Test Bank Teaching Students With Special Needs in Inclusive Classrooms 2nd Edition by Diane P. Bryant

$35.00
Test Bank Teaching Students With Special Needs in Inclusive Classrooms 2nd Edition by Diane P. Bryant

Test Bank Teaching Students With Special Needs in Inclusive Classrooms 2nd Edition by Diane P. Bryant

$35.00
Test Bank Teaching Students With Special Needs in Inclusive Classrooms 2nd Edition by Diane P. Bryant

Test Bank Teaching Students With Special Needs in Inclusive Classrooms 2nd Edition by Diane P. Bryant

Chapter 1: Inclusive Teaching as Responsive Education

Test Bank

  1. Children bring what type of backgrounds to the teaching environment, better known as the classroom?
  2. social, academic, economic and cultural
  3. academic, behavioral, economic,and attentiveness
  4. social, behavioral, family and cultural
  5. family, social, academic, and cultural

Ans: A

KEY: Learning Objective: 1.1: What is inclusive education?

REF: Cognitive Domain: Knowledge

Answer Location: Human Diversity
Difficulty Level: Easy

  1. What does the term inclusive education mean?
  2. Students are placed in various grade levels.
  3. Students with disabilities access the standard curriculum in self-contained classrooms.
  4. Students with disabilities access the standard curriculum in general education classrooms.
  5. Students in the general education classroom work in collaborative groups with students with disabilities.

Ans: C

KEY: Learning Objective: 1.1: What is inclusive education?

REF: Cognitive Domain: Comprehension

Answer Location: What Is Inclusive Education?
Difficulty Level: Medium

  1. In what year did the Individuals with Disabilities Act (IDEA) become a law?
  2. 1980
  3. 1968
  4. 1970
  5. 1975

Ans: D

KEY: Learning Objective: What laws and court decisions protect students with disabilities?

REF: Cognitive Domain: Knowledge

Answer Location: Origins of Inclusion
Difficulty Level: Easy

  1. Explain why the first approach to universal design for learning (UDL) focuses on the curriculum?
  2. to ensure that teachers are following a common lesson plan format
  3. to make sure that students are placed into leveled groups
  4. to assure that interventions are specific to students with disabilities
  5. to make sure that interventions are not being made just for one student

Ans: D

KEY: Learning Objective: 1.1: What is inclusive education?

REF: Cognitive Domain: Comprehension

Answer Location: Origins of Inclusion
Difficulty Level: Medium

  1. The second approach to universal design for learning (UDL) focused on ______.
  2. lesson plans
  3. assistive technology
  4. learning approaches
  5. mulitiple intelligences

Ans: B

KEY: Learning Objective: 1.1: What is inclusive education?

REF: Cognitive Domain: Knowledge

Answer Location: Origins of Inclusion
Difficulty Level: Easy

  1. Explain how the third and most common approach to universal design for learning (UDL) works.
  2. The curriculum is reviewed, and then a modified version of the material is presented to students with disabilities.
  3. The students with disabilities are placed into leveled reading and math groups.
  4. The focus is on making adaptations to the instructional situation to match specific students’ needs.
  5. The focus in on making adaptations to the curriculum to match students’ needs.

Ans: C

KEY: Learning Objective: 1.1: What is inclusive education?

REF: Cognitive Domain: Comprehension

Answer Location: Origins of Inclusion
Difficulty Level: Medium

  1. Which of the following best describes the inclusive model known as co-teaching?
  2. A special education teacher works with the general education teacher in the same classroom.
  3. A special education teacher consults with the general education teacher.
  4. A special education teacher pulls students out of the general education classroom.
  5. A special education teacher observes the general education teacher.

Ans: A

KEY: Learning Objective: 1.1: What is inclusive education?

REF: Cognitive Domain: Comprehension

Answer Location: Inclusive Education Practices
Difficulty Level: Medium

  1. Special education services such as resource rooms, partially self-contained, self-contained and special schools are all examples of what type of programs?
  2. inclusion programs
  3. least restrictive programs
  4. pull-out programs
  5. push-in programs

Ans: C

KEY: Learning Objective: 1.1: What is inclusive education?

REF: Cognitive Domain: Comprehension

Answer Location: Inclusive Education Practices
Difficulty Level: Medium

  1. When students receive support services designated on the IEP as resource room from a special education teacher, how long does the session usually last?
  2. all day
  3. half a day
  4. 30 to 60 minutes once a month
  5. 30 to 60 minutes several days a week

Ans: D

KEY: Learning Objective: 1.1: What is inclusive education?

REF: Cognitive Domain: Knowledge

Answer Location: Inclusive Education Practices
Difficulty Level: Easy

  1. In 2013, approximately what percentage of students with disabilities received at least 80% of their education in general education classrooms?
  2. 50%
  3. 80.5%
  4. 61.8%
  5. 20%

Ans: C

KEY: Learning Objective: 1.1: What is inclusive education?

REF: Cognitive Domain: Knowledge

Answer Location: Inclusive Education Practices
Difficulty Level: Easy

  1. When teachers are engaged in the response to intervention (RtI) process they are required to assess and document student work on a regular basis which is referred to as frequent progress monitoring. What is an example of frequent progress monitoring?
  2. curriculum-based measurements (CBMs)
  3. response to intervention (RTI)
  4. independent assessments
  5. explicit instruction

Ans: A

KEY: Learning Objective: 1.1: What is inclusive education?

REF: Cognitive Domain: Comprehension

Answer Location: Frequent Monitoring of Progress

Difficulty Level: Medium

  1. Explain what the common debate between parents and educators is, when focusing on high school students with severe disabilities?
  2. whether students with severe disabilities should be in a pull-out or push-in program
  3. whether students with severe disabilities should receive a diploma versus community-based instruction
  4. whether students with severe disabilities are integrated into the general education program
  5. whether students with severe disabilities should be allowed to graduate with a diploma

Ans: B

KEY: Learning Objective: 1.1: What is inclusive education?

REF: Cognitive Domain: Comprehension

Answer Location: The Inclusion Debate
Difficulty Level: Medium

  1. What is the age range in which students can qualify and receive special education services?
  2. infant through age 21
  3. elementary school through 18
  4. toddler through age 21
  5. elementary to age 21

Ans: A

KEY: Learning Objective: 1.1: What is inclusive education?

REF: Cognitive Domain: Knowledge

Answer Location: What Is Special Education?
Difficulty Level: Easy

  1. Explain the varying perspectives of education when looking at general education versus special education?
  2. General education focuses on the classroom, while special education focuses on the community.
  3. General education focuses on a general group of learners, while special education focuses on individuals.
  4. General education teachers are licensed, while special education teachers are not.
  5. General education teachers have speicalized training, while special education teachers do not.

Ans: B

KEY: Learning Objective: 1.1: What is inclusive education? 1.2: What is inclusive education?

REF: Cognitive Domain: Comprehension

Answer Location: What Is Special Education?
Difficulty Level: Medium

  1. What does LRE stand for with regard to special education programming?
  2. leveled reading environment
  3. least restrictive environment
  4. lower reading environment
  5. leveled restrictive environment

Ans: B

KEY: Learning Objective: 1.2: What is special education?

REF: Cognitive Domain: Knowledge

Answer Location: What Is Special Education?
Difficulty Level: Easy

  1. Which of the following is an example of frequent monitoring of progress?
  2. curriculum-based measurements (CBMs)
  3. response to intervention (RtI)
  4. independent assessments
  5. explicit instruction

Ans: A

KEY: Learning Objective: 1.1: What is inclusive education?

REF: Cognitive Domain: Comprehension

Answer Location: Frequent Monitoring of Progress

Difficulty Level: Medium

  1. Which of the following is an example of how people with disabilities, who are members of a minority group, might percieve their surroundings?
  2. The way a society treats individuals, not a condition or set of traits the individual exhibits, is what makes people different from each other.
  3. Difficult situations occur not because of a condition or disability but, rather, because people with disabilities are denied full participation in society as a consequence of their minority status.
  4. Somewhere in the middle of the distribution are typical learners, whose behaviors and characteristics represent the average or majority of students.
  5. The belief that different perspectives result in different responses to a disability.

Ans: B

KEY: Learning Objective: 1.5: What is a disability?

REF: Cognitive Domain: Comprehension

Answer Location: Members of a Minority Group

Difficulty Level: Medium

  1. Explain what legal rights a parents have if they do not agree with a decision that was made regarding their child with a disability.
  2. Parents have the right to due process.
  3. Parents can remove their child from the school at any time for any reason.
  4. Parents can choose the teacher for the child.
  5. Parents can dictate the curriculum.

Ans: A

KEY: Learning Objective: 1.4: What laws and court decisions protect students with disabilities?

REF: Cognitive Domain: Comprehension

Answer Location: Family Involvement
Difficulty Level: Medium

  1. Multidisciplinary or transdisciplinary services for students with disabilities such as OT, PT and speech are labeled as ______.
  2. resource room services
  3. special education services
  4. related or support services
  5. transition services

Ans: C

KEY: Learning Objective: 1.2: What is special education?

REF: Cognitive Domain: Knowledge

Answer Location: Related Services
Difficulty Level: Easy

  1. Which of the following is an example of the cultural perspective on disability?
  2. The way a society treats individuals, not a condition or set of traits the individual exhibits, is what makes people different from each other.
  3. Difficult situations occur not because of a condition or disability but, rather, because people with disabilities are denied full participation in society as a consequence of their minority status.
  4. Somewhere in the middle of the distribution are typical learners, whose behaviors and characteristics represent the average or majority of students.
  5. There is a belief that different perspectives result in different responses to a disability.

Ans: D

KEY: Learning Objective: 1.5: What is a disability?

REF: Cognitive Domain: Comprehension

Answer Location: The Cultural Perspective

Difficulty Level: Medium

  1. What has to take place before a student, believed to have a learning disability, can be referred for special education services?
  2. evidence-based interventions
  3. end of chapter exams
  4. formative assessments
  5. general education lesson plans

Ans: A

KEY: Learning Objective: 1.3: What are the origins of special education?

REF: Cognitive Domain: Comprehension

Answer Location: Evidence-Based Interventions
Difficulty Level: Medium

  1. Which mandate is a direct result of the Americans With Disabilities Act (ADA)?
  2. guaranteed a free, appropriate education in the least restrictive environment
  3. guaranteed basic civil rights to people with disabilities
  4. barred discrimination in employment, transportation, public accommodations, and telecommunications
  5. required that all school children participate in state and district testing

Ans: C

KEY: Learning Objective: 1.4: What laws and court decisions protect students with disabilities?

REF: Cognitive Domain: Comprehension

Answer Location: What Laws and Court Decisions Protect Students With Disabilities?
Difficulty Level: Medium

  1. What additional requirements and mandates were added to Public Law 94-142 in 1990 when the law was renamed, IDEA?
  2. services for infants and toddlers and the requirement of an IFSP
  3. inclusion of transition plans for postsecondary objectives and the addition of autism as a special education category
  4. inclusion of transition plans for postsecondary objectives, the addition of autism and traumatic brain injury as a disability category
  5. the phase in for physical and academic accessibility in schools; along with landmark civil rights for students with disabilities

Ans: C

KEY: Learning Objective: 1.4: What laws and court decisions protect students with disabilities?

REF: Cognitive Domain: Comprehension

Answer Location: What Laws and Court Decisions Protect Students With Disabilities?
Difficulty Level: Medium

  1. When students utilize resources such as Braille printers, speech synthesizers, good grip utensils, ergonomic seating, and text-to-audio translations, the students are using what type of special education technology?
  2. school technology
  3. inclusive technology
  4. disabilities technology
  5. assistive technology

Ans: D

KEY: Learning Objective: 1.2: What is special education?

REF: Cognitive Domain: Comprehension

Answer Location: Assistive Technology
Difficulty Level: Medium

  1. Who is responsible for the oversight and assurance of implementation of IDEA in the public schools?
  2. district office and board of education
  3. elected officials
  4. U.S. Department of Education
  5. state Department of Education

Ans: C

KEY: Learning Objective: 1.4: What laws and court decisions protect students with disabilities?

REF: Cognitive Domain: Knowledge

Answer Location: What Laws and Court Decisions Protect Students With Disabilities
Difficulty Level: Easy

True/False

  1. A broad definition of the term disability is described as something an individual simply does or does not have.

Ans: T

KEY: Learning Objective: 1.5: What is a disability?

REF: Cognitive Domain: Knowledge

Answer Location: What Is a Disability?
Difficulty Level: Easy

  1. Toxins in our environment are the main reason for disabilities in individuals.

Ans: F

KEY: Learning Objective: 1.6: What are some reasons for disabilities?

REF: Cognitive Domain: Knowledge

Answer Location: What Are Some Reasons for Disabilities?
Difficulty Level: Easy

  1. The local governments develop and disseminate the 13 disability categories for special education students to all educational organizations, which are needed to qualify individuals to receive special education services.

Ans: F

KEY: Learning Objective: 1.7: What are the characteristics of students with disabilities?

REF: Cognitive Domain: Comprehension

Answer Location: What Are the Characteristics of Students With Disabilities?
Difficulty Level: Medium

  1. The 13 disability categories are divided into two main categories known as “low incidence” and “high incidence”.

Ans: T

KEY: Learning Objective: 1.7: What are the characteristics of students with disabilities?

REF: Cognitive Domain: Comprehension

Answer Location: What Are the Characteristics of Students With Disabilities?
Difficulty Level: Medium

  1. When stating that a disability is high incidence, it indicates that the child with that high-incidence disability is a child with a greater level of intensity of need and service.

Ans: F

KEY: Learning Objective: 1.7: What are the characteristics of students with disabilities?

REF: Cognitive Domain: Comprehension

Answer Location: What Are the Characteristics of Students With Disabilities?

Difficulty Level: Medium

  1. An itinerant service provider is described as a specialist who has several degrees.

Ans: F

KEY: Learning Objective: 1.2: What is special education?

REF: Cognitive Domain: Comprehension

Answer Location: Related Services

Difficulty Level: Medium

  1. Appropriate progress monitoring is focused on direct skills, systematic monitoring, record keeping, consistency of monitoring and measurements, and regular completion of assessment measurements.

Ans: T

KEY: Learning Objective: 1.3: What are the origins of special education?

REF: Cognitive Domain: Comprehension

Answer Location: Frequent Monitoring of Progress

Difficulty Level: Medium

  1. The No Child Left Behind Act of 2001 required that all school children participate in state and district testing.

Ans: T

KEY: Learning Objective: 1.4: What laws and court decisions protect students with disabilities?

REF: Cognitive Domain: Comprehension

Answer Location: What Laws and Court Decisions Protect Students With Disabilities?

Difficulty Level: Medium

  1. The Education for All Handicapped Children Act (EHA) guaranteed basic civil rights.

Ans: F

KEY: Learning Objective: 1.4: What laws and court decisions protect students with disabilities?

REF: Cognitive Domain: Comprehension

Answer Location: What Laws and Court Decisions Protect Students With Disabilities?

Difficulty Level: Medium

  1. Response to intervention is the implementation of research based interventions, along with documented responses from students, that takes place in the general education classroom.

Ans: T

KEY: Learning Objective: 1.3: What are the origins of special education?

REF: Cognitive Domain: Comprehension

Answer Location: Evidence-Based Interventions

Difficulty Level: Medium

  1. Resource room instruction is usually provided to students in a whole class environment.

Ans: F

KEY: Learning Objective: 1.2: What is special education?

REF: Cognitive Domain: Knowledge

Answer Location: Inclusive Education Practices

Difficulty Level: Easy

  1. A secondary student with a significant cognitive disability who is placed in special education classes to master life skills essential for independent living is an example of students being placed in the least restrictive environment according to their needs.

Ans: T

KEY: Learning Objective: 1.4: What laws and court decisions protect students with disabilities?

REF: Cognitive Domain: Comprehension

Answer Location: Landmark Laws Guaranteeing Rights to Individuals With Disabilities

Difficulty Level: Medium

  1. Community-based instruction has been identified as an effective special education approach and, therefore, should be included in IEP preparation completed by special education teachers and transitioning objectives created by special education teachers.

Ans: T

KEY: Learning Objective: 1.3: What are the origins of special education?

REF: Cognitive Domain: Analysis

Answer Location: Access to the General Education Curriculum

Difficulty Level: Hard

  1. The need for parental involvement is greater for students with disabilities than for peers without disabilities, and therefore, parents are expected to participate in the development of their children’s IEPs and become partners with teachers and schools.

Ans: T

KEY: Learning Objective: 1.4: What laws and court decisions protect students with disabilities?

REF: Cognitive Domain: Comprehension

Answer Location: Family Involvement

Difficulty Level: Medium

  1. Community-based instruction has not been identified as an effective special education approach; therefore, community-based instruction should not be used by special education teachers.

Ans: F

KEY: Learning Objective: 1.2: What is special education? 1.3: What are the origins of special education?

REF: Cognitive Domain: Comprehension

Answer Location: Access to the General Education Curriculum

Difficulty Level: Medium

Short Answer

  1. When looking at criteria to indicate whether a student has a disability, there is one framework that utilizes the concepts of (a) deficit perspective (b) cultural perspective (c) sociological perspective, and (d) people with disabilities as members of a minority group. Select one (1) perspective and summarize the behaviors and beliefs.

Ans: Answers may vary but should include the following: Deficit perspective indicates that students are looked at on a “curve” and in the middle of that “curve” are the typical learners whose behaviors represent the average students. Cultural perspective represents the diversity of the nation and the fact that not every culture sees disability in the same way. Sociological perspective refers to how people treat one another and how that unfolds into who is determined to be different and therefore have a disability. People with disabilities as members of a minority group focuses on the notion that when a student is labeled with a disability, they are then determined to have a “handicap,” which presents challenges and barriers indicating being a member of a “minority” within the population.

KEY: Learning Objective: 1.5: What is a disability?

REF: Cognitive Domain: Comprehension

Answer Location: What Is a Disability?

Difficulty Level: Medium

  1. The reaction to injustices that were revealed in court cases sparked a wave of new legislation to protect the civil rights of individuals with varying disabilities. Identify one important law passed by Congress that changed regulations for individuals with disabilities. Provide the date, the law or section, and the indicated name and key provisions.

Ans: Answers to this question will vary but should include elements of the following:

  1. 1973 Section 504 of the Rehabilitation Act guaranteed basic civil rights to people with disabilities and required accommodations in schools and in society.
  2. 1975 PL 94-142 Education for All Handicapped Children Act (EHA) guaranteed least restrictive environment and civil rights for students with disabilities. The 1986 (reauthorized) law included infants and toddlers and the use of the IFSP instead of IEP.
  3. 1990 PL 101-476 Individuals With Disabilities Education Act (IDEA) changed PL 94-142 to IDEA, added transitioning planning, and added autism and traumatic brain injury as members of the 13 categories for special education consideration. The 1997 (reauthorized) law added ADHD as a category to OHI and introduced functional behavior assessments and behavior intervention plans into the IEP process. The 2011 (newest version) added early intervention for birth through 2 years old receiving services.
  4. 1990 PL 101-336 Americans With Disabilities Act (ADA) barred discrimination in employment and required public accommodations, telephone modifications, required schools to phase in new accommodations. The 2008 (reauthorized) added to restore workplace protection and define “major life activities” to protect individuals with disabilities.
  5. 2001 Elementary and Secondary Education (No Child Left Behind) Act required that all students participate in state and district testing, reaching for 100% proficiency in reading and writing by 2012 and required research based programs and interventions to be utilized in the classroom. ESSA Every Student Succeeds Act (reauthorized) required all students be taught high-academic standards, accountability, highly qualified teachers, alternate assessment clarification, and evidence-based interventions.
  6. 2004 Assistive Technology Act provided support for school-to work transition, website on AT, creating assistive technology device loans so parents and or school could afford it. The label of LD was changed and students could be placed into alternative settings if they were involved with weapons, drugs, or violence.
  7. 2010 Rosa’s Law changed terms mental retardation and mentally retarded to intellectual disabilities and intellectually disabled.
  8. 2010 The Affordable Care Act prohibited exclusion for pre-existing conditions, eliminated caps on benefits and prohibited discrimination based on disability or health.

KEY: Learning Objective: 1.4: What laws and court decisions protect students with disabilities?

REF: Cognitive Domain: Comprehension

Answer Location: Landmark Laws

Difficulty Level: Medium

  1. Discuss how a student might benefit from the Assistive Technology Act of 2004.

Ans: Answers to this question will vary but should include elements of the following: The Tech Act is designed to increase accessibility of technology, specifically, any item or piece of equipment that is used to increase, maintain, or enhance the functional ability of an individual with a disability. A student might utilize a speech synthesizer to assist with articulation or good grip utensil tool to hold on to a pencil or fork.

KEY: Learning Objective: 1.4: What laws and court decisions protect students with disabilities?

REF: Cognitive Domain: Comprehension

Answer Location: Assistive Technology Act of 2004

Difficulty Level: Medium

  1. State the purpose of an individualized education program (IEP) and identify who has access to a student’s IEP.

Ans: IEPs are at the heart of individualized programs and provide each student with an individually designed education program complete with supportive (related) services. The IEP is the communication tool that spells out what each child’s individualized education should be comprised of. Therefore, every teacher working with a special education student should have access to the student’s IEP.

KEY: Learning Objective: 1.4: What laws and court decisions protect students with disabilities?

REF: Cognitive Domain: Application

Answer Location: What Is Special Education?

Difficulty Level: Medium

  1. To gain a better understanding of special education, teachers need to understand the key distinguishing features. One way to look at those features is to focus on how to provide a foundation to meet unique learning needs. “Fundamental tenets” can provide for a foundation for special education. Name the nine fundamental tenets.

Ans: Free appropriate public education, least restrictive environment, systematic identification procedures, individualized education programs, family involvement, related services, access to the general education curriculum, evidence-based practices, and frequent monitoring of progress.

KEY: Learning Objective: 1.2: What is special education?

REF: Cognitive Domain: Knowledge

Answer Location: What Is Special Education?

Difficulty Level: Easy

Essay

  1. Explain how general education and special education differ from one another with regard to student interaction, student programming, or approaches to learning.

Ans: Answers to this question will vary but should include elements of the following: (a) Special education is designed for students with learning, behavioral, social, communication, and basic functional needs. (b) Some differences are based in law and result in key components of special education. (c) General education tends to focus on groups of learners, whereas the special education approach focuses on individuals. (d) Indication is that co-teaching involves a cooperative approach to learning by both the general education teacher as the novice of content and curriculum and the special education teacher as the novice of accommodations and modifications.

KEY: Learning Objective: 1.2: What is special education?

REF: Cognitive Domain: Comprehension

Answer Location: What Is Special Education?

Difficulty Level: Medium

  1. The criteria for special education services requires a child to be labeled with at least one of the 13 special education categories. Examine the 13 categories and classify each of the 13 categories into the appropriate level of incidence (high or low). Then provide a general overview of the characteristics and descriptions for each of the 13 disability categories.

Ans: Answers to this question will vary for the general overview but should include specific responses to “high” and “low” incidence: The high-incidence disabilities are learning disability, speech or language impairments, intellectual disability, and emotional disturbance. The low incidence disabilities are

multiple disabilities, hearing impairment, deafness, orthopedic impairment, other health impaired, visual impairment, autism, deaf-blindness, traumatic brain injury, and developmental delay. An example of general overview and description should follow this format: Emotional disturbance focuses on emotional and behavioral disturbances which can include schizophrenia.

KEY: Learning Objective: 1.7: What are the characteristics of students with disabilities?

REF: Cognitive Domain: Comprehension

Answer Location: What Are the Characteristics of Students With Disabilities?
Difficulty Level: Medium

  1. Response to intervention focuses on research based interventions to support students with special learning needs. Name the six common features for proven interventions that a teacher may use and then discuss why each feature is critical for success for both the teacher and the student.

Ans: Answers to this question will vary but should include elements of the following:

(a) validated (using practices proved effective through research)

(b) individually determined (matching teaching procedures to individuals)

(c) explicit (directly applying intervention to content and skills)

(d) strategic (helping students apply methods to guide their learning)

(e) sequential (building upon previous mastery)

(f) monitored (evaluating progress frequently and systematically)

KEY: Learning Objective: 1.1: What is inclusive education?

REF: Cognitive Domain: Understand

Answer Location: Evidence-Based Interventions

Difficulty Level: Medium

  1. Individuals with special needs present themselves in unique ways and educators address those needs in a variety of ways. What conclusions can you draw about the importance of evidence based practices and quality IEP writing?

Ans: Answers to this question will vary but should include elements of the following: (a) indication of the importance of utilizing research based practices; (b) the process of RtI (response to intervention) as the documentation tool for research based interventions and the process of providing intervention; (c) least restrictive environment should be discussed with regard to the meaning of LRE and the importance of LRE for student success; (d) the components to developing an IEP, along with the members of the team, should be included.

KEY: Learning Objective: 1.2: What is special education?

REF: Cognitive Domain: Analysis

Answer Location: What Is Special Education?
Difficulty Level: Hard

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