Planning and the Learning Environment
exam questions and correct answers
Describe and provide examples of curriculum and assignment modifications for students with disabilities
in the classroom. - Correct Answer: Modifications are changes to what students are taught or expected
to learn. Students with disabilities can receive curriculum modifications as determined by their specific
needs and as written out in their Individualized Education Programs. Curriculum modifications allow
students to learn material that is different from what their general education peers learn. For example,
students with classroom modifications may receive assignments with fewer math problems with reading
samples appropriate for their reading levels. Students with curriculum modifications may receive
different grading tiers than their peers. The ways teachers grade their assignments may be different
from how the teachers grade their peers' assignments. Students may also be excused from particular
projects or given project guidelines that are different and better suited to their individual needs.
Assignment modifications include completing fewer or different homework problems than peers, writing
shorter papers, answering fewer questions on classwork and tests, and creating alternate projects or
assignments.
Describe the function of a multidisciplinary team-teaching model and when it is most useful in the
education of a student with special needs. - Correct Answer: The three disciplinary team models include
a multidisciplinary team, an interdisciplinary team, and a transdisciplinary team. The multidisciplinary
team is usually composed of the special educator, general education teacher, parents,
paraprofessionals, principal, and school psychologist. As a whole, this team presents a comprehensive
group of expertise, qualifications, and skills. In the multidisciplinary team model, these professionals do
not collaborate, but instead work alongside each other to pursue a common goal for the individual
student with special needs. The multidisciplinary team model is effective for evaluating a student for
referral for special education, completing pre-referral testing, and completing an Individualized
Education program or Evaluation Team Report. Sometimes this team is referred to as the child study
team or student support team. In this model, professional usually pull out students to work with them
individually. Parents and legal guardians are a part of this process. Professionals working with the
student should openly communicate their processes and the results of any evaluations or informal
observations.
Explain the purpose of non-traditional classroom seating arrangements, such as the horseshoe seating
arrangement. - Correct Answer: Seating arrangements are part of good classroom management
strategies, especially for students with disabilities. Special education settings and inclusion setting often
require flexibility with instruction and versatility with seating arrangements. The traditional setting
includes rows of desks facing the area where the teachers conducts instruction. More student-centered
arrangements include a horseshoe seating arrangement, a group pod arrangement, or a paired
arrangement. A horseshoe seating arrangement is conductive to student-centered instruction because it
allows the students to face each other and the instructor to move around the classroom easily. This
, setup facilitates classroom discussions and encourages interactions between instructors and students
and among peers. The group pod or paired-pod arrangement is useful for student-centered instruction
like small group work. This arrangement is also helpful when students need to rotate through lesson
stages or work in small groups on projects. Effective teachers do not use one seating arrangement for
the entire year. Best practices indicate that seating arrangements should change and be tied to the
intent of lesson objectives.
Describe characteristics of effective structured learning environments. - Correct Answer: A structure
learning environment is an important component of good classroom management. Teachers that create
environments that are conducive for teaching and learning create environments where students feel
safe. In effective structured learning environments, teachers create solid relationships with students by
getting to know them and their interests. Often, this information can be used to implement learning
activities based on students' interests. Another way to promote effective structured learning
environments is to consistently follow implemented rules and maintain consistency in procedures in
order to communicate what to expect to students. Transitioning students appropriately between
activities increases time spent learning. Additionally, teachers that spend time designing effective lesson
plans that anticipate student behaviors create solid environments for their students. Teachers can also
establish good learning environments by promoting target behaviors. This means promoting standards
of behavior and clear consequences for breaking rules. Students that have clear expectations learn in
effective structured learning environments.
Describe factors that influence successful transitions to post-secondary life for students with disabilities.
- Correct Answer: Students, parents or legal guardians, teachers, school professionals, and sometimes
community members are key factors in successful transitions to post-secondary life for students with
disabilities. factors that influence students' successful transitions include participation in standards-
based education, work preparation and career-based learning experiences, and experience with
leadership skills. Other factors that influence successful transitions include access to and experience
with community services, such as mental health and transportation services. Lastly family involvement
and support are key factors in facilitating successful transitions for students with disabilities. Standards-
based education ensures that students receive consistent and clear expectations with curriculum that is
aligned to the Universal Design for Learning Standards. Exposure to work preparation and career-based
learning experiences ensures that students receive opportunities to discover potential career interests
and/or hobbies. Connections and experiences with community activities provide students with essential
post-secondary independent living skill. Family involvement and support ensure that students have
advocates for their needs and interests. Families can also help students connect with school and
community-based supports that facilitate their career interests.
Describe the components of a transition plan on a student's Individualized Education Program. - Correct
Answer: Per federal law, transition plans are required to be part of a student's Individualized Education
Program during the year the student turns 16 years old. The transition plan components include
postsecondary goals and transition services. The purpose of the goals is to state what a student wants to
exam questions and correct answers
Describe and provide examples of curriculum and assignment modifications for students with disabilities
in the classroom. - Correct Answer: Modifications are changes to what students are taught or expected
to learn. Students with disabilities can receive curriculum modifications as determined by their specific
needs and as written out in their Individualized Education Programs. Curriculum modifications allow
students to learn material that is different from what their general education peers learn. For example,
students with classroom modifications may receive assignments with fewer math problems with reading
samples appropriate for their reading levels. Students with curriculum modifications may receive
different grading tiers than their peers. The ways teachers grade their assignments may be different
from how the teachers grade their peers' assignments. Students may also be excused from particular
projects or given project guidelines that are different and better suited to their individual needs.
Assignment modifications include completing fewer or different homework problems than peers, writing
shorter papers, answering fewer questions on classwork and tests, and creating alternate projects or
assignments.
Describe the function of a multidisciplinary team-teaching model and when it is most useful in the
education of a student with special needs. - Correct Answer: The three disciplinary team models include
a multidisciplinary team, an interdisciplinary team, and a transdisciplinary team. The multidisciplinary
team is usually composed of the special educator, general education teacher, parents,
paraprofessionals, principal, and school psychologist. As a whole, this team presents a comprehensive
group of expertise, qualifications, and skills. In the multidisciplinary team model, these professionals do
not collaborate, but instead work alongside each other to pursue a common goal for the individual
student with special needs. The multidisciplinary team model is effective for evaluating a student for
referral for special education, completing pre-referral testing, and completing an Individualized
Education program or Evaluation Team Report. Sometimes this team is referred to as the child study
team or student support team. In this model, professional usually pull out students to work with them
individually. Parents and legal guardians are a part of this process. Professionals working with the
student should openly communicate their processes and the results of any evaluations or informal
observations.
Explain the purpose of non-traditional classroom seating arrangements, such as the horseshoe seating
arrangement. - Correct Answer: Seating arrangements are part of good classroom management
strategies, especially for students with disabilities. Special education settings and inclusion setting often
require flexibility with instruction and versatility with seating arrangements. The traditional setting
includes rows of desks facing the area where the teachers conducts instruction. More student-centered
arrangements include a horseshoe seating arrangement, a group pod arrangement, or a paired
arrangement. A horseshoe seating arrangement is conductive to student-centered instruction because it
allows the students to face each other and the instructor to move around the classroom easily. This
, setup facilitates classroom discussions and encourages interactions between instructors and students
and among peers. The group pod or paired-pod arrangement is useful for student-centered instruction
like small group work. This arrangement is also helpful when students need to rotate through lesson
stages or work in small groups on projects. Effective teachers do not use one seating arrangement for
the entire year. Best practices indicate that seating arrangements should change and be tied to the
intent of lesson objectives.
Describe characteristics of effective structured learning environments. - Correct Answer: A structure
learning environment is an important component of good classroom management. Teachers that create
environments that are conducive for teaching and learning create environments where students feel
safe. In effective structured learning environments, teachers create solid relationships with students by
getting to know them and their interests. Often, this information can be used to implement learning
activities based on students' interests. Another way to promote effective structured learning
environments is to consistently follow implemented rules and maintain consistency in procedures in
order to communicate what to expect to students. Transitioning students appropriately between
activities increases time spent learning. Additionally, teachers that spend time designing effective lesson
plans that anticipate student behaviors create solid environments for their students. Teachers can also
establish good learning environments by promoting target behaviors. This means promoting standards
of behavior and clear consequences for breaking rules. Students that have clear expectations learn in
effective structured learning environments.
Describe factors that influence successful transitions to post-secondary life for students with disabilities.
- Correct Answer: Students, parents or legal guardians, teachers, school professionals, and sometimes
community members are key factors in successful transitions to post-secondary life for students with
disabilities. factors that influence students' successful transitions include participation in standards-
based education, work preparation and career-based learning experiences, and experience with
leadership skills. Other factors that influence successful transitions include access to and experience
with community services, such as mental health and transportation services. Lastly family involvement
and support are key factors in facilitating successful transitions for students with disabilities. Standards-
based education ensures that students receive consistent and clear expectations with curriculum that is
aligned to the Universal Design for Learning Standards. Exposure to work preparation and career-based
learning experiences ensures that students receive opportunities to discover potential career interests
and/or hobbies. Connections and experiences with community activities provide students with essential
post-secondary independent living skill. Family involvement and support ensure that students have
advocates for their needs and interests. Families can also help students connect with school and
community-based supports that facilitate their career interests.
Describe the components of a transition plan on a student's Individualized Education Program. - Correct
Answer: Per federal law, transition plans are required to be part of a student's Individualized Education
Program during the year the student turns 16 years old. The transition plan components include
postsecondary goals and transition services. The purpose of the goals is to state what a student wants to
