1994年Passage 3

　　Exceptional children are different in some significant way from others of the same age. For these children to develop to their full adult potential, their education must be adapted to those differences.

　　Although we focus on the needs of exceptional children, we find ourselves describing their environment as well. While the leading actor on the stage captures our attention, we are aware of the importance of the supporting players and the scenery of the play itself. Both the family and the society in which exceptional children live are often the key to their growth and development. And it is in the public schools that we find the full expression of society' s understanding-the knowledge, hopes, and fears that are passed on to the next generation.

　　Education in any society is a mirror of that society. In that minor we can see the strengths, the weaknesses, the hopes, the prejudices, and the central values of the culture itself. The great interest in exceptional children shown in public education over the past three decades indicates the strong feeling in our society that all citizens, whatever their special conditions, deserve the opportunity to fully develop their capabilities.

　　"All men are created equal." We've heard it many times, but it still has important meaning for education in a democratic society. Although the phrase was used by this country's founders to denote equality before the law, it has also been interpreted to mean equality of opportunity. That concept implies educational opportunity for all children-the right of each child to receive help in learning to the limits of his or her capacity, whether that capacity be small or great. Recent court decisions have confirmed the right of all children-disabled or not-to an appropriate education, and have ordered that public schools take the necessary steps to provide that education. In response, schools are modifying their programs, adapting instruction to children who are exceptional, to those who cannot profit substantially from regular programs.

62. From this passage we learn that the educational concern for exceptional children ___.
[A] is now enjoying legal support
[B] disagrees with the tradition of the country
[C] was clearly stated by the country` s founders
[D] will exert great influence over court decisions

[答案] A

[解題思路]

　　本題對應于文章最后一段，其中倒數第二句話指出"Recent court decisions have confirmed the right of all children-disabled or not-to an appropriate education, and have ordered that public schools take the necessary steps to provide that education"（最近的法庭裁決已再次確定了所有兒童--不論殘疾與否--都有接受相適應的教育的權利，并已命令公立學校采取必要的措施來提供這種教育），因此A選項符合題意。該段中第三、四句話指出"Although the phrase was used by this country's founders to denote equality before the law, it has also been interpreted to mean equality of opportunity. That concept implies educational opportunity for all children-the right of each child to receive help in learning to the limits of his or her capacity, whether that capacity be small or great"（盡管這句話被國家締造者們用來預示法律面前人人平等，它也被解釋為機會面前人人平等。這一概念暗示了所有兒童都有接受教育的機會--即每個兒童，不管其本身的能力大小與否，都有權利在學習上最大限度地得到幫助），因此對特殊兒童的教育關注是符合這個國家的"機會平等的傳統"的，因此B選項是錯誤的。C選項的錯誤在于開國元勛們并沒有提到這個問題。D則不符合倒數第二句話的意思。

[題目譯文]

從這篇文章中我們了解到，對特殊兒童的教育關于               。
[A] 現在得到了法律上的支持
[B] 與國家的傳統相背離
[C] 早在建國初期先驅們就已有明確表述
[D] 將會給法庭的決定帶來影響