NOTES: P.L. 99-457 mandated preschool education for students with disabilities. Under this
law, all children between the ages of 3 and 5 must receive a free appropriate public
education.
47. Lillian is age four and is getting the benefit of early intervention services as a child with a developmental
delay as provided under .
a. PL 94-144
b. PL 95-947
c. PL 97-547
d. PL 99-457
ANSWER: d

48. Special education includes
a. specially designed
instruction. b. no cost to
parents.
c. services that are provided in all
settings. d. All of the answers are
correct.
ANSWER: d
49. In order for a student with a disability to receive specialized services under the Individuals with Disabilities
Education
Act, he or she must have
a. a disability condition as identified in federal law, or a counterpart in state
law. b. a demonstrated need for special education and related services.
c. All of the answers are correct.
d. None of the answers are correct.
ANSWER: c
NOTES: In order for an individual to receive the specialized services available under IDEA,
two criteria must be met. First, the individual must be identified as having a disability
condition identified in federal law or their counterparts in a state's special education
law. The second criteria for eligibility is the student's demonstrated need for
specialized instruction and related services in order to receive an appropriate
education.

50. In order for a student to receive services under IDEA he or she must be
identified as a. having a recognized disability and requiring special education.
b. needing reasonable accommodations but not special
education.
c. requiring special education but not necessarily having a
disability. d. None of the answers are correct.
ANSWER: a
51. Which of the following is a provision of IDEA?

a. Parental
safeguards
b. Individualized Education
Program c. Nondiscriminatory
assessments
d. All of the answers are correct.
ANSWER: d
52. The provisions for a free and appropriate public education (FAPE) are based on which Constitutional Amendment?
a. 18th
Amendment b.
15th Amendment
c. 16th
Amendment d.
14th Amendment
ANSWER: d
NOTES: IDEA provisions related to FAPE are based on the Fourteenth Amendment to the
U.S.
Constitution guaranteeing equal protection of the
law.

53. Which court case provided the major interpretation of FAPE?
a. Mills v. Board of Education
b. PARCS v. Pennsylvania
c. Brown v. Board of Education
d. Board of Education v. Rowley
ANSWER: d
54. Which of the following is not a component of nondiscriminatory assessment?

a. Validation of tools
b. Testing in primary
language c. Testing in
English only
d. Using nondiscriminatory procedures
ANSWER: c
decisions.
55. As a parent, you do not agree with the appropriateness of the school's evaluation of your child's learning disability.
You may choose to
a. request an independent educational assessment.
b. request an evaluation at public expense
assessment. c. None of the answers are correct.
d. request an independent educational assessment and request an evaluation at public expense assessment.
ANSWER: d


56. The individualized education program as mandated in IDEA 2004 must include a statement of
a. annual goals for all students and short-term objectives only for those students who take alternate
assessments aligned to alternate achievement standards.
b. annual goals, objectives, and benchmarks for all
students. c. academic annual goals only.
d. functional annual goals only.
ANSWER: a
57. Which of the following is required in an

IEP? a. Statement of current levels of
performance b. Measurable annual goals
c. Related services when
appropriate d. All of the answers
are correct.
ANSWER: d

58. IDEA 2004 mandates that the individualized education program must
describe a. short-term objectives for every student.
b. how each student's progress toward meeting annual goals will be
measured. c. why it is appropriate for parents to be excluded from the IEP
team.
ANSWER: b
59. The least restrictive environment (LRE) requirement in IDEA states that students with disabilities
should a. be fully included in general education classrooms.
b. receive an equal education.
c. be educated with their nondisabled peers to the maximum extent
appropriate. d. go to special schools.
ANSWER: c
NOTES: The purpose of the least restrictive environment provision is to ensure that students
learn in an environment consistent with their instructional needs. IDEA mandates that
students are to be educated to the maximum extent appropriate with their nondisabled
peers.

60. Junior has repeatedly demonstrated greater academic, social, and behavioral gains in a special school setting. If
the
IEP team agrees, this means that this setting is likely the for
Junior. a. inclusive placement
b. neighborhood
school
c. age appropriate
placement
d. least restrictive
environment
ANSWER: d
61. Amy is a student who is unable to memorize her multiplication tables. Despite her teacher’s interventions she is
not making progress. After a referral was initiated, a multidisciplinary assessment was used to determine Amy’s
eligibility and education need. The next phase would be to
a. determine student strengths and
weaknesses.
b. develop an Individualized Education Program (IEP).
c. determine the Least Restrictive Environment
(LRE). d. None of the answers are correct.
ANSWER: a
62. Which is not a characteristic of a standards-based approach to education?

a. Challenging academic
standards b. High academic
mastery
c. Standards for knowledge and
skills d. Undifferentiated instruction
ANSWER: d


63. Students with disabilities eligible under Section 504/ADA but not eligible under IDEA are
entitled to a. special education and related services.
b. reasonable accommodations or modifications in their educational
program. c. All of the answers are correct.
ANSWER: b
NOTES: Students eligible under Section 504 are entitled to reasonable accommodations or
modifications as a means to “create a fair and level playing field” in their
educational program.
64. Which agency was created as a clearinghouse for information at the federal level on special education during the
Kennedy administration?
a. Office of Special Education
b. Bureau of Education for the Handicapped (BEH)
c. Office of Rehabilitative Services
d. Bureau of Education for the Disabled (BED)
ANSWER: b

65. What are “coordinated early intervening services”?
a. An early morning meditation assembly led by student educators to ensure that students with disabilities
begin each day with a sense of calm.
b. Ensuring that children arrive at school early in the day so as to receive extra one-on-one tutoring by private
arrangement with the students’ parents.
c. Restraining children with apparent behavioral problems according to a previously planned written protocol
so that his or her peers in the general education classroom are not injured.
d. The provision of services and supports for students who have not yet been identified as needing special
education and related services but who need extra academic and behavior support to succeed in the general
education classroom.
ANSWER: d
66. The educator on an Individualized Education Program (IEP) team must be:
a. acceptable to both parents and child and acknowledged by a written statement as such.
b. knowledgeable about the general curriculum and the availability of resources within the school.
c. a teacher with at least 10 years of teaching experience.
d. impartial and unrelated by blood or marriage to the student in question.
ANSWER: b

67. Which of the following is an example of a nondiscriminatory testing procedure?
a. Taking cultural bias into account during the initial assessment
b. Allowing children to employ modern lingo such as common Internet abbreviations whenever possible during
assessment
c. Allowing children with disabilities to take stimulants such as Ritalin prior to assessment
d. Testing of students in their native or primary language whenever possible
ANSWER: d
decisions.
68. Which of the following is NOT one of the five major provisions of IDEA?
a. A free and appropriate public education
b. Generalized education plans for specific disabilities
c. Nondiscriminatory and multidisciplinary assessment
d. Parental safeguards and involvement
ANSWER: b

Another random document with
no related content on Scribd:
"Yes, to be sure—of course I should—I can't do without
my rent," said the landlord; "but still, in the case of a little
girl that's honest and tries to do her best, I shouldn't be
hard on her for twopence. But you mustn't let the others
know I said this," he added quickly.
"No, sir; and I'll try to pay it next week," answered

Susie with a sigh of relief; as the man turned towards the
door.
"Good-bye, child," said the man, still toying with the

halfpence he held in his hand. Susie thought he had gone,
and took up her work again, but the next minute he was
back.
"Never mind about the twopence next week," he said in

a hurried whisper: "and look here, child; I don't like to think
of you sitting here without a fire: go and buy some wood
and coals with this." And as he spoke he laid fourpence on
the table, and then hurried to the door again.
Susie could not thank him, she could only look her
dumb surprise, and then burst into tears. While he stumped
downstairs, wondering what could have made him give back
to the girl half a week's rent.
Susie knew how it was, although her landlord did not,

and still sobbing, she knelt down to thank God for his loving
care of her. As soon as her tears had subsided a little, and
she could smile at the thought of her anticipated trouble
that never came, she got up and went out to buy some
wood and coals to light a fire; for she ought to do this, she
thought, as the money had been given her for that purpose.
She wanted to surprise Elfie, too, by getting up a bright
blaze before she came in; so that she was rather
disappointed, when she returned with her load, to see Elfie
sitting down by the empty grate.
The coals were heavy, although there was only a small

quantity, and Susie was panting for breath as she pushed
open the door; but Elfie did not lift her head from her
knees, where she had buried her face, as she sat crouching
on the floor.
"What's the matter?" asked Susie in some alarm, as she

lifted the coals on to the hearth.
"Nothing," replied Elfie, without raising her head.
Susie thought she knew what it was. "Look up, Elfie,"

she said, in a tone of gladness: "the landlord's been here,
and it's all right now; and see what I've got."
Elfie slowly raised her head, but did not look at Susie or
the bag of coals. "The landlord's been here," she slowly
repeated; "then I'm too late after all;" and her head went
down lower than before.
Susie was puzzled, until looking round she saw a little

pile of halfpence on the table. "O Elfie, where did you get all
that money?" she said in a tone of joyful surprise, as she
sprang over to count it. "Sixpence! O Elfie, how rich we are!
And I've just been to buy some coals to make a fire. But
why don't you look up?" she added, as she noticed that her
companion's head was still bowed upon her knees.
But Elfie did not move, did not attempt to lift her head,
but grumbled out something Susie could not understand.
"Are you ill, Elfie?" asked Susie in alarm.

"No, no; leave me alone, and light the fire," said the
girl, shaking off the hand that had been laid upon her
shoulder.
"I know what it is: you're sorry you did not get home in
time to pay the landlord. But it doesn't matter one bit; he
was very kind, and won't turn us out, and we ain't to pay
the twopence next week. Wouldn't you like to know how I
got the coals?" said Susie.
"How did you get 'em?" said Elfie, just lifting her head
for a minute.
"Hold your head up, then, and tell me how you got all
that money on the table first," said Susie laughing.
But Elfie's head went down again at once. "I don't want
to know about the coals," she said; "you can keep your
secret and I'll keep mine."
"But it isn't a secret, Elfie. I'll tell you all about it," said
Susie, beginning to place the wood in the grate, for she
could not afford to waste her time.
"I don't want to know," replied Elfie. "Perhaps the

angels your mother talked about brought you the money,"
she added.
"Did the angels bring yours?" asked Susie.
For answer, Elfie started from her seat, gave Susie a

violent blow on her back, and rushed downstairs and out
into the street.
As soon as Susie could recover from the blow, she ran

out of the room calling, "Elfie! Elfie!" But Elfie was half-way
up the lane by that time, and did not hear the call; and if
she had, she would probably have run away the faster.
When Susie went back she looked at the money that still lay
on the table, wondering what could have made Elfie so
cross. She could not understand this sudden change in her
behaviour at all; she had always been so kind to her before,
and it seemed hard to believe that it was Elfie who had
struck her now.
After watching the fire for a minute or two, she washed

her hands and sat down to work again, feeling very sad and
uncomfortable, and wondering when Elfie would come back.
Then she wondered whether she had had anything to eat
to-day; she herself was hungry, and yet she had eaten a
slice of bread, and had not been running about the streets
as Elfie had.
"Oh, that has made her cross. She was so hungry, and
yet she would not spend any money till she had brought it
home, and then it was too late for the landlord. Poor Elfie!
But never mind, we'll have a nice, real tea to-day." And as
she spoke, Susie put on the tea-kettle, and then went out
to buy the things for the real tea.
Just as it was getting dusk she got the tea ready, and
then sat down to wait for Elfie's coming. But an hour passed
and no one came; and then, feeling faint and almost sick
with hunger, she took her tea by herself, feeling sadly
disappointed that Elfie had not come home.
Elfie did not make her appearance until bed-time, and

then she crept in, looking as cross and sullen as when she
went out. Susie had forgotten her unkindness of the
afternoon, and jumped up at once to meet her.
"O Elfie, why didn't you come before?" she said. "I got
such a nice tea ready for you. But never mind; I've kept the
teapot on the hob, so it's hot now, I daresay;" and she went
to pour it out.
"I don't want any tea," said Elfie. "Where's the money I
left on the table?"
"Did you want it? O Elfie, I've spent it," said Susie in
dismay.
"Oh, it don't matter," said Elfie carelessly, beginning to

take off some of her clothes, ready to go to bed.
"Won't you have some tea? Oh, do, Elfie," said Susie.
"I'm sure you must be hungry. See, I've cut some bread for
you, all ready."
But Elfie shook her head. "I don't want it," she said;
"I'm not hungry." And in spite of all Susie's coaxing, she
went to bed without touching a bit.
Susie had a great mind to cry. She felt so vexed; and

she thought Elfie was cross now because she had spent the
sixpence. She could not work any longer; so, putting out
the candle, she undressed and crept into bed beside Elfie,
who pretended to be fast asleep.
Susie found out, at last, that she was awake, and

creeping closer to her she said, "I'm so sorry I spent the
sixpence, Elfie; it seems so greedy of me."
"Bother the sixpence! Don't talk about that any more,"

said Elfie crossly.
"What shall we talk about?" said Susie. "I'm not at all

sleepy, and I wanted to talk to you, to tell you how good
'our Father' had been to us to-day," she added in a whisper.
Elfie flounced herself over, pulling all the bed-clothes off
Susie. "You're always talking about that," she said crossly.
Susie did not know what to say, and she felt so hurt
that she burst into tears.
For a few minutes Elfie lay quite still; but at length she
turned round and put the clothes over Susie's shoulders,
saying, "There, don't cry, Susie. I'm such a wretch. I'll go
away to-morrow."
But Susie's tears only fell the faster. "O Elfie, what have
I done? I'm so sorry I spent the sixpence; but don't go
away to-morrow, and I'll work and get you another." And
she threw her arms round her companion's neck, and kissed
her.
Elfie was crying too now. "I'd better go away, Susie,"

she said. "I'm a bad, wicked girl, and you'd better not love
me any more."
"But I do love you," sobbed Susie. "O Elfie, don't go

away and leave me!"
"But you can't love me now, Susie! I hit you this

afternoon," said Elfie through her tears.
"I made you cross first. O Elfie, I did not think you
wanted that sixpence for anything, and it was greedy of me
to spend it!"
"No, it wasn't," said Elfie; "but don't talk about that any
more. I want to forget all about it."
"Why?" asked Susie. "I like to think how I get my

money, 'specially when somebody's kind, like the landlord
was to-day. Don't you think it was God put it into his heart
to give me fourpence, and not be cross about the rent?"
"I suppose it was," assented Elfie; "but I don't want to

think about God any more, so don't talk about him."
"Don't want to think about God!" repeated Susie. "O

Elfie, and you'd begun to say 'our Father,' and liked to hear
me talk about the Lord Jesus being a poor man."
"Well, I don't want to hear any more about him; and I

shan't say 'our Father' any more. He ain't my Father now,"
said Elfie doggedly.
"Why not? O Elfie! And he's been so good to us to-day,"

said Susie.
"Yes, I suppose he is good; and he makes me feel bad,

and I never did feel so till to-day, so I'm going to forget
him."
"O Elfie! And make him feel so sad and sorry about
you," said Susie.
"Now, don't talk like that, or else I shall cry," said Elfie
with a stifled sob. "I don't want you to love me now."
"But I can't help loving you—I will love you," said Susie
passionately.
And instead of pushing her away, Elfie returned her

caresses, and the two girls cried for some time, without
speaking a word to each other.
At length Elfie said, "It makes me glad and sorry too,

Susie."
"What does?" asked Susie.
"That you love me so. I didn't think you would after I hit
you this afternoon. I'm so sorry I did it."
"Oh, never mind; I know you didn't mean to hurt me,"

said Susie cheerfully. "I know you loved me all the time."
"Yes, I do love you, Susie; but somehow I wish you

didn't love me now," said Elfie with a deep sigh.
"Why?" asked Susie, in a tone of surprise.
"Because it ain't no good loving me; I'm bad. I didn't

know I was till to-day; but I am, and you'd better not love
me any more. God don't, I know," said Elfie.
"Yes, he does," said Susie quickly. "He loves you, Elfie,

more than I can. He is—"
"There, hold your tongue. I don't want to hear about

him," interrupted Elfie.
Susie was puzzled, but remained silent for a minute or

two, and then asked—"Where have you been to-day, Elfie?"
"Oh, lots of places," she answered shortly. "But don't

ask about that; tell me what you've been doing."
"Working, to be sure," answered Susie. There was

nothing to tell beyond this. Her life was summed up in these
words, for there was no change in it, save the weekly walk
to take her work home.
Elfie's, on the contrary, was full of change, amid all its

sameness in wandering; for there was constantly something
happening, either in the streets or the market; and
wherever a crowd collected, Elfie was sure to be; and from
the remarks of the bystanders, she learned all that had
happened, and was delighted to tell Susie when she
returned home, so that her unwillingness to speak of this
now was the more remarkable.
There seemed nothing they could talk about after Susie

had given an account of the landlord's visit, and so they
soon dropped asleep—Susie hoping that Ellie would tell her
all about the sixpence the next day, and Elfie wishing Susie
would soon forget all about it.
A fresh disappointment as the next morning. She had

resolved to get up early, and prepare a "real breakfast,"
that Elfie might have some before she went out. But Elfie
woke first, and went off without waking her, or taking any of
the bread that had been cut the night before; and, contrary
to her usual practice, she stayed out the whole of the day.
CHAPTER V.
SAVED BY LOVE.
SUSIE could not understand the alteration in Elfie, but

altered she certainly was. Sometimes she would stay away
for two or three days together, and then come home and be
as affectionate as ever, and give Susie all the money she
had been able to get; but she would never tell her how she
got it or where she had been. Then, after staying about in
the same neighbourhood, she would go off no one knew
where, leaving Susie to lie listening for her to come home at
night, and to feel very dull and lonely by herself.
Poor Susie had other anxieties to trouble her, too,

besides those she suffered on Elfie's account. Work was
becoming scarce; and soon after the winter set in, she was
told she had better look out for something else to do, as
they could not give her the sewing much longer.
"What shall I do—what can I do?" said Susie, when she

told Elfie of this.
"I must get some more money," said Elfie. "I daresay I
can get enough for both of us, and then you need not do
this work."
"But can't I help you?" asked Susie. "I shouldn't like you
to do everything."
"You can't help me get money," said Elfie evasively.
"Oh, I won't mind going into the market with you, if

you'll ask the men to let me mind the baskets as well as
you," said Susie.
Elfie laughed. "You couldn't," she said.
"Oh yes, I could—I would," added Susie. "I'd do

anything to earn some money."
"Could you fight the boys if they came to take the

things?" asked Elfie.
Susie shook her head, and looked greatly disappointed.

"Oh, what can I do?" she said. "This is the last lot of shirts I
shall have to make, and I must do something to earn some
money."
Elfie thought for a minute or two of all the means she
had tried to earn money, but there was only one in which
Susie was likely to succeed.
"You might clean doorsteps," she said slowly.
"Oh yes; mother taught me how to clean the hearth and

scrub the floor," said Susie quickly.
"Can you clean knives and forks as well?" asked Elfie.
Susie nodded. "I know how to do all sorts of cleaning,"

she said.
"I don't," said Elfie; "I can just clean steps. And so
when the people asked me to clean the knives and forks,
and I couldn't, they wouldn't let me do the steps. But if you
can do all sorts of work, you can soon get some. I'll show
you how to manage."
Elfie kept her word. As soon as the last bundle of shirts

was carried home, and before the money was expended,
the two girls went out together in search of some
employment for Susie.
A short distance from Fisher's Lane there was a

respectable neighbourhood, where the people seemed to
pride themselves on the neatness of their doorsteps, but
where very few could afford to keep servants to clean them.
Here Elfie had often earned a few pence, and might have
gained more, if she could have done more than clean the
steps. For occasionally she had been asked to clean knives
and forks, and windows. There she brought Susie, and
boldly knocked at a door, asking if they wanted the steps
cleaned.
"Not to-day," answered the woman; "and besides, the
girl who cleans my steps must do the knives and forks as
well."
"She can clean knives and all sorts of things," said Elfie,
pushing Susie forward.
The woman looked at her. "Have you learned to scrub?"

she asked.
"Yes, ma'am," answered Susie quietly.
"Well, then, you may come to me to-morrow and I'll

give you something to do."
Susie was delighted, and Elfie looked pleased. "You'll be

sure to get on now," she said complacently.
"Do you clean all these steps?" asked Susie, looking

down the neat quiet street.
Elfie laughed. "I don't clean steps now, I tell you," she
said, rather sharply.
"Why not?" asked Susie; "Do you get so many baskets

to mind now?" she asked.
"I don't mind baskets either," said Elfie fiercely. "I'm

just street rubbish—just what people said I was long ago;
and I don't care a bit. No, I don't care; and I won't care,"
she added, "though you do talk about that school, and try
to coax me to go with you."
Susie looked at her angry face in silent surprise. What

could have provoked this outbreak she could not tell, for
she had not ventured to mention the Ragged School to her
for some weeks past, although she had not given up all
hope of persuading her to go with her.
"Elfie, what's the matter—what do you mean?" she

asked.
Elfie looked somewhat subdued. "Why, you're not to

bother me about what I do to get the money," she said,
rather more quietly. "I cleaned steps as long as I could, but
I never had anybody to teach me to do things like you had;
and then the people in the market called me a thief, and I
couldn't get the baskets to mind."
"Never mind, Elfie; I know you ain't a thief, and I love

you," said Susie, in a gentle, soothing voice.
But Elfie shrunk away from the proffered caress. "I'm

bad, I tell you, and don't want you to love me."
"Oh, but I will love you, even if you are bad," said Susie
with a smile.
The altercation ended, as usual, in both girls promising

they would never leave each other; but a feeling of
uneasiness was left in Susie's mind, and she could not get
rid of the wish to know more about the way in which Elfie
spent her time now. She loved her companion very dearly,
in spite of her strange behaviour sometimes, and she
wished Elfie would tell her how she got the money she
brought home. It was often silver now, as well as pence;
but the possession of it never seemed to give her any
pleasure, and she was sure to be fierce and angry if she
asked where it came from, and would refuse to eat anything
that was bought with it!
This was very puzzling to Susie, and the more she

thought about it, the more unhappy did she become. And
yet she was afraid to tell Elfie of her unhappiness, for fear
she should put her oft repeated threat into execution, and
never come home any more.
She was earning a little money still herself, but she

could not depend upon earning a regular amount as when
she did the sewing; for people did not want their steps
cleaned every day. She managed to give satisfaction in this
new work, and the first to employ her, recommended her to
several neighbours; but it was only one or two days a week
that she was wanted, and the rest of her time passed very
slowly if Elfie did not come home all day.
One morning Susie thought she would walk a little

further, and venture to inquire in another direction if a girl
was wanted to do house work. She had heard that girls
sometimes could get a place to go to every morning, and
have part of their meals each day. Now, if she could do this
it would be so much pleasanter, and she would not mind
how hard she had to work; and she made up her mind to
inquire for such a place as this before she left home.
Which way to turn she did not know, and she stood at
the top of Fisher's Lane looking up and down the road
debating this point, until at length she lifted her heart in
silent prayer to God to guide her aright. Then she walked
cheerfully on down the road for some distance, until she
came to some quiet side streets, and at the corner of one of
these, she went into a grocer shop, and asked if they knew
any one who wanted a girl.
The man asked her how old she was, and what work
she could do; and then told her his wife wanted some one
to help her with the work in the morning, and asked her to
step into the back parlour and speak to her. Susie's heart
beat high with hope as she went into the room, while the
grocer called his wife. Surely God had directed her steps,
that she should hear of what she wanted so soon!
The grocer's wife asked Susie a good many questions,

but seemed to be satisfied with her answers. She could not,
however, quite decide about taking her, she said; she must
talk to her husband first: she did not know what he would
say about taking her without a character, and from such a
bad place as Fisher's Lane, too, and so she must come
again the next morning.
Susie promised to do so, hoping the answer would be

favourable, for she thought she should be very comfortable
working under such a kind mistress; and then the wages
offered—eighteen-pence a week and her breakfast and
dinner—seemed to promise almost riches. Her heart was
light although it trembled with anxious expectation as she
went through the shop again.
Just as she reached the street she noticed there was a

little commotion lower down—a group of boys and girls, and
a policeman half dragging, half carrying somebody along.
Susie's heart almost stood still as she caught sight of the
little ragged culprit, and she could only totter forward a few
steps past the grocer, who had stepped out on to the
pavement, when she became sure it was Elfie in the
policeman's hands! "O Elfie, Elfie I what is it; what is the
matter?" said Susie, darting forward.
At the sound of her voice Elfie ceased her struggles. "Go

away, Susie," she muttered hoarsely, staring at her wildly.
"No, no, I can't go away," said Susie, trying to catch

hold of her frock. "Tell me what it is, Elfie."
"No need to ask what it is," laughed two or three boys:

"she's a regular little thief, she is; but she's caught at last,
and serve her right."
Elfie looked defiant, and renewed her kicking and

struggling; but Susie burst into tears. "Oh, don't take her
away," she sobbed, appealing to the policeman; "oh, please
let her come home with me, and she'll never do it any
more."
"Home with you!" said the man roughly. "Then you're

one of the Fisher Lane thieves too, I suppose?"
Susie's pale face flushed and a look of shame stole over

it; but still she did not attempt to leave Elfie's side,
although she knew all that crowd of boys and girls were
staring at her and calling her a thief as well as Elfie.
"Why don't you go away, Susie? I don't want you; I

never want to see you any more," said Elfie, in a hard,
defiant tone.
But Susie did not go away. They had got into the broad
open road now, and everybody turned to look at them—
looks that seemed to crush poor Susie and make her heart
almost stand still with horror and anguish; but still she kept
on walking in the centre of the little crowd.
"If Elfie has been stealing, you must take me up too,"

she said to the policeman, "for I had part of the money."
"I daresay you did. There's a nice lot of thieves round in

Fisher's Lane, I know," said the man.
And as the gates of the police station were reached, he

took good care that they should close on Susie too.
She had no wish to escape, although she trembled as

they entered a room where another man asked their names
and where they lived.
While this was being done, the policeman who had

brought them, whispered to one of the others, and then
they were taken to a dark room and locked up. Elfie
screamed with terror as the door closed, and they were left
standing there in the cold, dark room, with only the rift of
daylight that struggled through the grating high up in the
wall. Susie shuddered, but she was not so frightened as
Elfie, who fell sobbing on her neck.
Susie clasped her arms round her. "What is it, Elfie?

What have you done?" asked Susie in a whisper.
"Just what they said. I've done it many a time," sobbed

Elfie; "but I didn't do it to-day, for I saw somebody coming,
and put the boots down."
"O Elfie! You've been stealing," said Susie sadly.
Elfie tried to twist herself away from Susie. "Why don't

you say you hate me? I know you do," she said.
"No, I don't, Elfie, or else I shouldn't have come to

prison with you," said Susie, holding her more tightly in her
arms.
Elfie yielded to the loving embrace and sobbed again.

"That's the worst of it," she said. "I shouldn't care so much
for what the policemen could do to me, if you didn't know
about it."
"But God would know, if I did not," said Susie, in a

gentle whisper.
Elfie shuddered. "Does God know everything?" she said.

"Yes; everything we say and do," answered Susie. "He
knows how many times you stole things, although you may
forget."
"Well, I don't care," said Elfie defiantly. "He don't love

me."
"O Elfie, he does; and it makes him sorry, and angry

too, when we do anything that is wrong;" and Susie burst
into tears.
"Don't cry, don't cry, Susie, and I'll never do it any

more. I'll try and get some honest work, though it is so
hard," said Elfie, and her tears broke out afresh. The two
sat down together on the hard, cold floor, and with their
arms round each other's necks, Elfie promised never to
steal again, if Susie would leave off crying and love her still.
"I will try to be honest, and mind the baskets, and clean
steps," she sobbed. "But they called me a thief when I
wasn't; and then when we wanted that twopence for the
rent, and I couldn't get it any other way, I thought I'd steal
it, only you shouldn't know."
"O Elfie, did you steal that sixpence?" asked Susie.
Elfie sobbed. "I stole some things and sold 'em to get
that," she said; "that was the first time since I'd known
you," she added.
"Did you steal before?" asked Susie.
"Yes, sometimes, when I was very hungry. And they

knew it at the Ragged School; that was why I wouldn't go
with you," said Elfie, who seemed determined to make a full
confession now.
"What did you steal?" asked Susie.

"All sorts of things—anything I could see in shops and
run away with. I never felt bad about it before; but when I
took the things to get that sixpence for the rent, I felt I was
wicked, and God seemed to be looking at me all the time,
though I wanted to forget all about him."
"Yes, God was looking at you," said Susie; "and he was

sorry about you too—more sorry than I can be, because he
loves you more than I do."
"More than you do!" repeated Elfie. "He can't, for you've
come to prison with me, though all the people were looking
at you and calling you a thief."
"Yes, he has," said Susie. "Don't you remember I told

you about the Lord Jesus being God as well as man? Well,
he came down from heaven to die for our sins—to save us
just because we had all been doing such wicked things as
stealing, and telling lies, and forgetting him. But to do this
he had to suffer a dreadful, cruel death. And he wasn't
compelled to do it either, for he did not deserve it; it was us
who deserved it, but he loved us so much that he took our
punishment instead."
"But he won't love me now," said Elfie. "It's no good

telling me about this now."
"Yes, it is. Elfie, if you will only ask him to help you to
be honest in future," said Susie.
"But I've been stealing—I've done such lots of bad

things," said Elfie.
"But Jesus will forgive them all, if you ask him," said
Susie quickly. "He loves you still, Elfie; though you've been
trying to forget him, he hasn't forgot you. He wants you to
believe in his love and love him too."
"O Susie, are you sure about it? Are you sure Jesus will
love me as much as you do?" asked Elfie.
"He loves you a great deal more than I do. That's why
God wishes us to love each other, that we may understand
his love," said Susie. "Mother used to say we could never
understand God's love, if it wasn't for having father and
mother or brothers and sisters to love us."
"I never had a father and mother to love me," said Elfie.
"I never had anybody but you, Susie."
"Never mind; I'll be your sister, and love you," said

Susie.
"And then, perhaps, by-and-by I shall understand about

God's love," whispered Elfie, as she laid her head Susie's
shoulder.
CHAPTER VI.
WILL SHE CONQUER?
AFTER Elfie and Susie had been kept some hours in the
dull, gloomy prison cell, a policeman came and took them
into another part of the building, where a magistrate was
sitting, and the policeman stated why Elfie had been taken
up. He had not seen her take the boots himself, however,
and the man to whom they belonged said he did not wish to
send the child to prison; and so the magistrate, warning her

Full Download PDF of Test Bank For Human Exceptionality: School, Community, and Family 12th Edition All Chapter

Uploaded by

Copyright:

Available Formats

Full Download PDF of Test Bank For Human Exceptionality: School, Community, and Family 12th Edition All Chapter

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Full Download PDF of Test Bank For Human Exceptionality: School, Community, and Family 12th Edition All Chapter

Uploaded by

Copyright:

Available Formats

Test Bank for Human Exceptionality:

School, Community, and Family 12th

Test Bank for Home, School, and Community Collaboration

Test Bank for The Family, 12th Edition : Eshleman

Test Bank for The Marriage and Family Experience

Solution Manual for Community-Based Corrections, 12th

Family Therapy Concepts and Methods Nichols 10th

Test Bank for Family Therapy: History Theory and

Experience Human Development Papalia 12th Edition Test

Human Biology, 12th Edition Test Bank – Sylvia Mader

5. IDEA is based on the value

Copyright Cengage Learning. Powered by Cognero. Page 3

8. IDEA requirements for nondiscriminatory and multidisciplinary assessment testing procedures

10. The purpose of the individualized education program (IEP) is to

Copyright Cengage Learning. Powered by Cognero. Page 5

Copyright Cengage Learning. Powered by Cognero. Page 6

Copyright Cengage Learning. Powered by Cognero. Page 7

Copyright Cengage Learning. Powered by Cognero. Page 8

Copyright Cengage Learning. Powered by Cognero. Page 9

20. A remaining challenge in ensuring all students have the opportunity to

Copyright Cengage Learning. Powered by Cognero. Page 10

Copyright Cengage Learning. Powered by Cognero. Page 11

Copyright Cengage Learning. Powered by Cognero. Page 12

Copyright Cengage Learning. Powered by Cognero. Page 13

Copyright Cengage Learning. Powered by Cognero. Page 14

Copyright Cengage Learning. Powered by Cognero. Page 15

Copyright Cengage Learning. Powered by Cognero. Page 16

ANSWER: 1) highly qualified and effective teachers; 2) curriculum based on standards; 3)

39. Describe the difference between an IEP and a 504 Plan.

Copyright Cengage Learning. Powered by Cognero. Page 17

Copyright Cengage Learning. Powered by Cognero. Page 18

Provisions for nondiscriminatory assessment and multidisciplinary assessment

Copyright Cengage Learning. Powered by Cognero. Page 20

Copyright Cengage Learning. Powered by Cognero. Page 21

Copyright Cengage Learning. Powered by Cognero. Page 22

Copyright Cengage Learning. Powered by Cognero. Page 23

Copyright Cengage Learning. Powered by Cognero. Page 24

Copyright Cengage Learning. Powered by Cognero. Page 25

51. Which of the following is a provision of IDEA?

Copyright Cengage Learning. Powered by Cognero. Page 27

54. Which of the following is not a component of nondiscriminatory assessment?

Copyright Cengage Learning. Powered by Cognero. Page 28

Copyright Cengage Learning. Powered by Cognero. Page 29

57. Which of the following is required in an

Copyright Cengage Learning. Powered by Cognero. Page 30

Copyright Cengage Learning. Powered by Cognero. Page 31

62. Which is not a characteristic of a standards-based approach to education?

Copyright Cengage Learning. Powered by Cognero. Page 32

Copyright Cengage Learning. Powered by Cognero. Page 33

Copyright Cengage Learning. Powered by Cognero. Page 34

Copyright Cengage Learning. Powered by Cognero. Page 35

Copyright Cengage Learning. Powered by Cognero. Page 36

"No, sir; and I'll try to pay it next week," answered

"Good-bye, child," said the man, still toying with the

"Never mind about the twopence next week," he said in

Susie knew how it was, although her landlord did not,

The coals were heavy, although there was only a small

"What's the matter?" asked Susie in some alarm, as she

"Nothing," replied Elfie, without raising her head.