Quiz Questions Flashcards
The most successful phonics programs possess the same key elements, some of which include information connected to actual readings, planned and concise instruction, and review and application. The programs that exhibit these elements are considered to be __________________________ programs.
(analytical, application, sequenced, systematic)
Systematic: A systematic phonics program is considered to be a successful student approach. The elements that the program includes are structured and consider the learner. These programs feature information connected to actual readings, planned and concise instruction, not too many rules, a good pace for the audience, and review and application.
When encouraging reading skill development in students, what is the role of visual cues?
(They reflect word comprehension, they introduce unknown words, they pronote word recognition, the demonstrate knowledge of word order)
They promote word recognition: A visual cue is a shape or visual configuration that permits a reader to recognize a word or group of words automatically.
Which of the following is a strategy used in pre-teaching?
Reviewing previously learned vocabulary
Setting goals for each upcoming lesson
Utilizing advance organizers and concept maps
Accessing a library and computer station
Utilizing advance organizers and concept maps: Pre-teaching is a process used when students have limited background knowledge or experience with a topic. This is a particularly helpful strategy to use with learning disabled students. Pre-teaching can assist students with learning a new topic, vocabulary and concepts. Some of the strategies used in pre-teaching are: utilization of advance organizers and concept maps, recollection of prior experiences, and teaching new vocabulary.
Which of the following letter-sound relationships is a form of an r-controlled word pattern?
-ear
-ore
spr-
tr-
-ear: In phonics instruction, r-controlled word patterns are those in which the ‘r’ sound is the more pronounced sound that is heard. These include: -ar, -er, -ir, -or, -ur, -oor, -ear, -our, -eer.
When students with mild intellectual disability display reading errors while decoding, how should teachers respond?
Correct each error and have students reread the passage
Correct the errors that change the meaning of a sentence
Correct only half of the errors until students improve
Ignore the errors until students gain more confidence
A teacher must decide which errors are the most valuable to correct, as not all reading errors are equal. Students, especially those with mild mental retardation, should not be expected to read every word correctly. A teacher should place most value on those errors that change the meaning of a sentence and allow students time to analyze and decode.
Which of the following would BEST assist children who are at-risk for reading difficulties with developing reading skills?
Auditory training
Explicit instruction
Fluency training
Implicit instruction
Explicit instruction is the same as direct instruction, which guides poor readers through the acquisition of additional skills. The instruction must be consistent and contain opportunities for practicing word decoding.
Which phoneme awareness task is BEST represented by the instructions below?
Tell me the first sound in the word park.
Phoneme blending
Phoneme categorization
Phoneme deletion
Phoneme isolation
Phoneme isolation is the task of identifying a particular sound, such as the ‘pu’ at the beginning of the word park. Phoneme blending occurs when a child can put sounds together, like c/a/t. Phoneme deletion is identified when a sound is left out, and phoneme categorization occurs when a child can compare sounds in different words.
When instructing students on the association of phonemes and graphemes, which of the following is the MOST helpful application technique?
Embed instruction in writing assignments
Focus on handwriting
Link instruction to spelling
Make a list of each phoneme and grapheme.
When teaching students the use of phonemes and gradually introducing graphemes, it is helpful to link it to spelling. Teachers should model dictation and free writing for the students and have them practice and apply these skills.
Which of the following set of consonant blends should be taught first in phonics instruction?
br, cr, dr, fr
ph, sh, th, wh
sk, sm, sh, sp
spr, squ, str, thr
The less difficult blends are generally taught first. Of all the choices listed above, the blends “br”, “cr”, “dr”, and “fr” are the least difficult.
Which of the following would be an example of a phonics manipulation task?
Adjusting the word order in a sentence
Changing the order of sounds introduced in class
Substituting the initial sounds in simple words.
Writing words on a word wall
Working with children who have auditory processing problems compounds the difficulty of teaching phonemes. Using a phonics manipulation task, like substituting the initial sounds in simple words, can support the child’s attempts to learn the phonemes and the words. Using visual cards, the students can actually see? the sounds being changed while speaking them or hearing them. This is an excellent way to reinforce the sounds and for students to retain the information.
Which of the following informal assessments would be helpful in observing and improving a student’s fluency rate?
Cue analysis
Reading inventory
Running record
Self corrections
A running record is an informal assessment tool used during an oral reading session where the teacher codes reading behavior and later analyzes the student’s status regarding fluency. It also helps teachers determine a child’s difficulty with comprehension, sight words and the use of syntax.
What words should be selected when fostering word awareness in young learners?
Words located in the basal reader
Words that represent each child’s culture
Words from the children’s environment
Words chosen by the children
Children are motivated by their world and the things that are found within it. When children begin to learn about words, it is recommended that the first words be taken from the child’s environment. These are words that are commonly seen and heard by the children in stores, restaurants, and home.
What should students use in order to determine the meaning of a word that is used in several different contexts?
Predictive cues
Semantic cues
Syntactic cues
Semantic cues aid a student in understanding the meaning of language. The student is able to read unknown words and understand the meaning based on the other words that are in the sentence.
Which of the following is MOST likely to cause a problem for a student with an articulation disorder who is learning consonant blends and digraphs?
br
sh
unk
ur
Consonant blends and digraphs are comprised of two or more consonants which create a pattern for use in more than one word. These combinations generate a particular sound and therefore we say these have a letter-sound relationship. Voiced patterns, which may cause problems for students with an articulation disorder, consist of “ch”, “sh” and “th”.
What multi-sensory approach, using visual, auditory and kinesthetic senses, is often used to teach students with disabilities how to read?
Association Method
Herman Approach
Orton-Gillingham Approach
Sequential English Approach
It was discovered in the 1930’s that students with some types of learning disabilities have problems with visual memories when attempting reading and spelling tasks. The Orton-Gillingham Approach is an intensive and sequential system based on phonics. It teaches the basics of word formation before teaching word meanings. The instruction is structured and repetitive. Teachers still use this approach for students with disabilities who need to focus on visual memory, using a multi-sensory system.
When conducting shared reading activities, what is the primary skill that is being supported?
Memorization of text
Visualization of content
Development of fluency
Effective listening
Shared reading is an activity where the learner follows along as a skilled reader reads the text fluently and with expression. This is not only enjoyable for the student, but it also allows the learner to make connections between print and speech, build upon the vocabulary, recognize sight vocabulary, and use prediction. Furthermore, it aids in the development of fluency and expression in reading.
Which spelling strategy is MOST useful when studying specific content areas?
Sight words
Word family
Word list
Word wall
Word lists allow students to identify the new and unfamiliar words for a particular subject area. These word lists can be placed in the student’s notebook or placed on the desk for reference. As students see these words repeatedly and use them in context of the subject area, they are likely to remember them.
What strategy should be used to help students who struggle with spelling to feel confident about their writing?
Pair students who struggle with spelling with students who have great spelling skills
Tell students to draw a circle around words that may be misspelled and come back to them later
Give students an age appropriate dictionary and thesaurus to look up the words immediately
Provide students with a list of word families for each writing assignment
As students learn to write, they need strategies to aid in generalizing their spelling. To aid students in becoming strong writers, the teacher should allow students to continually gain confidence in their writing and not interrupt their thoughts and fluency. It is critical that teachers do not constantly point out mistakes such as misspellings. Students will improve their spelling with practice. An excellent technique to use to promote both writing and spelling skills is to allow the student to draw a circle around the word that is thought to be misspelled and come back to it later. The student can check the spelling later when the writing piece is completed.
Research has determined that invented spelling should be
accepted and encouraged.
corrected and rewritten.
noted, but left uncorrected.
taught and assessed.
accepted and encouraged. corrected and rewritten. noted, but left uncorrected. taught and assessed. Answer Explanation :
What will students be able to determine once they choose the audience for their writing assignments?
Whether misspelled words should be corrected
How long the piece should be
Which writing strategy to use
How their paper will be graded
By choosing an audience prior to writing, a student will be able to choose the writing strategy that will work best with the piece. It also simplifies other decisions the student will have to make during the writing process. The student would be able to identify the style of the piece, the detail to use, the technical needs of the sample and whether it should be formal or informal.
What resource would be MOST helpful for a student with a learning disability as the student edits a written assignment?
A dictionary
A friend
Pencils
Spell Check
Students with learning disabilities often have difficulty with spelling. The use of a computer generated spell check program will ease the frustrating task of checking all the words in the document before finalizing the copy.
How should punctuation be taught when teaching the writing process?
Only in context of real writing
Only in isolation
Both in context of real writing and in isolation.
In isolation until the end of third grade, and only in real writing after the start of fourth grade
Punctuation is a complicated system. The rules and samples should be taught in isolation; however, it is a continual process and punctuation should also be taught in the context of real written work.
What does the writing strategy represented by the acronym “COPS” teach students to do?
Add details to paragraphs
Detect and correct errors
Organize main ideas
Outline a theme paper
The acronym COPS represents an error-monitoring strategy. It stands for C-Capitalization, O-Overall appearance, P-Punctuation, and S-Spelling. Students learn the acronym so they may remember the steps when correcting their errors on written work.
What strategy will assist students with learning disabilities with the recursive process?
A checklist
A peer model
Audio recordings
Note-taking
Students with learning disabilities benefit from the use of a checklist with the steps clearly outlined. Remembering the writing process and the detailed steps can be a challenge for a student with a learning disability, so creating a checklist that is individualized for the student will aid in the student’s ability to follow the steps.
Which of the following describes the use of analytic scoring for evaluating student writing?
Peers provide feedback up until the editing stage
Students conduct a self-assessment
The student scores the sample along with the special education teacher
Two or more raters independently score the same sample
Analytic scoring is based on a scale or rubric that provides a detailed analysis of the written sample. It involves two or more raters who independently score the same sample and compare the scores.
An honor roll student recently diagnosed with epilepsy must be allowed additional time to complete work due to the student's mini-seizures. If the teacher allows the student to make up the time missed away from school work, this accommodation most likely falls under which law? 504 ADA EHA IDEA
This student apparently only needs an accommodation for time missed during school. Since the student is on the honor roll, it appears that the epilepsy does not affect the student’s academic achievement level. The student should be placed under a 504 accommodation so time missed from seizure activity may be made up. The other laws mentioned are specifically related to special education services and this student does not demonstrate the need for those services.
Which of the following was included in the reauthorization of IDEA in 1997?
Guidelines for implementing No Child Left Behind for special needs children
More requirements on discipline for students with disabilities
Information about the standards of early childhood education for the first time
New categorical information for children with emotional disabilities and giftedness
One of the specific changes under the reauthorization of 1997 was the way in which schools were to handle the behavior infractions by students with disabilities. For example, included in the law were additional guidelines on alternative placements and administering functional behavior plans.
According to IDEA, which of the following is the team required to determine when considering IEP goals?
When students should participate in meetings
What types of instructional strategies to use
How the parents will be informed
Who will write the objectives
There are three items that federal law clarifies when considering IEP goals: 1) how the goals are to be measured 2) how the parents are to be informed 3) when to gauge progress throughout the year.
What are the expectations for students with disabilities under the No Child Left Behind (NCLB) Act of 2001?
All students will be proficient in reading, writing and math.
Students with disabilities can be provided special exceptions in reading and writing programs.
Students with disabilities must be placed in inclusive programs by 2009.
State and district testing requires full participation by all students.
The No Child Left Behind (NCLB) Act addresses the issue of accountability in the schools. The expectations under NCLB cover ALL children unrelated to any disability. The NCLB Act states ALL children will be proficient and at grade level in reading, writing and mathematics.
Which of the following is an example of "people first" language? A blind boy A learning disabled girl Children with autism The special education bus
“People first” language has emerged as the most appropriate manner in which to label or refer to both a child and an adult with a disability. “People first” language places the gender, name of the person or the group first and then the label or name of the disability. Some examples are: the boy with cerebral palsy, the child with a hearing impairment, and the children with mental retardation.
Which of the following is an example of an appropriate annual goal on an IEP?
By October, the student will remember the 6 steps of writing a composition for English class and complete a sample for a grade of “C” or better.
The student will recognize 4 mathematics formulas and demonstrate how to use them with 50% accuracy as assessed by teacher observation.
The student will participate in all assemblies and programs to enhance social skills and increase the inclusion portion of the program.
By May, the student will increase visual recognition of vocabulary words by adding 10 additional words from the present level with 80% accuracy as assessed by The Peabody Picture Vocabulary Test.
Choice D is an appropriate goal because it contains all of the required components. The goal is measurable because it can be assessed by the teacher. It also includes the skill to be targeted, the projected achievement and specifically how it will be assessed.
When developing an IEP for a student with special needs, what are the first three factors to consider?
The frequency, location and provider of services
The goals, the present levels of performance, and related services.
The results of the last evaluation, the parents’ concerns, and the difficulty of the state assessments.
The least restrictive environment, the general curriculum, and the objectives.
There are about ten statutory additions to consider in the development of the IEP. The main three are listed in answer B. Others include: behavior needs, second language needs, the need for Braille instruction, communication needs and assistive technology needs.
According to IDEA, the IEP team must write goals for a student that address
all of the subject areas in which the student is taking a class.
the areas in which the parents prefer to have specific work accomplished.
all of the items listed in the present level of performance.
only the areas in which the student demonstrates a delay.
Under IDEA, an IEP team only needs to address the areas of need for the child when developing goals. Although the team will create a present level of performance statement, the areas identified as strengths or those on target with other children of the same age will not need a corresponding goal.
According to IDEA, which of the following are examples of “related services”?
An interpreter and special assessments
A speech therapist and transportation
Nursing care and specialized instruction
Occupational services and extracurricular activities
Under IDEA, students are entitled to services that meet their educational needs based on their types of disability. Speech therapy and transportation are two types of services considered appropriate for students with disabilities under the related services section of the IEP. Other related services may include: nursing care, physical therapy, occupational therapy, interpreting services and a vision specialist.
A middle school student has just been suspended. What is the IEP team required to do?
Provide the IEP information to local authorities and terminate the student’s special education services
Conduct a functional behavior assessment and develop a behavior intervention plan
Offer training to all staff members on how to handle the student before the student returns to school
Await further direction from the principal’s office regarding the suspension
IDEA requires a FBA (functional behavior assessment) and a BIP (behavior intervention plan) for any student who has been suspended. If the student already has a BIP, the team should re-evaluate using an FBA model and then review the current BIP for any appropriate changes.
A student with a disability was placed in a self-contained program and the parents later contested the placement. Which component of IDEA should the school district impose until the issue is resolved? FAPE requirement Functional Behavior Assessment LRE option Stay-Put provision
The Stay-Put provision of the law is imposed when there is some discrepancy between the parents and the school district about the student’s program. The parents have the right to pursue mediation or due process proceedings to further debate the situation. Until the issues are resolved, the student shall “stay-put” (or remain) in the current program.
When working with a special needs child from a divorced family, what must the educator determine? The custody arrangements The economic situation The environmental conditions The employment status
In any case which involves a family separation, an unwed mother, or a divorce, the educator must determine the legal status of both parents through the examination of a court document. Parents should provide a copy of the legal information agreed upon by both parties showing how each is to be involved in the child’s education. The special education teacher will then be better prepared to handle various communications and meetings with the family in an appropriate and legal manner. Knowing the status of the family situation and how to manage it is necessary to meet the requirements of the law.
Which of the following represents a recent finding in studies on brain function and how students learn?
“The brain is capable of understanding enormous math equations and high numbers, but humans only use a fraction of their capabilities.”
“Attention spans are capable of expanding, especially in ADD children when provided an environment of restricted movement and distractions.”
“Movement is the only experience that unites all brain levels and integrates both hemispheres, improving memory.”
“The brain retains all sensory information as it relates this input to abstract ideas and personal experiences.”
In 2000, a study by Barron provided strong evidence of the importance of movement to the learning process. The chemicals released during physical activity keep students alert, enhance attention and improve memory.
Which of the following service delivery models is described below? "An environment that addresses students' needs through a highly individualized, closely supervised program utilizing specialized instruction ." General education Itinerant model Resource class Self-contained program
The majority of the time, a self-contained program is located within a regular school. Students with moderate to severe disabilities may spend part of the day or the full day in this setting. Many times the students are placed here because they cannot be educated appropriately in the regular classes. They are often placed in a self-contained class with the same categorical grouping.
A 16 year-old high school student has received special education services under the category of moderate intellectual disability since kindergarten. While the team is working on a transition plan for the student, the student states that one goal is to buy a car and learn to drive. The parents are supportive. Others on the team have concerns. What would be the team’s BEST response to this situation?
Suggest that the parents sign the student up for driver’s school and look at used cars.
Encourage the parents to obtain a book on the rules of the road, help the student study and allow the student to take the test
Contact the department of transportation to make arrangements for student accommodations on the test
Assign a peer to teach the student to drive and give an oral pre-test
It is sometimes difficult for parents and a team of professionals to find a balance between holding realistic, but high expectations. The professionals representing the school would not want to deny the student a chance at achieving his or her goals and they want the parents to know that they support such a family decision. More than likely this student will have difficulty learning the rules of the road and completing the test with a passing grade. However, it would be appropriate for the team to encourage the family to proceed and to make themselves available for discussion should the student fail this test. At this time, it would open the discussion to the areas that are most difficult for this student and help the entire team focus on the student’s appropriate plan.
A child with a mild hearing impairment is provided with a program of full inclusion according to the IEP. Who should be primarily responsible for the transition into the regular education classroom, the collaboration among team members and the progress reports? The audiologist The general education teacher The special education director The special education teacher
The special education teacher will be the primary contact for this student’s education program. All team members will provide support and services but the special education teacher will accept the primary responsibility of case management to ensure compliance with the IEP and appropriate services for the student.
When a child with special needs, who has an IFSP, requires services from a district preschool program, a transition conference must occur. What position is MOST responsible for collaborating with the agency to establish a program for this child? Parent Preschool director Principal Special education director
Most public school districts have a person identified as the lead preschool teacher or a preschool director. It is a critical responsibility of that person to collaborate with all the agencies that provide services to children with special needs under Part C of IDEA. The preschool director must coordinate meetings for the transition services and ensure that all parties meet compliance requirements on the interagency agreements.
If a family repeatedly has difficulty working with the school district's special education personnel, what should the district suggest to the parents? Consult an advocate Choose a different teacher Transfer to a new school Appoint a surrogate
Many state departments of education have a list of advocates who can work with parents and support them in working with the school district. These advocates are well versed on the special education process and knowledgeable about services. A positive advocate can help the parents reach a comfortable rapport with the school personnel.
An elementary student with mild multiple disabilities is placed in a general education classroom for most of the day. The student attends a special education class for reading. Both the special education teacher and regular education teacher need to monitor the student’s progress. Which of the following is the BEST example of collaboration between the two teachers?
They each write a portion of the progress report that reflects the student’s achievement and send it separately to the parents.
They keep daily/weekly records of student progress and share it with one another on a regular basis.
They can provide one another with copies of their lesson plans and check those that the student completes.
They schedule a meeting each semester to discuss all of the students that they share.
To monitor ongoing student achievement and progress toward goals, teachers should share information on a regular and consistent basis. By compiling information daily or weekly throughout the semester, it will be easier to create a joint progress report for the parents. It is most beneficial for parents to receive one report so they do not feel that their child’s program is split.
Which of the following describes a duty of a paraeducator who works in a special education classroom? Assess a child Assist the students Meet with parents Write goals for an IEP
Paraeducators are placed in classrooms with children who have disabilities to assist the students under the direction and supervision of the teacher. The other answers listed are duties of a teacher and should not be performed by a paraeducator.
A team that carefully reviews the results of student evaluations, discusses the educational implications, brainstorms ideas for programming and services, and then develops appropriate goals for a child with special needs is practicing \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. collaborative and integrated behaviors goal attainment positive decision-making proficient associations
IEP teams are required to develop appropriate programs and identify appropriate services for students with special needs. There are standards and guidelines set by federal law to guide team members in positive decision-making. However, the decisions must rely on the knowledge and judgment of individual team members. Practicing positive team work and constructive decision-making will lead the team toward outcomes that are designed to benefit the student.
A high school student with a learning disability is in need of a transition plan. The school will invite the state vocational agency to participate in the development of the plan. Which of the following is the MOST appropriate meeting invitation?
As the state agency for vocational assistance, you should attend the transition plan meeting for this student.
We request the presence of a representative from your agency to assist in the development of a transition plan for this student. Your input would be most welcome.
The school plans to meet to develop a transition plan for this student and you are required to attend according to federal law.
Since your agency is responsible for meeting vocational needs in a post-high school situation, we will need you to be present at a meeting about this student.
Inviting a representative from a vocational agency to attend the development of a student’s transition plan will develop a strong rapport that will be valuable in years to come. Additionally, asking for their input will allow them some time to research the student’s needs and bring pertinent information to the meeting. The agency should already know they are required to attend under the law, so such a reminder would not be appropriate.
A special education teacher is preparing to write student progress reports. One third of the teacher’s students are from culturally diverse homes. What should be the teacher’s MOST important consideration when writing these reports to the students’ parents and families?
The socioeconomic status of the parents
The number of people who will read the report
The language and culture of the home
Whether the parents attended school themselves
A teacher should make an effort to write a progress report or any other communication for a set of parents or a family with the language and the culture of the home in mind. Some written expressions would not be clear for some families of other cultures and some reports might need to be translated into another language.
What should a special education teacher do if instructed by the principal to dismiss the students with disabilities from a state assessment?
Tell the superintendent
Change the students’ IEPs so they comply
Inform the parents
Provide the principal with a summary of federal legislation
Sometimes principals do not know the laws regarding special education and most of them will appreciate information that clarifies the responsibilities of the school within the high stakes testing arena. By providing the principal with a summary of the law, specifically regarding access to general education and statewide testing, this will allow the principal a chance to rethink the situation and do the right thing.
An elementary child with intellectual disability has just told the special education teacher that the family lives in a car. The child often comes to school unkempt and hungry. How should the special education teacher respond?
Call a child abuse hotline
Speak to the parents about proper hygiene and nutrition
Contact a local church to adopt the family
Ask the school nurse and social worker to follow up
Most schools have school nurses and some have social workers who are trained in accessing community agencies for families in need. They often have a list of agencies that can offer assistance and they may even have funding from community service clubs to help families in the community.
What must teachers be aware of when utilizing standardized tests to assess all students?
They are too difficult for the students in special education programs.
They may discriminate against culturally diverse students.
They are not useful in determining student achievement levels.
They need to be retaken at each semester change to be valid.
Standardized tests used in schools can contain content that may be slanted toward one cultural perspective, and diverse populations are not always represented when the scoring criteria are established. Therefore, standardized tests can discriminate against culturally diverse students.
When using a standardized test, what happens as the standard error of measurement increases?
The scores become less likely to be skewed
The test must be administered more often
The level of uncertainty increases
The questions require fewer changes
The SEM (standard error of measurement) is the amount of error in the test scores. If there is a large SEM, it increases the likelihood that scores will be considered uncertain.
What is the greatest concern for teachers who must use standardized achievement tests?
If students are absent there are no other assessments available that will be as thorough.
Students may be evaluated on content they have not been taught.
The test only determines progress within content areas.
Students may not be provided modifications and accommodations on these tests.
Standardized achievement tests are generally written by testing companies based on general subjects with a limited sample of questions to cover the content. Therefore, students may be evaluated on material that was never covered in their school.
Why should students with disabilities be allowed accommodations on state and district assessments?
To aggregate their score with the total reported population
To enable them to answer the majority of the questions correctly
To allow them equal access to the information on the assessment
To ensure that they have made progress on IEP goals
Accommodations are provided to students with disabilities through the IEP process so that these students can gain access to the general education curriculum. Under federal law, students with disabilities are allowed accommodations in the classroom and on district and statewide assessments.
Which of the following is the BEST alternative to traditional test taking? Answering chapter questions Completing a project Reading a book Writing a research paper
Since many students with disabilities have been shown to struggle with taking tests, an alternative method may be used to better evaluate student knowledge and understanding of the content. The best alternative to traditional test taking is to assign a project for completion. Students who have difficulty taking tests could work with the teacher to establish guidelines for completing a project that would encompass all areas and skills that the teacher needs to evaluate. Although a teacher could use the other answer choices listed above, none of these would provide the breadth of information that completing a project offers.
A five year old child is identified as having a speech and language delay. The child has attended a district preschool for two years and is ready to transition into kindergarten at the local elementary school. What is required of the team in order to provide the child with an appropriate program?
Observe the child in the new kindergarten setting for one month before setting goals
Request that the parents sign a written document allowing the child to attend kindergarten
Conduct an evaluation to determine the need for continued services.
Write a new IEP with the kindergarten teacher to include goals for kindergarten.
Children who are leaving a preschool setting to attend a program under the K-12 system must have an evaluation to determine the need for continued services and to possibly identify a new category label. Preschool labels are usually different from those for K-12. Children who receive speech language services in preschool often do not require further therapy once they transition to kindergarten. An assessment would provide this team with the necessary information to meet this child’s educational needs.
What is the general range of IQ scores for students diagnosed with severe intellectual disabilities? 20-40 30-50 40-60 50-70
A student in special education under the category of SMR (severe intellectual disability) would demonstrate an IQ level between 20 and 40. Although a student in this range would be able to develop independent self-help skills, the student may show difficulty with high academic achievement. These scores will be helpful when determining a student’s program and writing the IEP goals.
How can a regular education teacher BEST support a student with a stuttering problem in the classroom?
Maintain eye contact when the student speaks
Limit the student’s participation in oral group activities
Assist the child by supplying words or completing sentences
Reward the student for small attempts at using expressive language
Fluency disorders are common in young children, and while varying in specificity, they can become serious. When students have a fluency disorder it is often the adult who becomes uncomfortable and tends to accommodate the child in ways that are not helpful for the child’s development. The regular education teacher should work closely with the speech and language therapist to determine which adaptation is best for each student that has a fluency issue, as not all fluency disorders are the same. The most common type of fluency disorder is stuttering, and it is to the student’s benefit that the teacher maintains eye contact when the student is speaking.
