Module 6: Determining Learning Needs Flashcards
If a student has cognitive development barrier learning needs, as the teacher, how can you help accommodate them?
-support with organization
-support with routines and procedures
- repetition of directions
- supports for memory, including working memory and long-term memory
-extended time
-positive behavioral supports and nonpunitive approaches
-redirection and de-escalation of challenging behaviors in order to facilitate learning
-communication support
If a student has a Learning Disability, how can the teacher accommodate them?
repeat directions, support with organization, support with memory
If a student has a Traumatic Brain Injury (TBI), how can the teacher accommodate them?
sequence information clearly, break instruction into smaller chunks, offer untimed test, and remove triggers that may provoke explosive behavior
If a student has a Intellectual Disability, how can the teacher accommodate them?
need for repeated, sequential instruction to reinforce information. concrete instruction
If a student has Autiam, how can the teacher accommodate them?
routine and consistency
If a student has ADHD, how can the teacher accommodate them?
positive behavioral supports for attention and focus. allowing doodling, music, or fidget objects while working
Which learning need is most likely to be associated with ADHD?
A) Social stories and daily schedules
B) Specialized instruction in math concepts
C) Physically accessible environment
D) Positive behavioral supports for attention and focus
D) Positive behavioral supports for attention and focus
Students with ADHD often struggle to focus and pay attention and benefit from positive reinforcement and supports in this area.
What is one learning need that students with intellectual disabilities are likely to demonstrate?
A) Need for repeated, sequential instruction to reinforce information.
B) Need for sensory stimulation and objects to touch.
C) Need for specialized behavior plans due to oppositional defiance.
D) Need for physically accessible environments.
A) Need for repeated, sequential instruction to reinforce information.
Students with intellectual or cognitive disabilities benefit from clear, repeated instructions so that they can become comfortable with information and have time to digest it.
A student has a TBI and experiences difficulties with attention, remembering information, completing timed assessments, and impulse control (leading to disruptive and sometimes explosive behavior).
What would be the most effective way to meet all of the student’s learning needs?
A) Sequence information clearly, break instruction into smaller chunks, offer untimed tests, and remove triggers that may provoke explosive behavior.
B) Sequence instruction and break tasks into smaller chunks, give the student rewards for positive behavior, and implement in-school suspension for negative behavior
C) Break instruction into smaller chunks, provide a physically accessible environment, and provide stiff consequences for inappropriate behavior.
D) Break instruction into smaller chunks, offer untimed tests, and require the student to come after school for extra help and instruction.
A) Sequence information clearly, break instruction into smaller chunks, offer untimed tests, and remove triggers that may provoke explosive behavior.
This approach meets all of the student’s stated learning needs, providing support with smaller chunks of information for processing and memory, ensuring the student can test without time limits, and addressing explosive behavior by removing triggers that are most likely to provoke challenging behavior.
What supports can teachers provide to students with social and emotional barriers?
-clear expectations
-low-stress environment
-positive reinforcement
You are an educator whose student has been bullied. The source of the bullying has been addressed, but the student has still been reluctant to come to school and is finally returning to school after an absence of a week.
What is one learning need that the student is most likely to demonstrate?
A) Withdrawal and isolation from peers
B) Disruptive classroom behavior
C) Difficulty with short-term memory
D) Forgetfulness
A) Withdrawal and isolation from peers
This student has been bullied and may hesitate to interact with others out of fear that the bullying may recur. The student would benefit from structured opportunities to have positive interactions with others.
A student has ADHD. He or she has a history of impulsive and disruptive, externalizing behavior.
Which learning need is the student most likely to demonstrate?
A) Fatigue during learning activities
B) Hunger during the day
C) Fear of making a mistake in class
D) Frustration with difficult tasks
D) Frustration with difficult tasks
The student is likely to become frustrated if tasks are difficult and may act out or express frustration.
True or False
Practicing routines and expected behaviors can help to meet the learning needs of students with social and emotional challenges.
True
Although practicing routines may take away from instructional time, it can help to meet students’ learning needs by allowing them to rehearse classroom procedures. That way, students feel more sure of expectations and are prepared to meet them.
A student is experiencing significant family stress due to her parents’ separation. This stress has exacerbated her existing anxiety.
Which increased needs might the student have?
A) Predictable routines and positive reinforcement to maintain stability
B) Calls home each time she engages in inappropriate behavior to maintain discipline
C) More independent work so she can focus and work at her own pace
D) Stricter penalties for inappropriate behavior to maintain expectations
A) Predictable routines and positive reinforcement to maintain stability
Students with anxiety and stress need predictable routines and a positive climate to help them relax, understand expectations, and focus on the task at hand.
How can a teacher accommodate students with Language development barriers?
-speech therapy
-reading support
-specialized reading instructions
-writing assistance and support
-specialized writing instruction
-social skills coaching and teaching
-expressive/receptive language instruction
-assistive technology to support communication
-augmentative and alternative communication (AAC)
-extra time on tests and when speaking
-ADVANCE NOTICE WHEN BEING CALLED ON
A student has an articulation disorder and struggles to pronounce words correctly.
What is the best way to meet this student’s learning needs and build his communication skills?
A) Allow the student to write down responses rather than speaking
B) Speak to the entire class and remind them not to laugh at their peer if he mispronounces words.
C) Allow extra time for the student to speak slowly and clearly.
D) Create activities in which the student does not need to talk.
C) Allow extra time for the student to speak slowly and clearly.
Providing extra time and a supportive environment can help the student build his skills and participate in learning in a meaningful way.
A student has an expressive language disorder and has difficulty choosing the right words or explaining herself clearly verbally or in writing.
Which learning need is this student likely to have?
A) The student is likely to need a word bank and help writing paragraphs.
B) The student is likely to need physical assistance with writing.
C) The student is likely to need a dictionary to provide help with spelling.
D) The student is likely to need tests and textbook material read aloud.
A) The student is likely to need a word bank and help writing paragraphs.
The student needs help with selecting appropriate words and writing responses to explain her thinking.
True or False
Students with language development barriers typically need social and behavioral supports in school.
False
Students with language development needs are likely to need communication supports, but unless they have additional social or emotional needs, they are not likely to need behavioral supports.
How can a teach best accommodate students with physical development barriers
-mobility supports and accessible environments
-assistive technology
-access to braille, captioning, hearing systems where needed
-extended time on tests
-logistical and material support such as food, transportation, and clothing
-trauma-sensitive teaching
-activities that get students moving or require engagement
-positive and non punitive supports for behavior
Match the description of the developmental characteristics to the type of barrier that the student is likely experiencing. (Physical, Language, Cognitive, or Social and Emotional)
A student has difficulty using a pen or pencil and misses class for frequent trips to the nurse.
Physical
Holding a writing utensil is an area of need; poor attendance due to visiting the nurse can also be a barrier.
Match the description of the developmental characteristics to the type of barrier that the student is likely experiencing. (Physical, Language, Cognitive, or Social and Emotional)
A student repeats herself and has difficulty completing sentences when speaking to peers.
Language
This student exhibits signs often associated with a language fluency disorder.
Match the description of the developmental characteristics to the type of barrier that the student is likely experiencing. (Physical, Language, Cognitive, or Social and Emotional)
A student has been bullied by peers and is afraid to come to school.
Social and Emotional
Being bullied is a social and emotional barrier to learning for this student.
Match the description of the developmental characteristics to the type of barrier that the student is likely experiencing. (Physical, Language, Cognitive, or Social and Emotional)
A student’s ADHD causes him to forget assignments often.
Cognitive
The student’s neurological condition is a cognitive barrier to learning.
Which statement describes a learning need resulting from poverty?
A) Talia is unable to focus on her math test because she is worried that her family will be evicted for nonpayment of rent.
B) William, who has an autism spectrum disorder, needs to know each day’s schedule in advance.
C) Sara has just received a new cochlear implant for her hearing impairment and is not sure how to use it.
D) Jack is involved with the juvenile justice system and is on probation as a result of stealing food from a convenience store.
A) Talia is unable to focus on her math test because she is worried that her family will be evicted for nonpayment of rent.
Talia’s family is experiencing financial difficulty, and their pending eviction is the direct cause of Talia’s lack of focus on her studies. In this case, her socioeconomic situation has impacted her learning and created a need.
