Only use sources provided, add citations if appropriateChapter 1Who are students with severe disabilities?1. Identify definitions of severe disabilities, the role of the supports model in understanding students with severe disabilities, and the influence of social perceptions and social interactions.Chapter 2Parent rights and responsibilities1. Identify the connections between the six principals of the Individuals with Disabilities Education Act of 2004 and the rights and responsibilities of parents of students with disabilities, including parent and child implications.Chapter 3Assumption of Assessment1. Describe the assumptions that create the foundation for assessment and planning that promotes student competency.Chapter 4Foundations of meaningful measurement1. Identify the six criteria for evaluating the validity and importance of behavior changes.Chapter 5Learning environment1. What are the impacts of general education classes and community-based instruction on student learning?Chapter 6Elements of systematic instruction1. Describe the three-term contingency.2. Define discrete and chained behaviors3. Define trials and sessionsChapter 7Research on inclusive education benefits1. Describe the short- and long-term benefits of inclusive education for students both with and without disabilities.Chapter 8Inclusion of Students with More Severe Disabilities in MTSS1. Describe some of the obstacles to and solutions for the involvement of students with more severe disabilities in a less restrictive setting.