Unit 11 Module 24 tests Flashcards
Modifications and adaptations are often needed to ensure that the needs of students with physical or health impairments are being met; however, they should be avoided as much as possible.
True
False
False
When it comes to making adaptations and modifications, major areas of concern include environmental arrangement, communication, instructional and curricular modifications, modifications and assistive technology for specific content areas, class participation, assignments and classroom tests, and sensory and perceptual modifications.
True
False
True
According to special education legislation, all adolescents must have a transition plan included in his or her IEP. The purpose of the transition plan is to identify goals for the student’s final year of high school.
True
False
False
Areas that should be addressed in a transition plan include employment, postsecondary education, and
A. Independent living skills
B. functional math skills
C. reading comprehension skills
D. Positive behavior support strategies
A. Independent living skills
Assistive technology (AT) can be used to address many different areas such as mobility, communication, and daily living skills. It can also be used to allow students to access other types of technology such as computers. However, AT is rarely, if ever, used to assist students with play and recreation.
True
False
False
Which of the following best describes the idea of using technology to meet teaching and learning goals?
A. Informational technology
B. ECU
C. Input modifications
D. Instructional technology
D. Instructional technology
While reviewing her student’s old IEPs and evaluation reports, Miss Allen comes across a great deal of helpful information. Which of the following would NOT be a service or support that her high school students now would have received during their younger years?
A. Support groups to discuss and learn ways to help cope with stress and balance their many roles and responsibilities.
B. Occupational therapy to address fine motor deficits and work on skills such as dressing and eating.
C. Specialized instructional strategies to work on concept development that might not have been learned due to a lack of common experiences or difficulty learning concepts naturally (i.e., rocks sink, leaves float).
D. Physical therapy to address gross motor deficits such as sitting up, walking, and using mobility devices such as a wheelchair.
A. Support groups to discuss and learn ways to help cope with stress and balance their many roles and responsibilities.
Miss Allen noted in Hannah’s IEP cheat sheet that she comes from a supportive, but very large, family and that she has siblings who also have disabilities. Miss Allen also read several comments in the IEP that Hannah’s parents have expressed concerns about how they are going to best support Hannah (and their other children with special needs) as she gets older. Which of the following is NOT something that Miss Allen should plan on sharing with Hannah’s parents?
A. Advice on how they should manage their finances to meet the needs of all of their children.
B. How to use techniques, strategies, and materials that have worked well in the classroom that can be used in the home as well.
C. Information on respite care services.
D. Information on local support groups for parents of children with disabilities.
A. Advice on how they should manage their finances to meet the needs of all of their children.
Which effect on school performance is associated with cognitive impairments?
A. Limited ability to ask questions
B. Missed class time
C. Missed experiences
D. Problems with organization
D. Problems with organization
Giving a student a list of questions that will be asked the next day is a way of modifying which area of concern for students with disabilities?
A. Instructional and curricular modifications
B. Environmental arrangements
C. Class participation
D. Assignments and tests
C. Class participation
Which option listed below is NOT a form of communication recommended for a deaf-blind student who has little competence in communication?
A. Symbolic communication
B. Touch cues
C. Large print
D. Fingerspelling
A. Symbolic communication
Which of the potential sources of difficulty for people with disabilities and their families listed below is most associated with diversity?
A. Numerous appointments
B. Miscommunication
C. Exhaustion
D. Financial strain
B. Miscommunication
Which example listed below is an ECU?
A. A remote control for a radio
B. A motorized wheelchair
C. A computer with synthetic speech
D. A keyboard with large buttons
A. A remote control for a radio
What modification would likely be assigned to a student whose electronic voice output makes speech hard to understand?
A. Ask the student multiple-choice questions.
B. Assign the student to a resource room.
C. Move the student closer to the teacher.
D. Turn up the volume on the device.
A. Ask the student multiple-choice questions.
One way of avoiding a communication breakdown with a student who has physical and health impairments is to _____________.
A. repeat questions
B. speak louder
C. question your assumptions
D. ask for elaboration
C. question your assumptions
