Special Needs & Inclusive Education Flashcards
6 cards from real GED practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 6 Special Needs & Inclusive Education flashcards as text
Section 504 of the Rehabilitation Act differs from IDEA in that it:
Answer: Covers a broader range of students with disabilities or impairments that limit major life activities, without requiring special education services
Section 504 is a civil rights law that prevents disability discrimination — it covers students who need accommodations but may not qualify for or need special education services under IDEA.
Response to Intervention (RTI) is a framework that provides increasingly intensive support based on:
Answer: Student response to evidence-based instruction across tiered levels of support
RTI uses a tiered model — all students receive high-quality Tier 1 instruction; students who struggle receive increasingly intensive Tier 2 and Tier 3 interventions based on data about their response.
Which behavior support framework emphasizes teaching expected behaviors proactively and using data to match support to student needs?
Answer: Positive Behavioral Interventions and Supports (PBIS)
PBIS is a proactive, data-driven framework that teaches and reinforces expected behaviors school-wide rather than simply reacting to misbehavior with punishment.
The term 'inclusion' in special education refers to:
Answer: Educating students with disabilities alongside their non-disabled peers in the general education setting with appropriate supports
Inclusion means educating students with disabilities in the general education classroom with their non-disabled peers, with appropriate supports — it does not mean placing students in settings without necessary services.
A student displays significant difficulty with reading, writing, and spelling despite adequate instruction. The most likely concern is:
Answer: Dyslexia
Dyslexia is a specific learning disability primarily affecting reading, writing, and spelling — it is characterized by difficulties with phonological processing despite average or above-average intelligence.
An IEP annual goal should be written to be:
Answer: Specific, measurable, achievable, relevant, and time-bound (SMART)
IEP annual goals must be SMART — they must be measurable and achievable within one year, based on the student's present levels, and relevant to their identified areas of need.