SSW Special Education & IEP Process 3 — Questions and Answers
Question 1: Section 504 of the Rehabilitation Act differs from IDEA primarily in that Section 504:
- Requires an IEP for every student with a disability
- Covers a broader range of disabilities and does not require specialized instruction (Correct answer)
- Provides additional federal funding for special education services
- Only applies to students with physical disabilities
Correct answer: Covers a broader range of disabilities and does not require specialized instruction
Section 504 uses a broader definition of disability and requires accommodations to ensure equal access, but does not require specialized instruction or an IEP, and carries no dedicated federal funding.
Question 2: During a re-evaluation under IDEA, the IEP team determines that existing data is sufficient to confirm the student's continued eligibility. In this case:
- A full battery of new tests must always be administered
- The district may proceed without additional assessments if parents are notified and do not object (Correct answer)
- The student must be observed in all educational settings before a decision is made
- The district must obtain a new independent evaluation before proceeding
Correct answer: The district may proceed without additional assessments if parents are notified and do not object
IDEA allows the team to determine that existing data is sufficient for re-evaluation; the district must notify parents, who have the right to request additional assessments.
Question 3: A school social worker conducts a social developmental history as part of a special education evaluation. Which area is MOST relevant to include?
- The student's standardized reading and math scores
- Family structure, developmental milestones, cultural background, and community factors (Correct answer)
- The student's GPA over the past three years
- A record of all prior disciplinary actions
Correct answer: Family structure, developmental milestones, cultural background, and community factors
A social developmental history addresses the ecological and contextual factors influencing the student, including family dynamics, developmental history, cultural context, and community supports.
Question 4: A student with a learning disability receives extended time on tests as an IEP accommodation. A general education teacher refuses to provide this accommodation. The school social worker should FIRST:
- File a formal complaint with the Office for Civil Rights on behalf of the student
- Document the refusal and report it to the special education coordinator or administrator (Correct answer)
- Remove the accommodation from the IEP to avoid conflict
- Advise the parents to hire an attorney immediately
Correct answer: Document the refusal and report it to the special education coordinator or administrator
The social worker should document the non-compliance and escalate to the appropriate administrator or special education coordinator, as implementing IEP accommodations is a legal requirement for all staff.
Question 5: Which of the following is a required component of a Behavior Intervention Plan (BIP)?
- A list of all previous suspensions and expulsions
- Positive behavioral supports and strategies to address the target behavior (Correct answer)
- A psychiatric diagnosis from a licensed clinician
- A contract signed by the student promising to improve behavior
Correct answer: Positive behavioral supports and strategies to address the target behavior
A BIP must include positive behavioral supports and interventions, replacement behaviors, and strategies to address the function of the behavior identified through an FBA.
Question 6: Under IDEA, 'transition services' must be included in a student's IEP no later than:
- Age 14
- Age 16 (Correct answer)
- Age 18
- The year the student enters high school
Correct answer: Age 16
IDEA requires that transition services be included in the IEP by age 16, although many states begin transition planning earlier, sometimes at age 14.
Question 7: A parent requests that a meeting be held to discuss their child's IEP. Under IDEA, what is the district's obligation?
- Schedule the meeting only during the annual IEP review cycle
- Make reasonable efforts to schedule the meeting at a mutually agreed time and place (Correct answer)
- Deny the request if the annual review is less than 30 days away
- Require the parent to submit a written request 30 days in advance
Correct answer: Make reasonable efforts to schedule the meeting at a mutually agreed time and place
IDEA requires that parents be active participants; the district must make reasonable efforts to accommodate parents' scheduling needs when they request a meeting.
SSW Special Education & IEP Process 3
Section 504 of the Rehabilitation Act differs from IDEA primarily in that Section 504: