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Teacher Refresh > Disabilities > Flashcards

Disabilities Flashcards

1
Q

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

A

UDL

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2
Q

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

A

a great starting place

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3
Q

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

A

how to meet the needs of all your learners.

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4
Q

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).

A

Deaf and Hard of Hearing community

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5
Q

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).

A

cultural aspects

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6
Q

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).

A

using a visual language

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7
Q

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).

A

rather than an oral

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8
Q

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).

A

difference in human experience

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9
Q

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).

A

rather than a disability

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10
Q

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).

A

with a capital D

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11
Q

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.”

A

the big D Deaf

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12
Q

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.”

A

speech and sign

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13
Q

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.”

A

small d

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14
Q

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.”

A

differences in hearing

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15
Q

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 “______.”

A

he is deaf

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16
Q

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

A

four degrees of hearing loss

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17
Q

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

A
  • Profound
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18
Q

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

A
  • Severe
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19
Q

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

A
  • Moderate
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20
Q

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
- _______

A
  • Mild
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21
Q

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

A

medical context

22
Q

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

A

hearing loss

23
Q

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

A

distinguish differences

24
Q

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

A

how much a person can hear

25
Q

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

A

how much a person can hear

26
Q

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

A

New Zealand

27
Q

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

A

Soft noises are not heard

28
Q

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

A

in a loud environment

29
Q

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

A

Soft and moderately loud noises are not heard

30
Q

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

A

very difficult with background noise.

31
Q

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

A

Conversations have to be conducted loudly

32
Q

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

A

Group conversations require a lot of effort.

33
Q

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

A

Some very loud noises are heard.

34
Q

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

A

your students

35
Q

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

A

create infographics

36
Q

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

A

summarise some of their key learning

37
Q

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

A

on practicum

38
Q

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/

A

2–5%

39
Q

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/

A

least half

40
Q

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/

A

also have dyslexia

41
Q

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/

A

ADHD

42
Q

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/

A

energetic

43
Q

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/

A

creative

44
Q

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/

A

good problem-solver

45
Q

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/

A

energetic, creative, and good problem-solvers

46
Q

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/

A

support with

47
Q

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/

A

sensory integration

48
Q

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/

A

thinking

49
Q

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/

A

social interaction

50
Q

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/

A

sensory integration, thinking, and social interaction

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