How can DisCrit be used to analyze the placement of middle school students in special education classes?

• • A) By assessing the racial demographics of students in special education.

• • B) By examining if disability categories are disproportionately assigned based on race.

• • C) By encouraging awareness of socio-economic status of the students.

• • D) Both A and B

• • E) None of the above.

What does DisCrit suggest about the intersection of race and disability in educational outcomes?

• • A) Race and disability are relevant to each other.

• • B) Race is a critical factor in educational strategies.

• • C) Disability impacts educational needs in the same way as others aspects .

• D) Race and disability intersect to uniquely affect educational access and outcomes.

• • E) Race is particularly significant in economic background.

According to DisCrit, which of the following is a key reason for promoting inclusive education in middle schools?

• • A) Inclusive education primarily benefits all students.

• • B) It discusses traditional notions of normalcy.

• • C) Inclusive education challenges both ableism and racism in the classroom.

• • D) It specifically ensures compliance with educational standards .

• • E) It simplifies teaching methods.

DisCrit emphasizes the importance of what action by educators when addressing the needs of racially and ability-diverse students?

• • A) Maintaining existing educational standards with flexible modifications .

• • B) Recognizing and dismantling ableist and racist structures within the school.

• • C) Focusing academic achievements that support the learners needs.

• • D) Integrating students based on the resources available and needs.

• • E) Making clear judgments on discipline/accommodation.

How should a DisCrit-oriented teacher address the curriculum to reflect both disability and race critically?

• • A) By including histories and narratives that reflect diverse races and abilities.

• • B) By using a standardized curriculum that treats all students the same.

• • C) Ignoring cultural contexts in lessons.

• D) Focusing only on European history.

• • E) Avoiding discussions on race and disability.

What role does activism play according to DisCrit in the context of special education?

• • A) It is necessary and should be disruptive.

• • B) Activism supports the resistance against oppressive educational practices.

• • C) Activism may be in or sometimes outside of school activities.

• • D) It only can take into consideration racial issues and sometimes disability.

• • E) It should focus on upholding the status quo at times.

According to DisCrit, how are the concepts of 'normalcy' constructed within educational settings?

• • A) Through unbiased and equitable teaching practices.

• • B) By both visible and invisible forces of racism and ableism.

• • C) A lot of times by administrative decisions.

• • D) By focusing on student behaviors .

• • E) Normalcy is sometimes concept recognized in DisCrit.

What impact does recognizing the unique voice and experience of disabled students have in a DisCrit framework?

• • A) It empowers all other student populations.

• • B) It enhances a deeper understanding and respect for diversity in learning.

• • C) It may or may not enhance classroom management.

• • D) It sometimes addresses educational success.

• • E) It gives teachers a boost.

How does DisCrit evaluate the relationship between disability and labor in educational settings?

• A) By promoting the commodification of educational outcomes.

• • B) Through a critique of how educational systems can exploit disabled labor.

• C) By modifying strict academic competitiveness.

• • D) By surveying economic factors related to disability.

• • E) Focusing solely on academic labor and considering critique.

What is a practical step teachers can take to apply DisCrit principles to combat ableism and racism in their classrooms?

• • A) By encouraging discussions on discrimination and focusing on positivity.

• • B) Implementing a curriculum that challenges societal norms about race and ability.

• • C) Using only texts that do not support ableism and racism.

• • D) Keeping discussions on race and ability engaging and interesting.

• • E) Encouraging students to conform to existing societal standards that may sometimes work with DisCrit.