Blogs - MCA Building-Level Administrator

MCA Building-Level Administrator (058) Practice Tests & Test Prep by Exam Edge

(5.0) Based on 32 Reviews

MCA 058 Practice Test Features

Everything you need to pass your certification exam!

The more you know about the MCA Building-Level Administrator exam the better prepared you will be! Our practice tests are designed to help you master both the subject matter and the art of test-taking to be sure you are fully prepared for your exam.

Here are a few things to think about:

What is the MCA Building-Level Administrator certification exam?
Who is Responsible for the MCA exam?
Am I eligibility for the MCA Building-Level Administrator Exam?
What is the best way to ensure your success on the first try?
The benefits of using Exam Edge to pass your MCA Building-Level Administrator exam.

Testimonial Image ExamEdge's online practice test is that they mimicked the actual exam. I walked into the exam feeling confident I knew the material and walked out knowing my time studying with Exam Edge was well worth the effort."

Olivia R., Washington

Select Quantity

Buy one or save big with a practice test bundle for the MCA Building-Level Administrator exam.

# of Practice Tests

Regular Price

Your Savings

Your Price

15 practice tests

~~$449.25~~

Save $300.00

$149.25

Bonus 1: 100 Flash Cards --- Bonus 2: Study Guide Bonus: Flash Cards - Study Guide

10 practice tests

~~$299.50~~

Save $200.00

$99.50

Bonus 1: 100 Flash Cards --- Bonus 2: Study Guide Bonus: Flash Cards - Study Guide

5 practice tests

~~$149.75~~

Save $90.00

$59.75

Bonus : 100 Flash Cards Bonus: Flash Cards

1 practice test

no discount

$29.95

All transactions secured and encrypted
All prices are in US dollars

Get Instant Online Access Now!

MCA Building-Level Administrator Sample Test

1 of 5

Students in special education programs are often included in general education programs. The main reason for this is

Correct Answer:

it provides students with the least restrictive environment.

the principle of providing students in special education with the least restrictive environment (lre) is a cornerstone of the individuals with disabilities education act (idea). this mandate ensures that children with disabilities have the opportunity to be educated alongside their non-disabled peers to the maximum extent appropriate. the goal is to prevent unnecessary segregation and to promote inclusion and interaction within the broader school community.

the concept of lre is grounded in the belief that students with disabilities should have access to the same educational opportunities as those without disabilities. this includes participation in standard academic settings and extracurricular activities. by being included in general education classrooms, students with disabilities are exposed to the same curriculum and social environment as their peers, which can enhance learning and social development.

contrary to some misconceptions, the inclusion of students with disabilities in general education settings is not primarily about reducing burdens on special education programs. instead, it is about ensuring equality and respect for students with disabilities, providing them with opportunities to learn in a setting that is most conducive to their individual needs. while inclusion can present challenges, such as the need for additional support and resources, these are not reasons to deny access to general education settings.

furthermore, the argument that inclusion reduces the stigma associated with special education is valid but secondary to the lre principle. while it is true that inclusion can help reduce stigma and promote understanding and acceptance among peers, the primary reason for inclusion remains the provision of an appropriate educational setting as defined by the lre.

similarly, while inclusion might provide greater learning opportunities, this is not the sole or primary justification for its implementation. the focus remains on the legal and ethical obligation to ensure that students are not unnecessarily isolated or segregated based on their disabilities. each student’s needs are considered on a case-by-case basis, with the presumption that inclusion in general education is preferable unless a specific student’s needs dictate otherwise.

in summary, the inclusion of students in special education programs within general education settings is fundamentally about ensuring that they are provided with the least restrictive and most appropriate educational environment. this approach aligns with legal mandates and promotes a more inclusive, equitable educational landscape.