Unit 3 Module Quizzes Flashcards
(20 cards)
Which strategy is effective for supporting students with sensory processing challenges in an inclusive classroom?
a. Implementing a reward system to motivate the student to focus on tasks
b. Assigning independent student work to minimize distractions
c. Providing an area with tools such as fidget toys and headphones
d. Encouraging the student to participate in group activities to build social skills
c. Providing an area with tools such as fidget toys and headphones
Providing a quiet corner with sensory-friendly tools can help exceptional students with sensory processing challenges regulate their environment and focus on learning effectively.
Which strategy is effective for accommodating a student with dyslexia?
a. Providing audio recordings of textbooks
b. Allowing extra time on written assignments
c. Assigning more reading comprehension exercises
d. Encouraging the student to rely on visual aids
a. Providing audio recordings of textbooks
Providing audio recordings of textbooks is a common accommodation for students with dyslexia, as it helps them access the content without struggling with reading difficulties.
Which approach supports social skills development for a student with autism spectrum disorder (ASD) in an inclusive classroom?
a. Limiting participation in collaborative projects
b. Allowing the student to avoid group activities
c. Assigning solitary tasks to minimize social interactions
d. Creating opportunities for structured peer interactions
d. Creating opportunities for structured peer interactions
Providing structured peer interactions can help students with ASD develop their social skills in a supportive environment.
How can a teacher differentiate instruction to support gifted students?
a. Encourage the student to teach their peers
b. Provide enrichment activities that delve deeper into the subject matter
c. Allow the student to skip foundational content covered in class
d. Assign additional work to challenge the student
b. Provide enrichment activities that delve deeper into the subject matter
Providing activities that explore topics in a deeper way helps gifted students stay engaged and expand their intellectual development.
Which strategy supports students with attention deficit hyperactivity disorder (ADHD) in maintaining focus during lessons?
a. Providing frequent breaks during instruction
b. Assigning extra homework to keep them occupied
c. Seating them in the front row to minimize distractions
d. Reminding them to stay on task periodically
a. Providing frequent breaks during instruction
Providing frequent breaks enables students with ADHD to better manage their attention and reduce feelings of being overwhelmed.
Which approach is recommended as an accommodation for students with physical disabilities?
a. Ensuring classroom materials are accessible and adapted as needed
b. Assigning group projects that avoid physical movement
c. Allowing the student to skip physical education classes
d. Providing written notes instead of verbal instructions
a. Ensuring classroom materials are accessible and adapted as needed
Classroom materials must be accessible and adapted to promote inclusivity and allow students with physical disabilities to fully participate in learning activities.
Which strategy is recommended for supporting students with hearing impairments in a mainstream classroom?
a. Repeating important information
b. Providing written transcripts of spoken content
c. Seating the student in the back row to minimize distractions
d. Offering text-to-speech software
b. Providing written transcripts of spoken content
Providing written transcripts of spoken content ensures that students with hearing impairments have access to the same information as their peers.
Which approach is recommended to accommodate students with a specific learning disability (SLD) in the classroom?
a. Providing practice tasks for student weaknesses
b. Modifying the curriculum to remove challenging topics
c. Providing additional time on assessments
d. Offering alternative ways to demonstrate knowledge
d. Offering alternative ways to demonstrate knowledge
Offering alternative methods for demonstrating knowledge allows students with specific learning disabilities to showcase their strengths and understanding in ways that align with their learning needs.
Which instructional strategy is effective in supporting the learning needs of exceptional students within an inclusive classroom?
a. Teacher-led whole-group discussions
b. Independent seatwork assignments
c. Hands-on, experiential learning activities
d. One-to-one lecture-based instruction
c. Hands-on, experiential learning activities
This approach allows for active engagement, promotes multisensory learning, and accommodates various learning styles.
Which scenario illustrates a situation where a student may qualify for a 504 plan?
a. A student experiences severe anxiety attacks during standardized testing.
b. A student consistently achieves low grades in all subjects.
c. A student has a medical condition that requires frequent absences from school.
d. A student prefers to work independently and does not participate in group activities.
c. A student has a medical condition that requires frequent absences from school.
The student’s medical condition qualifies as a disability under Section 504 of the Rehabilitation Act of 1973, which defines disability as “a physical or mental impairment that substantially limits one or more major life activities.” Frequent absences from school due to a medical condition can significantly impact the student’s ability to participate in educational activities and access learning opportunities.
What is the purpose of Tier 2 interventions in a classroom implementing a multi-tiered system of supports (MTSS) framework?
a. Providing intensive one-to-one or small-group instruction
b. Implementing general classroom routines and procedures
c. Addressing the needs of students requiring targeted support
d. Providing specialized instruction for all students
c. Addressing the needs of students requiring targeted support
Tier 2 interventions provide additional support for students who need more than the core curriculum but do not require intensive, individualized intervention.
Which behavior management strategy promotes positive behavior in the classroom?
a. Ignoring disruptive behaviors to avoid reinforcing them
b. Implementing unique consequences for similar behaviors
c. Using consequences as the primary means of behavior control
d. Providing clear expectations and rules for behavior
d. Providing clear expectations and rules for behavior
Clear expectations and rules help students understand what is expected of them and promote positive behavior.
How can teachers successfully implement a token economy system to manage behavior in the classroom?
a. Provide tokens only for exceptional academic performance.
b. Reinforce desired behaviors consistently with tokens.
c. Omit the distribution of tokens to avoid conflicts.
d. Use the same rewards for all students regardless of behavior.
b. Reinforce desired behaviors consistently with tokens.
Consistently reinforcing desired behaviors with tokens is a key component of a token economy system.
What is the purpose of Tier 3 interventions in a multi-tiered system of supports (MTSS) framework?
a. Providing universal interventions for all students
b. Offering intensive, individualized interventions for a few students
c. Utilizing class-wide instruction
d. Addressing the needs of students requiring minimal support
b. Offering intensive, individualized interventions for a few students
Tier 3 interventions are designed to provide intensive, individualized support to a small group of students who require the most assistance.
Which strategy supports effective management of transitions in the classroom?
a. Providing clear, consistent signals and expectations
b. Introducing a variety of routines and schedules
c. Giving students checklists to complete
d. Allowing students to freely move around without direction
a. Providing clear, consistent signals and expectations
Providing clear, consistent signals and expectations is indeed a recommended strategy for effectively managing transitions in the classroom, ensuring smooth and efficient transitions between activities.
How can peer-mediated interventions be used to support students with social skills deficits?
a. Encourage competition and comparison among peers.
b. Work one-on-one with students and provide homework activities.
c. Provide opportunities for peer modeling and reinforcement.
d. Assign group work with whole-group scoring on projects.
c. Provide opportunities for peer modeling and reinforcement.
Peer-mediated interventions involve peer modeling and reinforcement to support students with social skills deficits.
A special educator is concerned by the noncompliant behaviors demonstrated in an inclusive general education setting by a student with an emotional disorder. The educator has many possible strategies at their disposal. After reviewing possibilities, the educator plans to complete a functional behavior assessment (FBA) and arranges to interview the student’s general educator and different members of the family as one aspect of the assessment.
Which question will the special educator likely ask during the interviews?
a. Does it appear to you that the student has (m)any close friends?
b. Do any of the student’s peers respond inappropriately to stress?
c. What would you like the student to accomplish this school year?
d. At what point during the day is the student more likely to exhibit inappropriate behaviors?
d. At what point during the day is the student more likely to exhibit inappropriate behaviors?
Identifying when the behaviors are most likely to occur can assist the teacher in developing and implementing effective strategies.
A student with an emotional or behavioral disorder (EBD) has just been placed in a general mathematics class. Two days in a row, when given a math worksheet, the student looked at it for a few minutes, pushed it aside, and put their head down on the desk.
Which action should the teacher take before giving the student more math worksheets?
a. Allow the student to take the worksheets home to complete with their caregivers.
b. Talk with the student to determine if the worksheet content is appropriate.
c. Ask other students to work on one of the rejected worksheets with this student.
d. Implement a behavioral intervention bonus point system to encourage the student to do the worksheet.
b. Talk with the student to determine if the worksheet content is appropriate.
Students with EBDs can become overwhelmed when faced with difficult situations, resulting in avoidance behaviors.
A kindergarten teacher is planning an activity in which the students will be sorting blocks of various shapes and colors into containers. A five year old with cerebral palsy can discriminate shapes and colors, but motor control problems will prevent the student from physically manipulating the blocks.
Which approach should the teacher use in this situation?
a. Arrange for the student to receive related instruction from the special education teacher in the resource room while the activity is taking place in the classroom.
b. Ensure the student has access to other materials, such as picture books, which illustrate the key concepts being addressed.
c. Ensure the student’s seating position allows them to observe and talk with classmates who are doing the sorting activity.
d. Arrange for the student to use a different mode, such as gestures or verbal prompts, to tell a peer buddy where to put the blocks.
a. Arrange for the student to receive related instruction from the special education teacher in the resource room while the activity is taking place in the classroom.
Using alternative methods allows the student to participate in the inclusive setting.
Which three characteristics are indicative of attention deficit hyperactivity disorder (ADHD)?
a. Inattention during activities requiring sustained focus
b. Making impulsive decisions or actions
c. Struggles with reading fluency and comprehension
d. Excessive movement or restlessness
e. Talking occasionally out of turn
f. Difficulties with long-term memory
a. Inattention during activities requiring sustained focus
b. Making impulsive decisions or actions
d. Excessive movement or restlessness
Characteristics of ADHD include an inability to focus attention on required activities, an inability to sit still, and impulsivity.
