Section 1 NEW

A student with autism has an IEP that specifies speech therapy twice a week. Due to staff shortages, the school reduces services to once a month. Which IDEA principle is being violated?

• The use of nondiscriminatory assessments

• The Least Restrictive Environment (LRE) requirement

• The parental consent requirement for evaluations

• The requirement to provide a Free Appropriate Public Education (FAPE)

A fifth grader with a learning disability is automatically placed in a self-contained classroom without considering supports in the general education setting. Which principle is being disregarded?

• IDEA’s FAPE guarantee

• The mandate for Least Restrictive Environment (LRE)

• Section 504’s accessibility requirement

• FERPA’s confidentiality safeguards

During an IEP meeting, the general education teacher explains how accommodations will be integrated into daily lessons. Which responsibility is she fulfilling?

• Ensuring equitable opportunities by supporting inclusion

• Administering nondiscriminatory assessments

• Deciding placement without team input

• Monitoring eligibility for Section 504

A school refuses to provide a student with a disability access to grade-level curriculum, claiming it’s “too advanced.” This decision violates which policy principle?

• FAPE under IDEA ensures access to appropriate instruction and services

• LRE requires placement in the most separate setting

• Section 504 prohibits access to after-school programs

• Title III ensures English language proficiency

A principal insists that all students with disabilities must attend a separate program “for their own benefit.” What critical component of IDEA is being ignored?

• The obligation for transition planning

• The requirement for parent participation

• The mandate for Least Restrictive Environment (LRE)

• The procedural safeguards for evaluations

Which responsibility is she neglecting?

• Developing lesson plans that integrate accommodations

• Advocating for additional resources for the school

• Monitoring disability categories for misidentification

• Providing counseling services to the student

At an IEP meeting, Mr. Carter, the special education teacher, explains the student’s disability category and suggests research-based reading strategies. Which responsibility is he demonstrating?

• Administering Title III English proficiency tests

• Monitoring parent consent requirements

• Designing general education curriculum pacing guides

• Bringing expertise in disability categories and evidence-based practices

During weekly co-planning sessions, Ms. Greene (general education) and Mr. Hill (special education) review student data and adjust assignments so all learners can participate meaningfully. This illustrates:

• Effective collaboration creating inclusive classrooms

• A violation of Least Restrictive Environment (LRE)

• Implementation of a Section 504 Plan

• Monitoring compliance with FERPA confidentiality rules

A general education teacher consistently updates the special education teacher on a student’s progress in group projects. Why is this practice important?

• It ensures parents are excused from participation in meetings

• It allows the special education teacher to monitor progress and advocate for supports

• It eliminates the need for lesson planning accommodations

• It guarantees automatic eligibility for Section 504

A school principal observes that the general education teacher and special education teacher work as a co-teaching pair, jointly delivering instruction and supporting students with diverse needs. What principle does this reflect?

• Collaboration between general and special educators promotes success and well-being for all students

• General educators must independently manage all IDEA accommodations

• Special educators should design lesson plans without general educator input

• IDEA requires separate classrooms for students with disabilities