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D096 > Unit 3 > Flashcards

Unit 3 Flashcards

1
Q

The disability category with the highest percentage of children served under IDEA is

A

specific learning disability (SLD)

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2
Q

A student’s medical diagnosis determines whether the student qualifies for special education and related services in a public education setting.

A

False

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3
Q

A student’s educational disability category determines the types of supports and services the student is allowed to receive.

A

False

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4
Q

Eva is a sixth-grade student who has a difficult time comprehending what she reads in class. She finds herself reading and rereading the same pages, trying to find meaning in the text. Additionally, Eva experiences difficulty following directions, often missing important steps. She finds herself falling behind in class and feeling as though she cannot keep up with her peers.

A

Specific learning disability

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5
Q

Mateo is a kindergarten student with a lot of energy. His favorite activities are sensory-based. He enjoys playing alone in the sand at recess. Mateo repeatedly grabs a handful of sand and watches it sift through his fingers. When he is excited, he spins in circles. Mateo has a difficult time transitioning to new activities and becomes agitated when his routine is changed.

A

Autism

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6
Q

Talia is a tenth-grade student. After hitting their head on the side of a pool during a swim meet, they began experiencing difficulty in school with focus, follow-through, and organization. They frequently misplaced their school materials and missed the deadline for several assignments. Additionally, Talia has experienced difficulty sitting in rooms with overhead lighting, causing them to wear sunglasses inside.

A

Traumatic brain injury

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7
Q

Individuals with the same disability category qualify for the same special education and related services programming.

A

False

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8
Q

A high school special education student diagnosed with autism received special education services and related support for social pragmatic (social skills) therapy from a speech-language pathologist. The student requires some academic support, primarily in written expression and task management, which happens within the general education environment in a co-taught English class with an English teacher and an assigned special education teacher. The student also receives speech-language therapy twice per week. This student’s time out of the general education environment is minimal. What type of educational placement would this student receive, given the needs and the supports and services received?

A

Modified general education class

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9
Q

A common learning challenge associated with a learning disability that makes it difficult to complete math tasks, such as addition, subtraction, and division is

A

Dyscalculia

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10
Q

A student in your fourth-grade classroom has a very difficult time writing. The student is slow to formulate letters and often writes the letters in an unusual way. The student’s ability to answer questions orally is outstanding. In class, a teacher’s assistant often acts as a scribe. Which type of learning disability does this student display characteristics of?

A

Dysgraphia

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11
Q

Difficulty discriminating between or among sounds in words, letters in writing, or numbers

A

Example of LD (learning disability)

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12
Q

Difficulty reading text fluently, stumbling on sounding out words, and replacing words in text with words that have similar meaning

A

LD

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13
Q

Vision loss impacting the ability to see letters on paper unless they are enlarged up to 200 percent, the traditional 12-point size

A

Non LD

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14
Q

Repetitive behaviors, such as arm flapping, rocking, or spinning

A

Non LD

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15
Q

Difficulty with organizing school materials, information, and directions, as well as challenges prioritizing and keeping track of tasks

A

LD

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16
Q

Difficulty following a classroom demonstration, causing confusion and difficulty with understanding conclusions and replication

A

Nonverbal learning disorder

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17
Q

Difficulty reading text independently, despite comprehending information read to them, which could impact their ability to access and engage in meaningful classroom discussions and activities

A

Dyslexia

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18
Q

Difficulty with written information on exams or essays, despite solid comprehension of a topic

A

Dysgraphia

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19
Q

Difficulty participating in classroom discussions and activities, but often has many related and relevant thoughts on the topic at hand

A

Language processing disorder

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20
Q

Hannah is a student with a severe peanut allergy. She requires an EpiPen be available at all times during her school day in the event she has an allergic reaction. In order for Hannah to be safe navigating her school day, her environment must be nut-free.

A

504 Plan

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21
Q

A student diagnosed with ADHD by a physician has difficulty focusing on exams in the general education environment. The student is easily distracted by the noises and people in the class, resulting in incomplete work being turned in. The work that does get completed demonstrates that the student has a solid understanding of the curriculum.

A

504 Plan

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22
Q

A student in a fifth-grade classroom struggles to follow directions in class, complete assignments on time or in an appropriate manner, and identify important concepts and related details in reading. A teacher reported the student is performing significantly below peers across content subjects.

A

IEP

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23
Q

Does not require the formal, detailed plans that are part of an IEP

A

Section 504

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24
Q

Provides additional funding to states for eligible students

A

IDEA

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25
Q

Contains explicit language protecting individuals with disabilities from harassment or retaliation based on their disability

A

Section 054

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26
Q

Limited to students with an educational need

A

IDEA

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27
Q

No age restriction

A

Section 054

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28
Q

The team that writes IEPs or 504 plans must include a special education teacher.

A

True

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29
Q

Federal law funds and regulates the education of gifted and talented students in the public education sector.

A

False

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30
Q

High-energy, impulsivity, nonstop talking, insatiable curiosity

A

Behavioral

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31
Q

Wide interests, keen sense of humor, little concern for social norms, inventiveness

A

Creative

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32
Q

Feelings of being different, sense of justice, need for emotional support, sensitive and empathetic toward others’ feelings

A

Affective

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33
Q

Intellectual curiosity, diverse interests and abilities, goal-directed, problem-solver

A

Cognitive

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34
Q

Omar sets unrealistic goals for himself. He frequently shows signs of emotional distress when something does not work out in the way he anticipated.

A

Unhealthy perfectionalism

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35
Q

Mei is advanced in math but slightly below average in physical education. She becomes upset because she cannot do equally well in all areas.

A

Asynchronous development

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36
Q

Ren’s teacher perceives a lack of confidence in them. Ren often seems unmotivated.

A

Low self esteem

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37
Q

Fatima seldom talks to her peers in the classroom. On the rare occasions she asks for help, she always seeks it from the teacher rather than other students.

A

Poor social skills

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38
Q

A student considered gifted and talented cannot qualify for special education and related services under IDEA.

A

False

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39
Q

A student, teacher, administrator, or parent can bring forth that a student may be gifted and talented.

A

Nomination and identification

40
Q

Use a variety of assessment tools to determine whether the student is considered gifted and talented.

A

Screening or selection

41
Q

Determine the most appropriate environment for a student deemed gifted and talented.

A

Placement

42
Q

Often classroom observations or rating scales, such as behavior checklists, completed by parents and teachers.

A

Subjective assessments

43
Q

Either general academic testing or specific to particular academic areas (e.g., math and reading). Gifted and talented students often score one or more grade levels above their current grade.

A

Achievement tests

44
Q

Frequently known as IQ tests, there are several kinds. Some of these tests are nonverbal in nature.

A

Cognitive ability tests

45
Q

Which type of assessment evaluates a student’s holistic understanding of learning through a specific outcome or project, instead of assessing the process of learning at each stage?

A

Product-based assessment

46
Q

Students choose a writing assignment option from a range of topics.

A

Interest-based selection

47
Q

For a writing assignment, the teacher assigns students to a group. The group includes students whose writing is strong and students whose writing needs improving, including a student with a text-related learning disability.

A

Mixed-ability grouping

48
Q

The teacher assigns each student to complete one of four writing assignments of different complexity levels, depending on the student’s readiness.

A

Tiered lesson

49
Q

Flexible instruction and mixed grouping primarily by age and ability encourage student productivity and engagement.

A

False

50
Q

Collaborative groups can be an effective method of instruction both when the teacher assigns the groupings and when the groupings are student selected.

A

True

51
Q

A tool that is important for teachers to understand when creating their classroom and curriculum is called

A

Multitiered systems of supports (MTSS)

52
Q

Whole class instruction using evidence-based, general education strategies.

A

Tier 1

53
Q

Small group intervention provided to students in addition to tier 1 support, targeting areas of need.

A

Tier 2

54
Q

The most intensive level of support provided (in addition to tier 1 instruction). This intervention is geared toward skill growth and acquisition much more narrowly focused.

A

Tier 3

55
Q

Students receiving special education services do not participate in tiered supports in schools that implement a school-wide MTSS framework.

A

False

56
Q

MTSS restructures the educational system by creating shared responsibility and collaboration between general and special education to ensure the needs of all students are met.

A

Shared friendship

57
Q

Decisions about the supports and services a student needs are based on multiple sources, including a student’s response to evidence-based instruction and intervention, with the goal of teachers intentionally designing, developing, and delivering instruction and supports matched to student needs (which may or may not include special education services).

A

Data based problem solving and decision making

58
Q

Effective interventions and supports at the universal tier can reduce the need for supports at subsequent tiers; however, students (including those who are eligible for special education services) may require supports at multiple levels.

A

Layered continuum of supports

59
Q

Schools should acknowledge that families and community support contribute to the success of special education and MTSS programs, which affect students’ success.

A

Family, school, and community partnering

60
Q

What are the key elements of an MTSS framework?

A

Universal screening, progress monitoring, data-based decision-making, school-wide support, and family involvement

61
Q

There are three tiers of support in MTSS. Tier 1 refers to the general instruction all students receive in the general education environment. Tiers 2 and 3 provide additional supports to students.

The major difference between tier 2 and tier 3 is the amount of instructional time provided.

A

False

62
Q

If a special education student’s schedule does not allow time to access his or her related services, by default it is appropriate to place the student in a general education classroom co-taught with a special education teacher.

A

False

63
Q

Explain at least two ways to keep students engaged, attentive, and on track during instruction.

A
  • Give clear instructions
  • Provide a checklist
  • Use a timer
  • Ask students what works for them
64
Q

Why would a teacher use visual cues, timers, and checklists for students with ADHD and students who are easily frustrated or distracted?

A

The teacher knows that some student behaviors are due to a disability or boredom in the classroom.

65
Q

What should teachers focus on while using visual cues, timers, and checklists in order to avoid negating the benefits by triggering anxiety and too much stress?

A

Body language

66
Q

Calling students out on their negative behavior in front of their peers is an effective strategy for managing negative behavior.

A

False

67
Q

A school district is implementing a social emotional regulation program to support students’ independent self-regulation and communication skills.

A

Tier 1

68
Q

A student is unable to manage emotions in school. The student has a difficult time making transitions and often becomes physically aggressive when unexpected schedule changes occur. This student struggles to maintain friendships and often spends time in a secluded area of the school for safety reasons.

A

Tier 3

69
Q

A student struggling with drug and alcohol abuse is often absent from or tardy to class. The student has decent grades but appears to be depressed and struggling with emotional connection. As a support for this student, they are assigned to check in daily with an admired music teacher to ensure the student has a positive interaction each day at office hours.

A

Tier 2

70
Q

“Nice work on your photosynthesis presentation. In order to engage your audience, come up with two activities they can complete to better understand the process you explained.”

A

Goal oriented

71
Q

“It is important for you to complete your homework each night so we can figure out what you understand and where you might need more support. Let’s work together to set a homework completion plan.”

A

Immediate

72
Q

“You’re working really hard on this essay. Take a look at your intro paragraph and first point. How can you make a strong transition between these paragraphs so your audience is prepared?”

A

Constructive

73
Q

“This is a difficult task, but I know you can power through like you did yesterday! Tackling one math problem at a time using our notes will help us figure out the answers.”

A

Respectful and positive

74
Q

ELs with disabilities are more likely to be classified as having which educational disability?

A

Specific learning disability (SLD)

75
Q

Minimal comprehension. Does not verbalize. Uses nonverbal means of communication (nods, draws, points).

A

Preproduction

76
Q

Limited comprehension. Produces one- or two-word responses. Uses key or familiar phrases and mostly present tense verbs.

A

Early production

77
Q

Decent comprehension. Produces simple sentences with grammatical and pronunciation errors. Does not often understand jokes.

A

Speech emergence

78
Q

Excellent comprehension with limited grammar and pronunciation errors.

A

Intermediate fluency

79
Q

Near native comprehension and communication.

A

Advanced fluency

80
Q

The teacher pairs Maria with a peer who will write down Maria’s ideas as she explains them.

A

Speech Emergent

81
Q

The teacher reads words aloud and asks Jack to point to the corresponding picture on a chart.

A

Pre-production

82
Q

Marla is told to circle words she does not know as she reads while writing predictions of the word meanings on a sticky note.

A

Intermediate fluency

83
Q

Li receives a fill-in-the-blank version of a history assignment with the necessary vocabulary listed on the page.

A

Speech emergent

84
Q

The teacher provides Sophia with a tablet and allows her to listen to the text as the words are highlighted on the page and the story animated as it progresses.

A

Pre-production

85
Q

A new student from Haiti is joining your classroom in two weeks. You have no other students from Haiti in your classroom and want to make this student feel comfortable, safe, and welcome. What are three steps you could take to prepare for this student’s arrival and foster a welcoming environment with your students?

A
  • Research the country
  • Explore cultural and religious traditions
  • Read DOs and DONTs of social behavior
  • Incorporate books about diversity
86
Q

Teachers in classrooms with ELs must use a range of classroom techniques to foster language growth through curriculum. Which skills are most important to embed in instruction aimed at fostering language growth?

A

Speaking and listening

87
Q

Exposing students to their native language in the classroom will inhibit their interest and progress toward acquiring English.

A

False

88
Q

Sara’s family has lived in Germany due to her parents’ jobs. They have relocated to the United States, and Sara is placed in seventh grade. Sara will need to not just learn the academics in her seventh-grade classes but learn English and the culture of the school and the United States. What is the process called that Sara is involved in?

A

Acculturation

89
Q

Requiring ELs to speak English only during the school day will foster positive social, emotional, and academic growth.

A

False

90
Q

In schools and classrooms where cultural diversity was acknowledged and celebrated, teachers provided practical and meaningful opportunities for all students to be proud and share their languages and cultures.

A

True

91
Q

In order to embed cultural responsiveness across classrooms, schools, and districts, school leaders and teachers must work together to revamp and critically assess their

A

Curriculum

92
Q

What is the difference between a bias and an implicit bias?

A

A bias is a conscious preference for a person or group of people, and an implicit bias is an unconscious stereotyping or preference for a person or group of people

93
Q

Describe two ways teachers can intentionally lessen implicit biases in the classroom.

A
  • Make connections with people with people with different cultures
  • Model how to talk about culture and diversity in a positive way
94
Q

Education is presumed to be the vehicle through which we transmit:

A

Culture

95
Q

What is the methodology where two teachers use their expertise through equal responsibility with regards to students in a classroom?

A

Co-teaching

96
Q

Co-teachers with special education students in their classrooms must use the alternative teaching model of co-teaching as a means to address those students’ IEP goals.

A

False

97
Q

The most common issue with implementing co-teaching effectively in schools is:

A

Lack of planning time

D096 (4 decks)

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