Unit 3: Supporting Diverse Learners in the Classroom

Question 1

What are the 13 categories of disabilities for IDEA?

Answer 1

1. Autism spectrum disorder
2. Intellectual disability
3. Hearing impairment
4. Deafness
5. Speech or language impairment
6. Visual impairment (including blindness)
7. Emotional disturbance (including anxiety and depression)
8. Orthopedic impairment
9. Traumatic brain injury
10. Other health impairment (including ADHD and Epilepsy)
11. Specific learning disability (dyslexia, dysgraphia, auditory processing)
12. Deaf-blindness
13. Multiple disabilities

Question 2

What are the sub-categories (if any) and traits/characteristics of the following category of disability?

Specific Learning Disability (SLD)

Answer 2

Most common category in SPED. include disorders such as Dyslexia, Dyscalculia, and written expression disorder (dysgraphia)

Question 3

What are the sub-categories (if any) and traits/characteristics of the following category of disability?

Speech or Language Impairment

Answer 3

2nd most common category in SPED. includes lisping and stuttering. Language disorders

Question 4

What are the sub-categories (if any) and traits/characteristics of the following category of disability?

Other Health Impairment (OHI)

Answer 4

Covers conditions that may limit a child’s strength, energy, or alertness. Some examples are ADHD, epilepsy, sickle cell anemia, and Tourette’s

Known as catch all provision

Question 5

What are the sub-categories (if any) and traits/characteristics of the following category of disability?

Autism Spectrum Disorder (ASD)

Answer 5

affects social and communication skills. can also impact behavior

characteristics: repetitive activities and stereotype movements, resistance to environmental change or changing daily routines, and unusual responses to sensory experiences

Question 6

What are the sub-categories (if any) and traits/characteristics of the following category of disability?

Intellectual Disability

Answer 6

Below average intellectual ability. Kids with down syndrome often qualify under this category

Question 7

What are the sub-categories (if any) and traits/characteristics of the following category of disability?

Emotional Disturbance

Answer 7

Covers mental health issues. this includes anxiety, bipolar, and oppositional defiant disorder (ODD)

marks of degree
A- an inability to learn that cannot be explained by intellectual, sensory, or health factors
B- an inability to build or maintain satisfactory interpersonal relationships with peers and teachers
C- inappropriate types of behaviors or feelings under normal circumstances
D- a general pervasive mood of unhappiness or depression
E- a tendency to develop physical symptoms or fears associated with personal or school problems. Includes schizophrenia

Question 8

What are the sub-categories (if any) and traits/characteristics of the following category of disability?

Developmental Delay

Answer 8

can be used for young kids who are late in meeting developmental milestones like walking or talking

only category in IDEA that have an age limit. cant be used after age 9

Question 9

What are the sub-categories (if any) and traits/characteristics of the following category of disability?

Multiple Disabilities

Answer 9

only used when a combinator of disabilities requires a highly specialized approach, such as intellectual disability and blindness

Question 10

What are the sub-categories (if any) and traits/characteristics of the following category of disability?

Hearing Impairment

Answer 10

Includes deafness.

can be permanent or change overtime.

does not include auditory processing disorder

Question 11

What are the sub-categories (if any) and traits/characteristics of the following category of disability?

Orthopedic Impairment

Answer 11

covers issues with bones, joints, and muscles. Examples are cerebral palsy, bone TB, fractures or burns that cause contractures

Question 12

What are the sub-categories (if any) and traits/characteristics of the following category of disability?

Visual Impairment

Answer 12

Range of vision problems, including partial sight and blindness.

if eyewear can correct vision, the child will not qualify for SPED under this category

Question 13

What are the sub-categories (if any) and traits/characteristics of the following category of disability?

Traumatic Brain Injury

Answer 13

covers injuries that happen at some point AFTER a child is born. can be caused by things like being shaken as a baby or hitting your head in an accident

cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual,
and motor abilities, psychosocial behavior, physical functions, information processing and speech.

Question 14

What are the sub-categories (if any) and traits/characteristics of the following category of disability?

Deaf-Blindness

Answer 14

severe hearing AND vision loss. communication challenges are so unique that programs for just the deaf or blind can’t meet their needs

Question 15

The ability category with the highest percentage of children served under IDEA is ___________.

a. speech or language impairment
b. autism
c. specific learning disability (SLD)
d. orthopedic impairment

Answer 15

c. specific learning disability (SLD)

SLD covers several types of challenges, including but not limited to dyslexia, dysgraphia, and dyscalculia. Approximately 34 percent of special education students qualify for SLD.

Question 16

True or False

A student’s medical diagnosis determines whether the student qualifies for special education and related services in a public education setting.

Answer 16

False

Having a medical diagnosis does not automatically qualify a student for special education and related services. A student’s diagnosis is one piece of information a special education team requires, as part of a full evaluation, to determine whether the student qualifies as having a disability under IDEA. The evaluation process will aid in determining the characteristics of the student’s disability (if present) and the impact it has on accessing his or her education.

Question 17

True or False

A student’s educational disability category determines the types of supports and services the student is allowed to receive.

Answer 17

False

A student’s supports and services are based on his or her unique needs, not the educational disability category specifically. Special education qualification testing will provide a more in-depth understanding about a student’s areas of strength and need. Once areas of need are determined, supports and services can be determined. For example, not all students identified with autism will require occupational therapy services.

Question 18

Read each student’s story. Each student displays common characteristics of one of the 13 disability categories under IDEA. Based on the characteristics listed, select the most appropriate disability category for each example.

Eva is a sixth-grade student who has a difficult time comprehending what she reads in class. She finds herself reading and rereading the same pages, trying to find meaning in the text. Additionally, Eva experiences difficulty following directions, often missing important steps. She finds herself falling behind in class and feeling as though she cannot keep up with her peers.

a. specific learning disability
b. autism
c. traumatic brain injury

Answer 18

a. specific learning disability

Common characteristics of SLD include difficulty with reading and listening comprehension.

Question 19

Read each student’s story. Each student displays common characteristics of one of the 13 disability categories under IDEA. Based on the characteristics listed, select the most appropriate disability category for each example.

Mateo is a kindergarten student with a lot of energy. His favorite activities are sensory-based. He enjoys playing alone in the sand at recess. Mateo repeatedly grabs a handful of sand and watches it sift through his fingers. When he is excited, he spins in circles. Mateo has a difficult time transitioning to new activities and becomes agitated when his routine is changed.

a. specific learning disability
b. autism
c. traumatic brain injury

Answer 19

b. autism

Common characteristics of autism include engaging in repetitive activities, unusual responses to sensory experiences, difficulty with social communication, and resistance to a change in daily routine.

Question 20

Read each student’s story. Each student displays common characteristics of one of the 13 disability categories under IDEA. Based on the characteristics listed, select the most appropriate disability category for each example.

Talia is a tenth-grade student. After hitting their head on the side of a pool during a swim meet, they began experiencing difficulty in school with focus, follow-through, and organization. They frequently misplaced their school materials and missed the deadline for several assignments. Additionally, Talia has experienced difficulty sitting in rooms with overhead lighting, causing them to wear sunglasses inside.

a. specific learning disability
b. autism
c. traumatic brain injury

Answer 20

c. traumatic brain injury

Common characteristics of traumatic brain injury include an acquired injury to the brain and difficulty with cognition, memory, attention, and sensory input.

Question 21

True or False

Individuals with the same disability category qualify for the same special education and related services programming.

Answer 21

False

Just because a student qualifies for a particular disability category does not mean he or she receives the same special education and related services programming as another student with the same disability category. Though students may have similar characteristics, their learning behaviors may be quite different.

Question 22

A high school special education student diagnosed with autism received special education services and related support for social pragmatic (social skills) therapy from a speech-language pathologist. The student requires some academic support, primarily in written expression and task management, which happens within the general education environment in a co-taught English class with an English teacher and an assigned special education teacher. The student also receives speech-language therapy twice per week. This student’s time out of the general education environment is minimal. What type of educational placement would this student receive, given the needs and the supports and services received?

a. General education with resource services
b. Modified general education class
c. Self-contained class
d. General education class

Answer 22

b. Modified general education class

This student’s needs are minimal with regards to academic support. He is not taken out of his general education environment for special education instruction, but instead his special education teacher co-teaches with an English teacher to address his academic needs. However, this student requires speech-language supports to develop adequate social thinking skills, meaning he is pulled from the general education environment. This happens less than 20 percent of the time, meaning he needs a modified general education class, with the majority of his education happening in the general education environment.

Question 23

A common learning challenge associated with a learning disability that makes it difficult to complete math tasks, such as addition, subtraction, and division is ________

a. Dyslexia
b. Dyscalculia
c. Dysgraphia
d. Dyspraxia

Answer 23

b. Dyscalculia

Dyscalculia is a difficulty with numbers and conceptualizing math concepts.

Question 24

A student in your fourth-grade classroom has a very difficult time writing. The student is slow to formulate letters and often writes the letters in an unusual way. The student’s ability to answer questions orally is outstanding. In class, a teacher’s assistant often acts as a scribe. Which type of learning disability does this student display characteristics of?

a. Dysgraphia
b. Dyslexia
c. Dyspraxia
d. Auditory processing disorder

Answer 24

a. Dysgraphia

Dysgraphia is a difficulty with aspects of writing, including the rapid retrieval of sounds associated with their particular letter and the formation of that letter on paper.

Question 25

Choose whether or not the characteristics provided are common characteristics of a student with a learning disability. Difficulty discriminating between or among sounds in words, letters in writing, or numbers

Answer 25

Example of LD These characteristics are common for students with auditory processing challenges, dyslexia, dyscalculia, and dysgraphia.

Question 26

Choose whether or not the characteristics provided are common characteristics of a student with a learning disability. Difficulty reading text fluently, stumbling on sounding out words, and replacing words in text with words that have similar meaning

Answer 26

Example of LD This is a characteristic of a reading-based learning disability, such as dyslexia.

Question 27

Choose whether or not the characteristics provided are common characteristics of a student with a learning disability. Vision loss impacting the ability to see letters on paper unless they are enlarged up to 200 percent, the traditional 12-point size

Answer 27

Non-Example of LD This is a characteristic of a student with a vision impairment who has no underlying challenges interpreting letters, numbers, words, or word meaning. They simply require text and numbers to be enlarged to complete the task at hand.

Question 28

Choose whether or not the characteristics provided are common characteristics of a student with a learning disability. Repetitive behaviors, such as arm flapping, rocking, or spinning

Answer 28

Non-Example of LD Repetitive behaviors, especially in response to sensory stimuli, are most commonly characteristics of individuals who qualify under the autism disability category.

Question 28

Choose whether or not the characteristics provided are common characteristics of a student with a learning disability. Difficulty with organizing school materials, information, and directions, as well as challenges prioritizing and keeping track of tasks

Answer 28

Example of LD Students with learning disabilities can often experience difficulty with executive functioning or the ability to organize learning materials, put information into meaningful sequences, keep track of due dates, and more.

Question 29

Read each example of the academic difficulties students may face, and match it with type of learning disability it describes. Difficulty following a classroom demonstration, causing confusion and difficulty with understanding conclusions and replication a. Nonverbal Learning Disorder b. Dysgraphia c. Language Processing Disorder d. Dyslexia

Answer 29

a. Nonverbal Learning Disorder Nonverbal learning disorder is characterized by difficulty with physical or spatial learning or comprehension, which includes physical social cues. Classroom demonstrations for replication would be challenging for a student with this disability.

Question 30

Read each example of the academic difficulties students may face, and match it with type of learning disability it describes. Difficulty reading text independently, despite comprehending information read to them, which could impact their ability to access and engage in meaningful classroom discussions and activities a. Nonverbal Learning Disorder b. Dysgraphia c. Language Processing Disorder d. Dyslexia

Answer 30

d. Dyslexia Students with dyslexia have difficulty with foundational reading skills, which impact their educational opportunities in the classroom.

Question 31

Read each example of the academic difficulties students may face, and match it with type of learning disability it describes. Difficulty with written information on exams or essays, despite solid comprehension of a topic a. Nonverbal Learning Disorder b. Dysgraphia c. Language Processing Disorder d. Dyslexia

Answer 31

b. Dysgraphia This student may have difficulty with spelling, making complete sentences, or clearly expressing ideas through his or her writing.

Question 32

Read each example of the academic difficulties students may face, and match it with type of learning disability it describes. Difficulty participating in classroom discussions and activities, but often has many related and relevant thoughts on the topic at hand a. Nonverbal Learning Disorder b. Dysgraphia c. Language Processing Disorder d. Dyslexia

Answer 32

c. Language Processing Disorder This LD is characterized by difficulty processing language in both written and spoken form, meaning this student may have difficulty participating during activities and discussions.

Question 33

Determine whether the students in each of the following scenarios would be best supported by an IEP or 504 plan. Hannah is a student with a severe peanut allergy. She requires an EpiPen be available at all times during her school day in the event she has an allergic reaction. In order for Hannah to be safe navigating her school day, her environment must be nut-free.

Answer 33

504 Plan Hannah's disability does not require specialized instruction through special education and services outlined in an IEP. Instead, she requires support from a 504 plan to ensure a nut-free educational environment and consistent access to a medically necessary EpiPen.

Question 34

Determine whether the students in each of the following scenarios would be best supported by an IEP or 504 plan. A student diagnosed with ADHD by a physician has difficulty focusing on exams in the general education environment. The student is easily distracted by the noises and people in the class, resulting in incomplete work being turned in. The work that does get completed demonstrates that the student has a solid understanding of the curriculum.

Answer 34

504 Plan Having an ADHD diagnosis does not always indicate a need for special education supports and services. Since he is grasping the concepts through the curriculum, he may require accommodations like extra time or taking exams in a quiet, distraction-free space. These accommodations can be addressed by a 504 plan.

Question 35

Determine whether the students in each of the following scenarios would be best supported by an IEP or 504 plan. A student in a fifth-grade classroom struggles to follow directions in class, complete assignments on time or in an appropriate manner, and identify important concepts and related details in reading. A teacher reported the student is performing significantly below peers across content subjects.

Answer 35

IEP This student's access to the curriculum is limited. Pending special education testing, this student would likely require supports and services to address underlying challenges impeding access to learning.

Question 36

For each characteristic, choose whether it applies to an IEP or a 504 Plan. Does not require the formal, detailed plans that are part of an IEP

Answer 36

Section 504 Section 504 does not require an IEP. Only students who qualify for IDEA under one of the 13 disability areas have IEPs specifically for educational purposes.

Question 37

For each characteristic, choose whether it applies to an IEP or a 504 Plan. Provides additional funding to states for eligible students

Answer 37

IDEA Funding for school districts is only available for students who qualify for IDEA to help with the additional costs of educating students with special needs. Funds for IDEA cannot be used for students under Section 504, because it is a civil rights law.

Question 38

For each characteristic, choose whether it applies to an IEP or a 504 Plan. Contains explicit language protecting individuals with disabilities from harassment or retaliation based on their disability

Answer 38

Section 504 Section 504 has language that protects everyone with a physical or mental impairment that limits a major life function. Not everyone under the protection of Section 504 qualifies for school services under IDEA.

Question 39

For each characteristic, choose whether it applies to an IEP or a 504 Plan. Limited to students with an educational need

Answer 39

IDEA IDEA covers students with an educational need and who qualify under one of the 13 areas of disabilities. Students are covered by Section 504 if they have a physical or mental impairment that impacts one or more major life activities.

Question 40

For each characteristic, choose whether it applies to an IEP or a 504 Plan. No age restriction

Answer 40

Section 504 Section 504 covers people with disabilities at any age. IDEA only covers students eligible for federally funded school services from birth to 21 years of age. If a student attends a post-secondary institution, he or she is then eligible for services under Section 504.

Question 41

True or False The team that writes IEPs or 504 plans must include a special education teacher.

Answer 41

True A special education teacher oversees the writing of IEPs, but the entire team is responsible for seeing that those plans are followed—administrators, teachers, assistants, and so on. A 504 plan can be written by various people, but is usually written by the special education teacher and, again, everyone must oversee it to ensure it is carried out.

Question 42

True or False Federal law funds and regulates the education of gifted and talented students in the public education sector.

Answer 42

False Although federal law recognizes that students who are gifted and talented have different needs than what is traditionally provided in public education, the federal government does not fund or regulate supports and services provided to students considered gifted and talented. Programs and services supporting these students vary widely from state to state and sometimes even vary from district to district.

Question 43

Match the example characteristics associated with gifted and talented individuals with their appropriate associated categories as defined in the "Traits of Giftedness" chart. High-energy, impulsivity, nonstop talking, insatiable curiosity a. Behavioral b. Affective c. Creative d. Cognitive

Answer 43

a. Behavioral These characteristics are reflective of common behavioral characteristics among individuals considered gifted and talented.

Question 44

Match the example characteristics associated with gifted and talented individuals with their appropriate associated categories as defined in the "Traits of Giftedness" chart. Wide interests, keen sense of humor, little concern for social norms, inventiveness a. Behavioral b. Affective c. Creative d. Cognitive

Answer 44

c. Creative These characteristics are indicative of heightened creative capacity often found in individuals considered gifted and talented.

Question 45

Match the example characteristics associated with gifted and talented individuals with their appropriate associated categories as defined in the "Traits of Giftedness" chart. Feelings of being different, sense of justice, need for emotional support, sensitive and empathetic toward others' feelings a. Behavioral b. Affective c. Creative d. Cognitive

Answer 45

b. Affective Affective relates to social and emotional characteristics. The characteristics listed are reflective of the heightened emotional (affective) responses present in many individuals who are gifted and talented.

Question 46

Match the example characteristics associated with gifted and talented individuals with their appropriate associated categories as defined in the "Traits of Giftedness" chart. Intellectual curiosity, diverse interests and abilities, goal-directed, problem-solver a. Behavioral b. Affective c. Creative d. Cognitive

Answer 46

d. Cognitive Individuals considered gifted and talented portray these highly analytical cognitive characteristics.

Question 47

Explain asynchronous development in gifted children.

Answer 47

grows physically, emotionally, and intellectually at varying rates. can understand death and war but cant deal with the emotional ramifications have vision of how they want a project to turn out but lacks the motor skills

Question 48

Explain Advanced reasoning and verbal ability in gifted children

Answer 48

they can be argumentative. can try to manipulate parents and other adults from a young age.

Question 49

Explain intensity in gifted children.

Answer 49

struggle with emotional intensity and perfectionism. They fear failure and react in unusually intense ways when they don't get their way or are disappointed. can be paralyzing trying something new due to fear of failing may hold back in situations, waiting to access all implications before acting can manifest in extreme outburst or cause them to take things too personally

Question 50

Boredom, perfectionism, and sensitivity are three common challenges facing gifted and talented students. Describe how each common challenge may present in terms of behavior in the classroom setting: Boredom

Answer 50

Boredom—students who are gifted and talented may question the relevancy of curriculum and show disinterest when they do not feel challenged by activities that meet their level of need. This may result in failing to complete assignments and feeling as though they know enough about the topic.

Question 51

Boredom, perfectionism, and sensitivity are three common challenges facing gifted and talented students. Describe how each common challenge may present in terms of behavior in the classroom setting: Perfectionism

Answer 51

Perfectionism—students may feel they have no room for error due to their gifted and talented nature, causing them to engage in perfectionism or feelings of failure when they are challenged.

Question 52

Boredom, perfectionism, and sensitivity are three common challenges facing gifted and talented students. Describe how each common challenge may present in terms of behavior in the classroom setting: Sensitivity

Answer 52

Sensitivity—students may experience outbursts or withdrawal, prefer to work alone, and be highly affected by the attitudes and perceptions of others.

Question 53

Research in the field of gifted and talented education has identified various psychosocial risks associated with students who are gifted and talented. Match the following characteristics with the appropriate psychosocial risk or concern. Omar sets unrealistic goals for himself. He frequently shows signs of emotional distress when something does not work out in the way he anticipated. a. Unhealthy Perfectionism b. Asynchronous Development c. Low Self-Esteem d. Poor Social Skills

Answer 53

a. Unhealthy Perfectionism Unhealthy perfectionism is a challenge facing many students considered gifted and talented. They often hold themselves to very high standards and can become distressed when their personal standards established for themselves are not met.

Question 54

Research in the field of gifted and talented education has identified various psychosocial risks associated with students who are gifted and talented. Match the following characteristics with the appropriate psychosocial risk or concern. Mei is advanced in math but slightly below average in physical education. She becomes upset because she cannot do equally well in all areas. a. Unhealthy Perfectionism b. Asynchronous Development c. Low Self-Esteem d. Poor Social Skills

Answer 54

b. Asynchronous Development An imbalance in high and average abilities can be difficult to understand for students. Often, when a student is told he or she is gifted or talented, there is an associated myth it means he or she performs with high abilities across all areas. This can impact a student's sense of self. It is common, however, for students to have asynchronous development and have high abilities in some areas and average abilities in others.

Question 55

Research in the field of gifted and talented education has identified various psychosocial risks associated with students who are gifted and talented. Match the following characteristics with the appropriate psychosocial risk or concern. Ren's teacher perceives a lack of confidence in them. Ren often seems unmotivated. a. Unhealthy Perfectionism b. Asynchronous Development c. Low Self-Esteem d. Poor Social Skills

Answer 55

c. Low Self-Esteem Limited confidence and motivation go hand in hand for some students who are gifted and talented. This can sometimes be due to a lack of challenging curriculum. Students may appear unmotivated when they are simply not challenged. Additionally, if something suddenly becomes challenging for a student who is gifted or talented, it can throw him or her off guard and negatively affect his or her self-esteem.

Question 56

Research in the field of gifted and talented education has identified various psychosocial risks associated with students who are gifted and talented. Match the following characteristics with the appropriate psychosocial risk or concern. Fatima seldom talks to her peers in the classroom. On the rare occasions she asks for help, she always seeks it from the teacher rather than other students. a. Unhealthy Perfectionism b. Asynchronous Development c. Low Self-Esteem d. Poor Social Skills

Answer 56

d. Poor Social Skills Limited peer interaction can create difficulty asking for help from peers when it is needed, among other challenges, such as appropriately disagreeing with peers and managing emotions.

Question 57

What does Twice Exceptional (2e) mean?

Answer 57

You have a disability and are gifted *note: IQ tests don't usually work for Twice Exceptional kids due to it averaging everything out

Question 58

True or False A student considered gifted and talented cannot qualify for special education and related services under IDEA.

Answer 58

False Just because a student is considered gifted and talented does not mean he or she does not experience a disability. A student with dyslexia may require specialized instruction to build foundational reading skills, but the student's comprehension and analytical skills may be superior! Pending a proper evaluation by qualified professionals, an individual classified as gifted and talented may be eligible for special education.

Question 59

Match each definition to the appropriate multiphased stage in the process of identifying gifted and talented students. A student, teacher, administrator, or parent can bring forth that a student may be gifted and talented. a. Screening or Selection b. Placement c. Nomination and Identification

Answer 59

c. Nomination and Identification Anyone as part of a school community can nominate a student as gifted and talented in a particular area. Identifying these students allows them to be tested to determine whether they qualify. This is the first step.

Question 60

Match each definition to the appropriate multiphased stage in the process of identifying gifted and talented students. Use a variety of assessment tools to determine whether the student is considered gifted and talented. a. Screening or Selection b. Placement c. Nomination and Identification

Answer 60

a. Screening or Selection Screening is needed to determine and select students who need additional supports and services because they are considered gifted and talented. This is the second step.

Question 60

Match each definition to the appropriate multiphased stage in the process of identifying gifted and talented students. Determine the most appropriate environment for a student deemed gifted and talented. a. Screening or Selection b. Placement c. Nomination and Identification

Answer 60

b. Placement Once a student is deemed gifted and talented through screening, it is important to determine the most appropriate placement where he or she can be challenged and supported while growing across multiple areas. This is the third step.

Question 61

What is the difference between gifted testing and gifted assessment?

Answer 61

Testing: standardized test. strict. Assessment: more comprehensive (can be more $). Professional will use their expertise to determine what info needs to be gathered and the most appropriate tool for collections.

Question 62

What are the types of gifted tests?

Answer 62

Achievement: look for child's knowledge in a subject area. Abilities: evaluate cognitive or intelligence quotient (IQ) each can be done individual or in a group.

Question 63

Match each type of assessment used in determining whether a student is gifted and talented to the appropriate definition. Often classroom observations or rating scales, such as behavior checklists, completed by parents and teachers. a. Cognitive Ability Tests b. Achievement Tests c. Subjective Assessments

Answer 63

c. Subjective Assessments Subjective assessments are often in the form of a questionnaire and could have more than one correct answer. These types of assessments are often completed to obtain a variety of perspectives on the potentially gifted and talented student and to make note of any differences between behavior and functioning at home and in school.

Question 64

Match each type of assessment used in determining whether a student is gifted and talented to the appropriate definition. Either general academic testing or specific to particular academic areas (e.g., math and reading). Gifted and talented students often score one or more grade levels above their current grade. a. Cognitive Ability Tests b. Achievement Tests c. Subjective Assessments

Answer 64

b. Achievement Tests Achievement tests are often standardized assessments that measure knowledge and skills at a particular grade level. It is common for gifted and talented students to score above their grade level.

Question 65

Match each type of assessment used in determining whether a student is gifted and talented to the appropriate definition. Frequently known as IQ tests, there are several kinds. Some of these tests are nonverbal in nature. a. Cognitive Ability Tests b. Achievement Tests c. Subjective Assessments

Answer 65

a. Cognitive Ability Tests Ability tests, or IQ tests, are often used as one measurement in determining whether a student qualifies as gifted and talented. These tests are administered by a qualified professional.

Question 66

what are the different evidence based assessments for gifted students?

Answer 66

Product-Based: students synthesize what they learn into a product such as portfolios or product based learning products Off-Level Standardized: standardized assessment designed for a specific grade level given to a student in a different grade Pre- and Post- Performance-Based: assess a students learning over a period of time in the form of a product or project such as a portfolio Qualitative: observation based that includes teacher/caregiver completed questionnaires or surveys, student interviews, etc... Quantitative: data based or number based that can include scores on IQ and achievement assessments

Question 67

Which type of assessment evaluates a student's holistic understanding of learning through a specific outcome or project, instead of assessing the process of learning at each stage? a. Product-based assessment b. Pre- and post-performance-based assessments c. Qualitative and quantitative d. Off-level standardized assessments

Answer 67

a. Product-based assessment This type of learning allows students to synthesize what they learn into a product for assessment. A teacher determines whether appropriate knowledge and skills were gained and executed appropriately by assessing the tangible end result instead of each phase of learning.

Question 68

Match the differentiated instruction strategy with its description. Students choose a writing assignment option from a range of topics. a. Mixed-Ability Grouping b. Interest-Based Selection c. Tiered Lesson

Answer 68

b. Interest-Based Selection Interest-based projects can deepen student engagement when combined with readiness planning.

Question 69

Match the differentiated instruction strategy with its description. For a writing assignment, the teacher assigns students to a group. The group includes students whose writing is strong and students whose writing needs improving, including a student with a text-related learning disability. a. Mixed-Ability Grouping b. Interest-Based Selection c. Tiered Lesson

Answer 69

a. Mixed-Ability Grouping Mixed-ability grouping provides opportunities for students to support one another and to get individual instruction from peers.

Question 70

Match the differentiated instruction strategy with its description. The teacher assigns each student to complete one of four writing assignments of different complexity levels, depending on the student’s readiness. a. Mixed-Ability Grouping b. Interest-Based Selection c. Tiered Lesson

Answer 70

c. Tiered Lesson Tiering provides an opportunity for advanced students to extend their learning, while students at other levels can consolidate their knowledge or build skills.

Question 71

True or False Flexible instruction and mixed grouping primarily by age and ability encourage student productivity and engagement.

Answer 71

False When students are grouped by their unique personalities and strengths, their groups become more collaborative and cooperative. Consideration for grouping by academic, social, and emotional needs can maximize student learning.

Question 72

True or False Collaborative groups can be an effective method of instruction both when the teacher assigns the groupings and when the groupings are student selected.

Answer 72

True A wide range of group types have been shown to enhance student learning, including grouping students by choice, proximity, similar ability, and mixed ability. The teacher’s purposeful design and assessment of the group project or task is the key to effectiveness.

Question 73

Match each tier from the MTSS framework to the appropriate description. Whole class instruction using evidence-based, general education strategies. a. Tier 1 b. Tier 2 c. Tier 3

Answer 73

a. Tier 1 All students receive tier 1 support in the general education classroom.

Question 74

Match each tier from the MTSS framework to the appropriate description. Small group intervention provided to students in addition to tier 1 support, targeting areas of need. a. Tier 1 b. Tier 2 c. Tier 3

Answer 74

b. Tier 2 Tier 2 instruction supports students who need some additional intervention supplementing whole group instruction.

Question 75

Match each tier from the MTSS framework to the appropriate description. The most intensive level of support provided (in addition to tier 1 instruction). This intervention is geared toward skill growth and acquisition much more narrowly focused. a. Tier 1 b. Tier 2 c. Tier 3

Answer 75

c. Tier 3 Students in tier 3 require more intensive intervention to target skill growth.

Question 76

True or False Students receiving special education services do not participate in tiered supports in schools that implement a school-wide MTSS framework.

Answer 76

False In a well-designed MTSS, students receive the supports they need when they need them, from qualified staff, regardless of whether they receive special education or EL supports and services.

Question 77

The relationship between MTSS and special education is evidenced through essential components. Match the statement about MTSS with the appropriate MTSS essential component. MTSS restructures the educational system by creating shared responsibility and collaboration between general and special education to ensure the needs of all students are met. a. Data-based problem-solving and decision-making b. Family, school, and community partnering c. Layered continuum of supports d. Shared leadership

Answer 77

d. Shared leadership General and special education share leadership through responsibility for all students by collaborating on learning groups and instructional plans.

Question 78

The relationship between MTSS and special education is evidenced through essential components. Match the statement about MTSS with the appropriate MTSS essential component. Decisions about the supports and services a student needs are based on multiple sources, including a student’s response to evidence-based instruction and intervention, with the goal of teachers intentionally designing, developing, and delivering instruction and supports matched to student needs (which may or may not include special education services). a. Data-based problem-solving and decision-making b. Family, school, and community partnering c. Layered continuum of supports d. Shared leadership

Answer 78

a. Data-based problem-solving and decision-making Data are used to determine the level of support needed in special education, just as it is in MTSS.

Question 79

The relationship between MTSS and special education is evidenced through essential components. Match the statement about MTSS with the appropriate MTSS essential component. Effective interventions and supports at the universal tier can reduce the need for supports at subsequent tiers; however, students (including those who are eligible for special education services) may require supports at multiple levels. a. Data-based problem-solving and decision-making b. Family, school, and community partnering c. Layered continuum of supports d. Shared leadership

Answer 79

c. Layered continuum of supports Both special education and MTSS aid students through a layered continuum of supports (i.e., intensive, specialized related services in special education or varied tiered levels of support by intensity in MTSS).

Question 80

The relationship between MTSS and special education is evidenced through essential components. Match the statement about MTSS with the appropriate MTSS essential component. Schools should acknowledge that families and community support contribute to the success of special education and MTSS programs, which affect students’ success. a. Data-based problem-solving and decision-making b. Family, school, and community partnering c. Layered continuum of supports d. Shared leadership

Answer 80

b. Family, school, and community partnering Family, school, and community partnering is critical to the success of both special education and MTSS programming.

Question 81

What are the key elements of an MTSS framework? a. Individualized Education Programs, 504 plans, and special education-related services b. Response to intervention, positive behavior intervention supports, and Individualized Education Programs c. Standardized testing, data-based decision-making, and special education services and supports d. Universal screening, progress monitoring, data-based decision-making, school-wide support, and family involvement

Answer 81

d. Universal screening, progress monitoring, data-based decision-making, school-wide support, and family involvement Obtaining a baseline through universal screening, measuring progress through consistent progress monitoring, using data to inform decisions about instruction/intervention, and leveraging school support and family involvement are all critical to the success of a school-wide MTSS framework implementation to encourage appropriate interventions or acceleration.

Question 82

True or False There are three tiers of support in MTSS. Tier 1 refers to the general instruction all students receive in the general education environment. Tiers 2 and 3 provide additional supports to students. The major difference between tier 2 and tier 3 is the amount of instructional time provided.

Answer 82

False Tier 3 does provide more instructional time, but it also provides smaller groups, precisely targeted objectives at appropriate levels, systematic instruction, extensive opportunities for practice, and increased error correction and feedback opportunities.

Question 83

True or False If a special education student’s schedule does not allow time to access his or her related services, by default it is appropriate to place the student in a general education classroom co-taught with a special education teacher.

Answer 83

False Special education students must receive the services and supports outlined in their IEP. Students' assessed needs and IEP goals should be the basis for determining how their needs are met. Not all students require or benefit from co-teaching. It is important to ensure students with disabilities are scheduled to receive the supports and services supplemental to the general education classroom.

Question 84

Explain at least two ways to keep students engaged, attentive, and on track during instruction.

Answer 84

Any two of the following answers are appropriate: - Give clear directions so students know what is required of them. - Provide checklists and other visual cues to remind students of classroom routines. - Use a timer to motivate students. - Ask students what works for them.

Question 85

Why would a teacher use visual cues, timers, and checklists for students with ADHD and students who are easily frustrated or distracted? a. The teacher knows that some student behaviors are due to a disability or boredom in the classroom. b. The teacher knows that the only way to control student behaviors associated with ADHD is through structures such as cues, timers, and checklists. c. The teacher knows that students with ADHD will need visual cues, timers, and checklists as adults, so they must learn to use them in school. d. The teacher knows that students with ADHD cannot learn self-control and so they need to always have visual cues, timers, and checklists.

Answer 85

a. The teacher knows that some student behaviors are due to a disability or boredom in the classroom. When a teacher knows that some student behaviors are due to a disability or boredom, using visual cues, timers, and checklists can help redirect students and increase positive behavior.

Question 86

What should teachers focus on while using visual cues, timers, and checklists in order to avoid negating the benefits by triggering anxiety and too much stress? a. Social interactions b. Time spent on task c. Body language d. Work accomplished

Answer 86

c. Body language When a student’s body language is showing anxiety and too much stress, teachers should reduce the pressure of timers and checklists and use fewer visual cues.

Question 87

Positive phrasing tells children the positive result for appropriate behaviors. Teachers often focus on the misbehavior, continuously warning students of negative consequences. Positive phrasing can help students form better behavior habits. Turn the following “negative phrasing” into “positive phrasing” in an effort to shed light on positive results for positive behavior: If you do not finish your lunch, you will lose your afternoon computer time.

Answer 87

If you finish your lunch, you will have some time to use the computer this afternoon.

Question 88

True or False Calling students out on their negative behavior in front of their peers is an effective strategy for managing negative behavior.

Answer 88

False Calling students out in front of their peers can be embarrassing. Negative behaviors often continue (and even increase) due to negative feelings and frustration.

Question 89

Match the scenario to the level of support the student needs to be successful. A school district is implementing a social emotional regulation program to support students’ independent self-regulation and communication skills. a. Tier 1 b. Tier 2 c. Tier 3

Answer 89

a. Tier 1 This program is implemented across a district and intended to support all students, which is indicative of tier 1 support.

Question 90

Match the scenario to the level of support the student needs to be successful. A student is unable to manage emotions in school. The student has a difficult time making transitions and often becomes physically aggressive when unexpected schedule changes occur. This student struggles to maintain friendships and often spends time in a secluded area of the school for safety reasons. a. Tier 1 b. Tier 2 c. Tier 3

Answer 90

c. Tier 3 This student requires significant specialized and individualized services through tier 3 supports. His behavior challenges prevent the student from successfully accessing the curriculum and often keep him outside of the classroom.

Question 91

Match the scenario to the level of support the student needs to be successful. A student struggling with drug and alcohol abuse is often absent from or tardy to class. The student has decent grades but appears to be depressed and struggling with emotional connection. As a support for this student, they are assigned to check in daily with an admired music teacher to ensure the student has a positive interaction each day at office hours. a. Tier 1 b. Tier 2 c. Tier 3

Answer 91

b. Tier 2 his student is receiving a tier 2 support. She is at risk due to frequent absences and tardiness, as well as engagement with drugs and alcohol. However, her intervention supports are relatively minimal—albeit consistent—at this time. Building positive relationships on a consistent basis with a trusted adult is an appropriate tier 2 support.

Question 92

Match the example of effective feedback to the appropriate component. “Nice work on your photosynthesis presentation. In order to engage your audience, come up with two activities they can complete to better understand the process you explained.” a. Respectful and Positive b. Goal Directed c. Constructive d. Immediate

Answer 92

b. Goal Directed This feedback is goal-oriented, because it provides positive reinforcement while also providing or suggesting ways in which the student can improve his or her skill set in a particular area. This can often be a relief for students and help them work toward the next step in their process or project.

Question 93

Match the example of effective feedback to the appropriate component. “It is important for you to complete your homework each night so we can figure out what you understand and where you might need more support. Let’s work together to set a homework completion plan.” a. Respectful and Positive b. Goal Directed c. Constructive d. Immediate

Answer 93

d. Immediate This example exhibits the importance of providing immediate feedback while a student is learning a potentially new skill. The teacher set the expectation and offered to support the student to be successful.

Question 94

Match the example of effective feedback to the appropriate component. “You’re working really hard on this essay. Take a look at your intro paragraph and first point. How can you make a strong transition between these paragraphs so your audience is prepared?” a. Respectful and Positive b. Goal Directed c. Constructive d. Immediate

Answer 94

c. Constructive This feedback was intended to support a student’s skill in a particular area. The teacher did not provide the answer to the student, but instead recognized what the student was doing well and provided constructive feedback to ensure he or she revisited the task to improve knowledge and skill.

Question 95

Match the example of effective feedback to the appropriate component. “This is a difficult task, but I know you can power through like you did yesterday! Tackling one math problem at a time using our notes will help us figure out the answers.” a. Respectful and Positive b. Goal Directed c. Constructive d. Immediate

Answer 95

a. Respectful and Positive This feedback recognizes the difficulty the student might be having while simultaneously encouraging the student to keep trying in a respectful and positive way. This helps students stay motivated on difficult tasks.

Question 96

Talia began school in Burlington, Vermont, a more rural area of the country. She was born in the United States to parents who came to the United States from Nepal and only speak Nepali. Talia has only spoken Nepali at home, and this is her first time being in an environment with predominantly English language speakers. What challenges might Talia initially face in the classroom?

Answer 96

- Little formal schooling if student is K–2 - Parents accustomed to different school culture - Limited English proficiency to communicate with teachers and peers - Limited practice developing and using English or academic language

Question 97

ELs with disabilities are more likely to be classified as having which educational disability? a. Speech or language impairment b. Other health impairment (OHI) c. Intellectual d. Specific learning disability (SLD)

Answer 97

d. Specific learning disability (SLD) SLD is the most likely educational disability among ELs with disabilities; 49.7 percent of ELs with a disability are classified as having an SLD. By comparison, approximately 37.5 percent of non-ELs with disabilities are classified as having an SLD.

Question 98

True or False ELs are the fastest growing student population in the country.

Answer 98

True Approximately 10 percent of all students are ELs. Over the last decade, the number of ELs has increased 60 percent compared to the general group of non-ELs, which has increased 7 percent.

Question 99

Match each characteristic to the associated language acquisition stage. Minimal comprehension. Does not verbalize. Uses nonverbal means of communication (nods, draws, points). a. Advanced Fluency b. Preproduction c. Early Production d. Intermediate Fluency e. Speech Emergence

Answer 99

b. Preproduction Nonverbal communication in the form of nods, drawing, and pointing is the earliest form of communication because the student has minimal comprehension of English.

Question 100

Match each characteristic to the associated language acquisition stage. Limited comprehension. Produces one- or two-word responses. Uses key or familiar phrases and mostly present tense verbs. a. Advanced Fluency b. Preproduction c. Early Production d. Intermediate Fluency e. Speech Emergence

Answer 100

c. Early Production Limited and familiar production/responses, such as yes and no or labeling items in the student's environment, is characteristic of this stage.

Question 101

Match each characteristic to the associated language acquisition stage. Decent comprehension. Produces simple sentences with grammatical and pronunciation errors. Does not often understand jokes. a. Advanced Fluency b. Preproduction c. Early Production d. Intermediate Fluency e. Speech Emergence

Answer 101

e. Speech Emergence The student is beginning to produce simple sentences and continues to work on comprehension of higher level information, such as jokes.

Question 102

Match each characteristic to the associated language acquisition stage. Excellent comprehension with limited grammar and pronunciation errors. a. Advanced Fluency b. Preproduction c. Early Production d. Intermediate Fluency e. Speech Emergence

Answer 102

d. Intermediate Fluency This student is approaching near native skills, demonstrating excellent comprehension and very few grammatical errors when speaking.

Question 103

Match each characteristic to the associated language acquisition stage. Near native comprehension and communication. a. Advanced Fluency b. Preproduction c. Early Production d. Intermediate Fluency e. Speech Emergence

Answer 103

a. Advanced Fluency This student is near native and able to express complex emotions and ideas in a comprehensive, understandable, and grammatically correct way.

Question 104

Read each scenario and determine the second language acquisition stage of the student. The teacher pairs Maria with a peer who will write down Maria's ideas as she explains them. a. Pre-Production b. Speech Emergent c. Intermediate Fluency

Answer 104

b. Speech Emergent This EL student has basic spoken English skills but is still learning the rules of written English. This way, the student can verbally participate but is paired with a student who can more accurately depict the EL student's thoughts in writing.

Question 105

Read each scenario and determine the second language acquisition stage of the student. The teacher reads words aloud and asks Jack to point to the corresponding picture on a chart. a. Pre-Production b. Speech Emergent c. Intermediate Fluency

Answer 105

a. Pre-Production Students in the pre-production phase of second language primarily engage in nonverbal communication, as their verbal and written skills are still emerging. The use of pictures with students in the pre-production phase is critical to build comprehension of words and concepts.

Question 106

Read each scenario and determine the second language acquisition stage of the student. Marla is told to circle words she does not know as she reads while writing predictions of the word meanings on a sticky note. a. Pre-Production b. Speech Emergent c. Intermediate Fluency

Answer 106

c. Intermediate Fluency This student is using grammatically correct verbal and written communication. This task would be within her zone of proximal development, meaning it would challenge her but be a task she could complete, appropriate for her current vocabulary level. This activity would also support vocabulary growth through exposure for a student at this stage.

Question 107

Read each scenario and determine the second language acquisition stage of the student. Li receives a fill-in-the-blank version of a history assignment with the necessary vocabulary listed on the page. a. Pre-Production b. Speech Emergent c. Intermediate Fluency

Answer 107

b. Speech Emergent This activity is appropriate for students in the speech emergent stage because they are using verbal sentences/communication in their second language. Cloze tasks, such as fill in the blank, offer the students the opportunity to use vocabulary words they are learning without the more complex task of using written language in a grammatically correct way, which is still a more complex task for them at this time.

Question 108

Read each scenario and determine the second language acquisition stage of the student. The teacher provides Sophia with a tablet and allows her to listen to the text as the words are highlighted on the page and the story animated as it progresses. a. Pre-Production b. Speech Emergent c. Intermediate Fluency

Answer 108

a. Pre-Production This student is still learning verbal and written communication skills at this stage of second language acquisition. Providing exposure to text through multikinesthetic means (in this case, audio and visual) will help the student to hear how language is used, as well as to connect words to meaning with the help of the animations.

Question 109

True or False ELs proficient in their native language but not proficient in spoken and written English should receive special education services for speaking, reading, and writing.

Answer 109

False Although some ELs may experience a disability and require special education services, it is important to determine whether the disability is present. If there is not a disability, students may receive support from qualified EL teachers, but special education services are not warranted.

Question 110

What are the 5 stages of second language acquisition?

Answer 110

1. Preproduction: minimal comprehension, does not verbalize, nods yes or no, draws and points 2. Early Production: limited comprehension, produces 1-2 word responses, use key words/familiar phrases, uses present-tense verbs 3. Speech Emergence: good comprehension, produce simple sentences, makes grammatical and pronunciation errors, frequently misunderstands jokes 4. Intermediate Fluency: excellent comprehension, makes few grammatical errors 5. Advanced Fluency: near-native level of speech

Question 111

Match the example student scenarios with the most appropriate zone of proximal development. A student in your tenth-grade classroom is within the speech emergence stage of second language acquisition. The student understands spoken English quite well but struggles with reading and comprehending written English independently. Additionally, the student is beginning to write grammatically correct sentences and correct mistakes, but requires a lot of support. The student is given an assignment over winter break to read a part of Shakespeare's Taming of the Shrew and write a report. a. Preceding the zone of proximal development b. Outside the zone of proximal development c. within the zone of proximal development

Answer 111

b. Outside the zone of proximal development This is well outside the student's zone of proximal development. This student is just beginning to independently read and write in English. Early Modern English, such as in Shakespeare, is not an appropriate task to provide an EL without support.

Question 112

Match the example student scenarios with the most appropriate zone of proximal development. A student in your fifth-grade math classroom is in the early production stage of learning English as a second language. Word problems have been particularly difficult for this student to learn in the general education environment. The teachers work out a plan for the student to receive a pre-teaching period before math class with the ESL teacher each day. They hope this will tie difficult language concepts to the student’s native language prior to attending the general education math class. a. Preceding the zone of proximal development b. Outside the zone of proximal development c. within the zone of proximal development

Answer 112

c. within the zone of proximal development The system proposed by the teachers offers this student an opportunity to be successful in the general education environment while she is learning English. She is pushed just enough outside her ability to independently do the math, as she is given support to review any words or concepts unfamiliar to her in English. This levels the playing field when she is learning the technical aspects of the math in the classroom.

Question 113

Match the example student scenarios with the most appropriate zone of proximal development. An eighth-grade student in your classroom is within the intermediate fluency stage of second language acquisition. The student has also learned many strategies to support understanding and expression both orally and written. The teacher broke students into groups to work on a project reviewing concepts learned throughout the first half of the year. The teacher encouraged students to choose a role in the group that allowed them to independently showcase what they believe to be their best work. a. Preceding the zone of proximal development b. Outside the zone of proximal development c. within the zone of proximal development

Answer 113

a. Preceding the zone of proximal development This activity is more of a review and opportunity for students to work together to show their strengths. This work should be able to be done independently and require minimal support from teacher or other support personnel.

Question 114

A new student from Haiti is joining your classroom in two weeks. You have no other students from Haiti in your classroom and want to make this student feel comfortable, safe, and welcome. What are three steps you could take to prepare for this student's arrival and foster a welcoming environment with your students?

Answer 114

Any combination of the following: - Research country of origin - Explore cultural and religious traditions - Read about the DOs and DON'Ts of social behavior and communication practices of his or her culture - Incorporate books about diversity and culture

Question 115

Teachers in classrooms with ELs must use a range of classroom techniques to foster language growth through curriculum. Which skills are most important to embed in instruction aimed at fostering language growth? a. Critical thinking and analysis b. Social and emotional c. Speaking and listening d. Reading and writing

Answer 115

c. Speaking and listening When learning a new language, practice speaking and opportunities to listen through modeling are critical to progress.

Question 116

Match the example scenario with the instructional strategy used to support ELs in the classroom. In order to reinforce vocabulary words learned throughout a period of time, the teacher pairs up students. Each pair is provided with a few short stories to read together. They are instructed to identify vocabulary words in context and also provided thought questions to discuss as they read. a. Speaking and Listening b. Language Modeling c. Peer Modeling

Answer 116

c. Peer Modeling Peer modeling can be an effective instructional strategy to support ELs in the classroom. It is often a good strategy to use for review material.

Question 117

Match the example scenario with the instructional strategy used to support ELs in the classroom. A teacher provides a lesson on tense and tone. As the teacher experiments with various ways to speak different words, they combines the word with different tones and visual supports (facial expressions, associated sketches—happy, sad, etc.) alongside the verbal prompt. Picture cards are also used when she these types of words are used in a story. The teacher has students use language from the story to help them practice the way different words are spoken in various contexts. a. Speaking and Listening b. Language Modeling c. Peer Modeling

Answer 117

a. Speaking and Listening This activity provides examples and practice for students to engage in speaking and listening activities to determine meaning in various contexts.

Question 118

Match the example scenario with the instructional strategy used to support ELs in the classroom. In a classroom of students building skills in their expressive oral language, a teacher often rewords students' statements using appropriate tone and pitch. For example, a student may state "I goed to bathroom." The teacher may model "Oh. Yes, I saw you went to the bathroom." Additionally, when providing an example question in a grammatically correct form, the teacher provides possible answers, as well. a. Speaking and Listening b. Language Modeling c. Peer Modeling

Answer 118

b. Language Modeling This example shows a teacher providing language modeling by acknowledging the student's efforts and providing the grammatically correct equivalent.

Question 119

True or False Exposing students to their native language in the classroom will inhibit their interest and progress toward acquiring English.

Answer 119

False Using multilingual resources helps newcomers feel welcome and comfortable in their new environment. Maintaining linguistic and cultural identity is important to a sense of belonging for a newcomer.

Question 120

At times, ELs experience stress-related culture shock when learning a new language in a new environment. Match the student story with the possible shock the student is experiencing during the transition to learning English in a new environment. A student from Somalia joined your classroom. After the first couple of weeks, you were noticing concerning patterns of behavior. The student did not want to participate, observe, or seemingly enjoy school activities or events and spent a lot of time lying down in the nurse's office. What might she be experiencing? a. Language Shock b. Education Shock c. Cultural Fatigue d. Role Shock

Answer 120

c. Cultural Fatigue This student is experiencing cultural fatigue. Learning a new language alongside experiencing a very different culture can be overwhelming. The student may need support and guidance in engaging with these elements at a slower, more controlled pace. Including more culturally relevant experiences from her native culture and language will be important.

Question 121

At times, ELs experience stress-related culture shock when learning a new language in a new environment. Match the student story with the possible shock the student is experiencing during the transition to learning English in a new environment. An EL in your classroom has received EL support for about six months. The student is hesitant to speak in class and is becoming more acutely aware of how challenging it is to communicate with other students. What might your student be experiencing? a. Language Shock b. Education Shock c. Cultural Fatigue d. Role Shock

Answer 121

a. Language Shock This student is experiencing language shock. He is coming to terms with the difficulty of learning a new language and how it affects social and academic experiences.

Question 122

At times, ELs experience stress-related culture shock when learning a new language in a new environment. Match the student story with the possible shock the student is experiencing during the transition to learning English in a new environment. A high school student from Kenya joined your classroom at the beginning of the school year. Now halfway through the year, the student is beginning to voice concerns about his experience at school. In the previous school in Kenya, the student was head of the debate team and active in sports. The student’s limited English skills and difficulty making friendships have caused great strife about this student’s place in a new school. What might the student be experiencing? a. Language Shock b. Education Shock c. Cultural Fatigue d. Role Shock

Answer 122

d. Role Shock This student is experiencing role shock. Previously, he was used to being much more integrated and involved. In a new culture and using a new language, this student may need support finding his role and confidence.

Question 123

At times, ELs experience stress-related culture shock when learning a new language in a new environment. Match the student story with the possible shock the student is experiencing during the transition to learning English in a new environment. An EL student from Argentina is attending formal schooling for the first time in your second grade classroom. Quickly, you realize the student is having a difficult time adjusting to routine, social and behavioral norms, and academic tasks. What might this student be experiencing? a. Language Shock b. Education Shock c. Cultural Fatigue d. Role Shock

Answer 123

b. Education Shock This student is experiencing education shock. She is just beginning to learn formalized schooling through a new cultural and linguistic lens.