The primary goal of special education in early childhood settings is to ensure that children with disabilities have access to the general education curriculum and are able to participate in all aspects of the educational program.

The Individuals with Disabilities Education Act (IDEA) is the federal law that mandates the provision of special education services to children with disabilities.

The purpose of an Individualized Education Program (IEP) is to provide a roadmap for a child's education, outlining their present levels of performance, goals, and the services and supports needed to achieve those goals.

Giftedness is not a disability and is not addressed in special education settings.

The least restrictive environment (LRE) for a child with a disability is a regular education classroom with no supports, unless the child's disability prevents them from participating in the general education curriculum.

Physical restraint is not an appropriate intervention strategy for a child with a disability.

The role of the special education teacher in an early childhood setting includes providing direct instruction to students with disabilities, collaborating with general education teachers, and developing and implementing IEPs.

Advanced cognitive abilities are not a common challenge faced by children with disabilities in early childhood settings.

Early intervention for children with disabilities can help to prevent or mitigate the effects of the disability, help children to develop skills that will enable them to participate in the general education curriculum, and help children to socialize with their peers.

Medical evaluation is not a type of assessment that may be used to evaluate a child for special education services.

The role of the family in the special education process includes providing information about the child's disability, participating in the development of the child's IEP, and monitoring the child's progress and advocating for their needs.

College counseling is not a transition service that may be provided to a student with a disability.

Collaboration between special education teachers and general education teachers can help to ensure that students with disabilities have access to the general education curriculum, provide a more supportive learning environment for students with disabilities, and improve the overall quality of education for all students.

Wheelchairs are not a type of assistive technology that may be used to support students with disabilities.

Ongoing professional development for special education teachers can help them to stay up-to-date on the latest research and best practices, improve their skills and knowledge, and better meet the needs of their students.