Unit 3

Question 1

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

Answer 1

specific learning disability (SLD)

Question 2

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

Answer 2

False

Question 3

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

Answer 3

False

Question 4

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.

Answer 4

Specific learning disability

Question 5

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.

Answer 5

Autism

Question 6

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.

Answer 6

Traumatic brain injury

Question 7

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

Answer 7

False

Question 8

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?

Answer 8

Modified general education class

Question 9

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

Answer 9

Dyscalculia

Question 10

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?

Answer 10

Dysgraphia

Question 11

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

Answer 11

Example of LD (learning disability)

Question 12

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

Answer 12

LD

Question 13

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

Answer 13

Non LD

Question 14

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

Answer 14

Non LD

Question 15

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

Answer 15

LD

Question 16

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

Answer 16

Nonverbal learning disorder

Question 17

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

Answer 17

Dyslexia

Question 18

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

Answer 18

Dysgraphia

Question 19

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

Answer 19

Language processing disorder

Question 20

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.

Answer 20

504 Plan

Question 21

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.

Answer 21

504 Plan

Question 22

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.

Answer 22

IEP

Question 23

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

Answer 23

Section 504

Question 24

Provides additional funding to states for eligible students

Answer 24

IDEA

Question 25

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

Answer 25

Section 054

Question 26

Limited to students with an educational need

Answer 26

IDEA

Question 27

No age restriction

Answer 27

Section 054

Question 28

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

Answer 28

True

Question 29

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

Answer 29

False

Question 30

High-energy, impulsivity, nonstop talking, insatiable curiosity

Answer 30

Behavioral

Question 31

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

Answer 31

Creative

Question 32

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

Answer 32

Affective

Question 33

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

Answer 33

Cognitive

Question 34

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

Answer 34

Unhealthy perfectionalism

Question 35

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

Answer 35

Asynchronous development

Question 36

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

Answer 36

Low self esteem

Question 37

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.

Answer 37

Poor social skills

Question 38

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

Answer 38

False

Question 39

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

Answer 39

Nomination and identification

Question 40

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

Answer 40

Screening or selection

Question 41

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

Answer 41

Placement

Question 42

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

Answer 42

Subjective assessments

Question 43

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.

Answer 43

Achievement tests

Question 44

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

Answer 44

Cognitive ability tests

Question 45

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?

Answer 45

Product-based assessment

Question 46

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

Answer 46

Interest-based selection

Question 47

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.

Answer 47

Mixed-ability grouping

Question 48

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

Answer 48

Tiered lesson

Question 49

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

Answer 49

False

Question 50

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

Answer 50

True

Question 51

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

Answer 51

Multitiered systems of supports (MTSS)

Question 52

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

Answer 52

Tier 1

Question 53

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

Answer 53

Tier 2

Question 54

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.

Answer 54

Tier 3

Question 55

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

Answer 55

False

Question 56

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.

Answer 56

Shared friendship

Question 57

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).

Answer 57

Data based problem solving and decision making

Question 58

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.

Answer 58

Layered continuum of supports

Question 59

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

Answer 59

Family, school, and community partnering

Question 60

What are the key elements of an MTSS framework?

Answer 60

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

Question 61

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.

Answer 61

False

Question 62

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.

Answer 62

False

Question 63

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

Answer 63

- Give clear instructions - Provide a checklist - Use a timer - Ask students what works for them

Question 64

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

Answer 64

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

Question 65

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?

Answer 65

Body language

Question 66

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

Answer 66

False

Question 67

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

Answer 67

Tier 1

Question 68

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.

Answer 68

Tier 3

Question 69

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.

Answer 69

Tier 2

Question 70

“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.”

Answer 70

Goal oriented

Question 71

“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.”

Answer 71

Immediate

Question 72

“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?”

Answer 72

Constructive

Question 73

“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.”

Answer 73

Respectful and positive

Question 74

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

Answer 74

Specific learning disability (SLD)

Question 75

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

Answer 75

Preproduction

Question 76

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

Answer 76

Early production

Question 77

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

Answer 77

Speech emergence

Question 78

Excellent comprehension with limited grammar and pronunciation errors.

Answer 78

Intermediate fluency

Question 79

Near native comprehension and communication.

Answer 79

Advanced fluency

Question 80

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

Answer 80

Speech Emergent

Question 81

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

Answer 81

Pre-production

Question 82

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

Answer 82

Intermediate fluency

Question 83

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

Answer 83

Speech emergent

Question 84

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.

Answer 84

Pre-production

Question 85

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?

Answer 85

- Research the country - Explore cultural and religious traditions - Read DOs and DONTs of social behavior - Incorporate books about diversity

Question 86

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?

Answer 86

Speaking and listening

Question 87

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

Answer 87

False

Question 88

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?

Answer 88

Acculturation

Question 89

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

Answer 89

False

Question 90

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.

Answer 90

True

Question 91

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

Answer 91

Curriculum

Question 92

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

Answer 92

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

Question 93

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

Answer 93

- Make connections with people with people with different cultures - Model how to talk about culture and diversity in a positive way

Question 94

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

Answer 94

Culture

Question 95

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

Answer 95

Co-teaching

Question 96

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.

Answer 96

False

Question 97

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

Answer 97

Lack of planning time