Module 6: Determining Learning Needs

Question 1

If a student has cognitive development barrier learning needs, as the teacher, how can you help accommodate them?

Answer 1

-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

Question 2

If a student has a Learning Disability, how can the teacher accommodate them?

Answer 2

repeat directions, support with organization, support with memory

Question 3

If a student has a Traumatic Brain Injury (TBI), how can the teacher accommodate them?

Answer 3

sequence information clearly, break instruction into smaller chunks, offer untimed test, and remove triggers that may provoke explosive behavior

Question 4

If a student has a Intellectual Disability, how can the teacher accommodate them?

Answer 4

need for repeated, sequential instruction to reinforce information. concrete instruction

Question 5

If a student has Autiam, how can the teacher accommodate them?

Answer 5

routine and consistency

Question 6

If a student has ADHD, how can the teacher accommodate them?

Answer 6

positive behavioral supports for attention and focus. allowing doodling, music, or fidget objects while working

Question 7

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

Answer 7

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.

Question 8

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.

Answer 8

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.

Question 9

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.

Answer 9

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.

Question 10

What supports can teachers provide to students with social and emotional barriers?

Answer 10

-clear expectations
-low-stress environment
-positive reinforcement

Question 11

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

Answer 11

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.

Question 12

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

Answer 12

D) Frustration with difficult tasks

The student is likely to become frustrated if tasks are difficult and may act out or express frustration.

Question 13

True or False

Practicing routines and expected behaviors can help to meet the learning needs of students with social and emotional challenges.

Answer 13

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.

Question 14

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

Answer 14

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.

Question 15

How can a teacher accommodate students with Language development barriers?

Answer 15

-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

Question 16

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.

Answer 16

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.

Question 17

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.

Answer 17

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.

Question 18

True or False

Students with language development barriers typically need social and behavioral supports in school.

Answer 18

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.

Question 19

How can a teach best accommodate students with physical development barriers

Answer 19

-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

Question 20

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.

Answer 20

Physical

Holding a writing utensil is an area of need; poor attendance due to visiting the nurse can also be a barrier.

Question 21

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.

Answer 21

Language

This student exhibits signs often associated with a language fluency disorder.

Question 22

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.

Answer 22

Social and Emotional

Being bullied is a social and emotional barrier to learning for this student.

Question 23

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.

Answer 23

Cognitive

The student’s neurological condition is a cognitive barrier to learning.

Question 24

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.

Answer 24

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.

Question 25

A teacher assigns his students an in-class essay. One of the students has a degenerative muscular condition. Her instructional needs include difficulty with fatigue and need for assistance with hand positioning.

What is one way that the in-class essay may be challenging for her?

A) Formulating ideas to use in the essay
B) Seeing the essay prompt
C) Holding the pencil or typing on the laptop
D) Not getting discouraged or upset

Answer 25

C) Holding the pencil or typing on the laptop

Holding the writing utensil or reaching laptop keys may be challenging for this student given her needs.

Question 26

As a result of an injury from falling off a golf cart, a student has been diagnosed with a traumatic brain injury (TBI).

Which accommodation is appropriate for the student’s teachers to use?

A) Provide specialized writing instruction.
B) Provide positive feedback.
C) Provide information in smaller chunks.
D) Provide assistive technology.

Answer 26

C) Provide information in smaller chunks.

The supports for students diagnosed with traumatic brain injury involve sequencing information clearly, breaking instruction into smaller chunks, and offering untimed tests and tasks.

Question 27

During the transition from activities (art, music, or P.E.), a teacher notices that one student does not use their indoor voice or stay in line during the walk back to the classroom.

Which accommodation could be used to assist this student?

A) Mobility support
B) Provide clear expectations
C) Receptive language instruction
D) Extended time

Answer 27

B) Provide clear expectations

The student appears to have a behavior problem, which is a social and emotional barrier. Supports for social and emotional barriers include clear expectations and a low stress environment.

Question 28

A teacher notes that 90% of students in the class live in low-socioeconomic-status homes. Many of the students come from homes that lack electricity, water, or both.

Which accommodation can the teacher provide to help students overcome their extrinsic physical barriers?

A) Assistive technology
B) Material support
C) Additional reading support
D) Extended time on tasks

Answer 28

B) Material support

The question describes students with extrinsic physical barriers. Supports for extrinsic physical barriers include making caregivers aware of available material and logistical support, such as free/reduced breakfast/lunch, access to a clothing closet, available transportation to and from the school, etc.

Question 29

In a language arts class, the teacher notices that an autistic student often has attention issues and struggles to begin assignments.

Which accommodation can the teacher provide to help the student start tasks?

A) Additional reading support
B) Receptive language instruction
C) Redirection to facilitate learning
D) Extended time on tasks

Answer 29

C) Redirection to facilitate learning

The question indicates the student has attention issues. Redirecting the student’s attention will help them learn and get started on the assignment.

Question 30

A third-grade student has been diagnosed with an intellectual disability. This week in Language Arts class, the teacher will be reviewing how to set up an introduction paragraph.

Which accommodation should be used to support the student during this lesson?

A) Clear expectations
B) Expressive language instruction
C) Writing supports
D) Repetition of directions

Answer 30

D) Repetition of directions

The support for a student with an intellectual disability is to provide repeated, sequential instruction to reinforce information and provide concrete instructions.

Question 31

During Physical Education class, the teacher notices a student who becomes easily upset and frustrated during kickball. When the other team cheers, this student begins yelling and has even thrown home plate.

Which accommodation should the Physical Education teacher make to assist the student in reducing or eliminating outbursts?

A) Provide a low-stress environment.
B) Provide the student with concrete instruction.
C) Provide expressive language instruction.
D) Use a buddy system to help lower stress.

Answer 31

A) Provide a low-stress environment.

The student appears to have a behavioral disorder. Behavioral disorders are social and emotional barriers and supports for these include providing a low stress environment. The student in the question is becoming emotionally dysregulated. A low-stress environment can provide support.

Question 32

As a result of an illness, a student has lost the use of their dominant hand. This has made it difficult to perform tasks involving fine motor skills because the non-dominant hand must be used.

Which accommodation could help this student with assignments?

A) Low-stress environment
B) Repeating directions
C) Assistive technology
D) Concrete instruction

Answer 32

C) Assistive technology

The student has an intrinsic physical barrier. A support for intrinsic physical barriers is assistive technology. An example in this scenario would be using a voice recorder for answers instead of writing.

Question 33

Which learning barrier requires specific supports for counting, numbers, and mathematical facts and procedures?

A) Autism spectrum disorder
B) Expressive language disorder
C) Cerebral palsy
D) Dyscalculia

Answer 33

D) Dyscalculia

Dyscalculia is a learning disability that affects a student’s ability to understand numbers and math. Supports for this apply to counting, numbers, and mathematical facts and procedures.

Question 34

A student’s schooling transitioned from face-to-face to online due to illness. The student’s family does not have a good internet connection, and online learning has been a struggle.

Which type of barrier is the student facing?

A) Cognitive
B) Social and emotional
C) Language
D) Physical

Answer 34

D) Physical

An extrinsic physical barrier can include poverty, food insecurity, lack of transportation, and lack of access to technology/the internet. In the question, the student is struggling to learn because of unreliable internet access.

Question 35

A student who suffers from cerebral palsy has difficulty with motor coordination.

How can the teacher assess the student differently to accommodate this condition?

A) Have the student draw pictures.
B) Have the student explain the information.
C) Have the student label pictures.
D) Have the student act out the information.

Answer 35

B) Have the student explain the information.

Students with cerebral palsy do not have barriers with cognition or language. Explaining the information orally would be an appropriate accommodation.

Question 36

What are ways to support a student with ADHD in the classroom?

Choose 3 answers.

A) Allow the student to listen to music while working.
B) Give the student advance notice when calling on them in class. 
C) Provide the student with concrete instruction.
D) Allow the student to use assistive technology.
E) Allow the student to use a fidget object.
F) Allow the student to doodle (draw absent-mindedly).

Answer 36

A) Allow the student to listen to music while working.
E) Allow the student to use a fidget object.
F) Allow the student to doodle (draw absent-mindedly).

Support for ADHD students includes allowing them to use fidget objects, which are items that can be held in the hand while learning. It also includes allowing students to listen to music and to sketch, which keeps their hands busy during cognitive processing.

Question 37

Which supports can be provided for a student with social and emotional needs?

Choose 3 answers.

A) Repetition of instructions
B) Positive behavioral supports/positive reinforcement
C) Extended time on tasks/tests
D) Clear expectations
E) Low-stress environment
F) Advanced notice when being called upon

Answer 37

B) Positive behavioral supports/positive reinforcement
D) Clear expectations
E) Low-stress environment

The supports for a social and emotional barrier include a low-stress environment, clear expectations, and positive behavioral supports/positive reinforcement.

Question 38

Which supports can be provided to a student who has a receptive language disorder?

Choose 3 answers.

A) Concrete instruction
B) Advanced notice before calling on the student
C) Modified PE instruction
D) Assistive technology
E) Receptive language instruction
F) Clear expectations

Answer 38

B) Advanced notice before calling on the student
D) Assistive technology
E) Receptive language instruction

A receptive language disorder means the student has difficulty receiving information and understanding what others are saying. The supports for a receptive language disorder include assistive technology to support communication, advanced notice when calling on the student, and receptive language instruction.

Question 39

What are three possible supports for a student with an extrinsic physical barrier?

Choose 3 answers.

A) Positive and nonpunitive supports for behavior
B) Trauma-sensitive teaching
C) Repetition of instructions
D) Clear expectations
E) Logistical and material support such as food, transportation, and clothing
F) Low-stress environment

Answer 39

A) Positive and nonpunitive supports for behavior
B) Trauma-sensitive teaching
E) Logistical and material support such as food, transportation, and clothing

Supports for extrinsic physical barriers include logistical and material support such as food, transportation, and clothing. They also include positive and nonpunitive supports for behavior and trauma-sensitive teaching.

Question 40

Which four supports might be beneficial for a student with a diagnosed cognitive barrier?

Choose 4 answers.

A) Advance notice before requiring participation
B) Help with routines and procedures
C) Supports for memory
D) Organizational assistance
E) Repetition of directions
F) Clear expectations
G) A low-stress environment
H) Assistive technology

Answer 40

B) Help with routines and procedures
C) Supports for memory
D) Organizational assistance
E) Repetition of directions

Supports for students with cognitive barriers include repeating directions, support with organization, support with routines and procedures, and supports for memory (working memory, short-term memory, and long-term memory).