Disabilities

Question 1

_____ is a great starting place when you are thinking about how to meet the needs of all your learners.

Answer 1

UDL

Question 2

UDL is a _______________ when you are thinking about how to meet the needs of all your learners.

Answer 2

a great starting place

Question 3

UDL is a great starting place when you are thinking about _________________.

Answer 3

how to meet the needs of all your learners.

Question 4

About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the _________________. Some of these cultural aspects are a function of using a visual language rather than an oral.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in speech and sign).

Answer 4

Deaf and Hard of Hearing community

Question 5

About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these ____________ are a function of using a visual language rather than an oral.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in speech and sign).

Answer 5

cultural aspects

Question 6

About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of _________________ rather than an oral.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in speech and sign).

Answer 6

using a visual language

Question 7

About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of using a visual language _________________.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in speech and sign).

Answer 7

rather than an oral

Question 8

About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of using a visual language rather than an oral.
Members typically view deaf as a _________________ rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in speech and sign).

Answer 8

difference in human experience

Question 9

About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of using a visual language rather than an oral.
Members typically view deaf as a difference in human experience ______________ and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in speech and sign).

Answer 9

rather than a disability

Question 10

About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of using a visual language rather than an oral.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf ____________ (sometimes referred to as the big D Deaf” in speech and sign).

Answer 10

with a capital D

Question 11

About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of using a visual language rather than an oral.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as “____________” in speech and sign).
The small d is used in reference to differences In hearing such as “he is deaf.”

Answer 11

the big D Deaf

Question 12

About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of using a visual language rather than an oral.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in _____________).
The small d is used in reference to differences In hearing such as “he is deaf.”

Answer 12

speech and sign

Question 13

About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of using a visual language rather than an oral.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in speech and sign).
The ___________ is used in reference to differences in hearing such as “he is deaf.”

Answer 13

small d

Question 14

About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of using a visual language rather than an oral.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in speech and sign).
The small d is used in reference to ____________ such as “he is deaf.”

Answer 14

differences in hearing

Question 15

About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of using a visual language rather than an oral.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in speech and sign).
The small d is used in reference to differences In hearing such as “______.”

Answer 15

he is deaf

Question 16

In a medical context “hearing loss” is the term used to distinguish differences in how much a person can hear.
In New Zealand the __________________ are:
- Profound
- Severe
- Moderate
- Mild

Answer 16

four degrees of hearing loss

Question 17

In a medical context “hearing loss” is the term used to distinguish differences in how much a person can hear.
In New Zealand the four degrees of hearing loss are:
- ______________
- Severe
- Moderate
- Mild

Answer 17

• Profound

Question 18

In a medical context “hearing loss” is the term used to distinguish differences in how much a person can hear.
In New Zealand the four degrees of hearing loss are:
- Profound
- ___________
- Moderate
- Mild

Answer 18

• Severe

Question 19

In a medical context “hearing loss” is the term used to distinguish differences in how much a person can hear.
In New Zealand the four degrees of hearing loss are:
- Profound
- Severe
- ____________
- Mild

Answer 19

• Moderate

Question 20

In a medical context “hearing loss” is the term used to distinguish differences in how much a person can hear.
In New Zealand the four degrees of hearing loss are:
- Profound
- Severe
- Moderate
- _______

Answer 20

• Mild

Question 21

In a ___________ “hearing loss” is the term used to distinguish differences in how much a person can hear.
In New Zealand the four degrees of hearing loss are:
- Profound
- Severe
- Moderate
- Mild

Answer 21

medical context

Question 22

In a medical context “__________” is the term used to distinguish differences in how much a person can hear.
In New Zealand the four degrees of hearing loss are:
- Profound
- Severe
- Moderate
- Mild

Answer 22

hearing loss

Question 23

In a medical context “hearing loss” is the term used to _____________ in how much a person can hear.
In New Zealand the four degrees of hearing loss are:
- Profound
- Severe
- Moderate
- Mild

Answer 23

distinguish differences

Question 24

In a medical context “hearing loss” is the term used to distinguish differences in _____________________________________.
In New Zealand the four degrees of hearing loss are:
- Profound
- Severe
- Moderate
- Mild

Answer 24

how much a person can hear

Question 25

In a medical context “hearing loss” is the term used to distinguish differences in ________________. In New Zealand the four degrees of hearing loss are: - Profound - Severe - Moderate - Mild

Answer 25

how much a person can hear

Question 26

In a medical context “hearing loss” is the term used to distinguish differences in how much a person can hear. In __________ the four degrees of hearing loss are: - Profound - Severe - Moderate - Mild

Answer 26

New Zealand

Question 27

Mild hearing loss __________________. Understanding speech is difficult in a loud environment. Moderate hearing loss Soft and moderately loud noises are not heard. Understanding speech becomes very difficult with background noise. Severe hearing loss Conversations have to be conducted loudly. Group conversations require a lot of effort. Profound hearing loss Some very loud noises are heard. Without a hearing aid, communication is no longer possible even with intense effort. https://www.phonak.com/nz/en/hearing-loss/signs-of-hearing-loss-and-what-to-do/types-of-hearing-loss.html

Answer 27

Soft noises are not heard

Question 28

Mild hearing loss Soft noises are not heard. Understanding speech is difficult _____________________. Moderate hearing loss Soft and moderately loud noises are not heard. Understanding speech becomes very difficult with background noise. Severe hearing loss Conversations have to be conducted loudly. Group conversations require a lot of effort. Profound hearing loss Some very loud noises are heard. Without a hearing aid, communication is no longer possible even with intense effort. https://www.phonak.com/nz/en/hearing-loss/signs-of-hearing-loss-and-what-to-do/types-of-hearing-loss.html

Answer 28

in a loud environment

Question 29

Mild hearing loss Soft noises are not heard. Understanding speech is difficult in a loud environment. Moderate hearing loss ____________________________. Understanding speech becomes very difficult with background noise. Severe hearing loss Conversations have to be conducted loudly. Group conversations require a lot of effort. Profound hearing loss Some very loud noises are heard. Without a hearing aid, communication is no longer possible even with intense effort. https://www.phonak.com/nz/en/hearing-loss/signs-of-hearing-loss-and-what-to-do/types-of-hearing-loss.html

Answer 29

Soft and moderately loud noises are not heard

Question 30

Mild hearing loss Soft noises are not heard. Understanding speech is difficult in a loud environment. Moderate hearing loss Soft and moderately loud noises are not heard. Understanding speech becomes _____________________________. Severe hearing loss Conversations have to be conducted loudly. Group conversations require a lot of effort. Profound hearing loss Some very loud noises are heard. Without a hearing aid, communication is no longer possible even with intense effort. https://www.phonak.com/nz/en/hearing-loss/signs-of-hearing-loss-and-what-to-do/types-of-hearing-loss.html

Answer 30

very difficult with background noise.

Question 31

Mild hearing loss Soft noises are not heard. Understanding speech is difficult in a loud environment. Moderate hearing loss Soft and moderately loud noises are not heard. Understanding speech becomes very difficult with background noise. Severe hearing loss _______________________. Group conversations require a lot of effort. Profound hearing loss Some very loud noises are heard. Without a hearing aid, communication is no longer possible even with intense effort. https://www.phonak.com/nz/en/hearing-loss/signs-of-hearing-loss-and-what-to-do/types-of-hearing-loss.html

Answer 31

Conversations have to be conducted loudly

Question 32

Mild hearing loss Soft noises are not heard. Understanding speech is difficult in a loud environment. Moderate hearing loss Soft and moderately loud noises are not heard. Understanding speech becomes very difficult with background noise. Severe hearing loss Conversations have to be conducted loudly. ______________________________. Profound hearing loss Some very loud noises are heard. Without a hearing aid, communication is no longer possible even with intense effort. https://www.phonak.com/nz/en/hearing-loss/signs-of-hearing-loss-and-what-to-do/types-of-hearing-loss.html

Answer 32

Group conversations require a lot of effort.

Question 33

Mild hearing loss Soft noises are not heard. Understanding speech is difficult in a loud environment. Moderate hearing loss Soft and moderately loud noises are not heard. Understanding speech becomes very difficult with background noise. Severe hearing loss Conversations have to be conducted loudly. Group conversations require a lot of effort. Profound hearing loss _________________________. Without a hearing aid, communication is no longer possible even with intense effort. https://www.phonak.com/nz/en/hearing-loss/signs-of-hearing-loss-and-what-to-do/types-of-hearing-loss.html

Answer 33

Some very loud noises are heard.

Question 34

You may wish to get ______________ to create infographics to summarise some of their key learning on practicum. https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-3-diverse-learners-inclusive-education

Answer 34

your students

Question 35

You may wish to get your students to ________________ to summarise some of their key learning on practicum. https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-3-diverse-learners-inclusive-education

Answer 35

create infographics

Question 36

You may wish to get your students to create infographics to _______________________ on practicum. https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-3-diverse-learners-inclusive-education

Answer 36

summarise some of their key learning

Question 37

You may wish to get your students to create infographics to summarise some of their key learning ____________________. https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-3-diverse-learners-inclusive-education

Answer 37

on practicum

Question 38

Attention-deficit/hyperactivity disorder (ADHD) is increasingly common. Between __________ of children have ADHD. At least half of those also have dyslexia. http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/

Answer 38

2–5%

Question 39

Attention-deficit/hyperactivity disorder (ADHD) is increasingly common. Between 2–5% of children have ADHD. At __________ of those also have dyslexia. http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/

Answer 39

least half

Question 40

Attention-deficit/hyperactivity disorder (ADHD) is increasingly common. Between 2–5% of children have ADHD. At least half of those also have dyslexia. http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/

Answer 40

also have dyslexia

Question 41

Students with _______ are often energetic, creative, and good problem-solvers. They need support with sensory integration, thinking, and social interaction. http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/

Answer 41

ADHD

Question 42

Students with ADHD are often ___________, creative, and good problem-solvers. They need support with sensory integration, thinking, and social interaction. http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/

Answer 42

energetic

Question 43

Students with ADHD are often energetic, __________, and good problem-solvers. They need support with sensory integration, thinking, and social interaction. http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/

Answer 43

creative

Question 44

Students with ADHD are often energetic, creative, and _____________. They need support with sensory integration, thinking, and social interaction. http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/

Answer 44

good problem-solver

Question 45

Students with ADHD are often ______________________. They need support with sensory integration, thinking, and social interaction. http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/

Answer 45

energetic, creative, and good problem-solvers

Question 46

Students with ADHD are often energetic, creative, and good problem-solvers. They need _____________ sensory integration, thinking, and social interaction. http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/

Answer 46

support with

Question 47

Students with ADHD are often energetic, creative, and good problem-solvers. They need support with ______________, thinking, and social interaction. http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/

Answer 47

sensory integration

Question 48

Students with ADHD are often energetic, creative, and good problem-solvers. They need support with sensory integration, _____________, and social interaction. http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/

Answer 48

thinking

Question 49

Students with ADHD are often energetic, creative, and good problem-solvers. They need support with sensory integration, thinking, and _______________. http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/

Answer 49

social interaction

Question 50

Students with ADHD are often energetic, creative, and good problem-solvers. They need support with _________________________. http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/

Answer 50

sensory integration, thinking, and social interaction