RSED 3000 Exam 2 – Practice Questions, Study Guide & Special Education Exam
Review 2026
The INCLUDE strategy based on two assumptions? - ANS ✔✔- student performance =
interaction between student and instructional environment
- analysis of student learning needs and classroom demands= ability to include most students
with special needs in general ed
INCLUDE uses ____ and _____ - ANS ✔✔universal design and differentiated instruction
design of materials, methods, assessments that are compatible with diverse range of student
needs and minimize the need for labor intensive adaptations - ANS ✔✔universal design
materials and tasks of varied levels of difficulty and support that meet diverse student needs
- wide variety of teaching techniques and lesson adaptations that educators use to instruct a
diverse group of students, with diverse learning needs, in the same course, classroom, or
learning environment - ANS ✔✔differentiated instruction
strategy for adjusting instruction for students with special needs - ANS ✔✔INCLUDE strategy
I in include strategy? - ANS ✔✔Identify classroom demands
N in include strategy? - ANS ✔✔Note student learning strengths and needs
C in include strategy? - ANS ✔✔Check for potential paths to student success
L in include strategy? - ANS ✔✔look for possible problem areas
,U in include strategy? - ANS ✔✔use information to brainstorm ways to adjust instuction
D in include strategy? - ANS ✔✔decided which adjustments to make
E in include strategy? - ANS ✔✔Evaluate student progress
Engagement, representation, action and expression - ANS ✔✔universal design for learning
(UDL)
UDL Examples - ANS ✔✔-- reading problems - graphics, video, digital text
-- writing difficulties - use of templates with partially fill-in section and links to more information
-- increase student engagement - student choice, interactive games, real-life examples
allows student to show what they know in different ways
- can work well in general education classes that include students with learning and attention
issues - ANS ✔✔differentiated instruction
Differentiated Instruction Examples - ANS ✔✔- providing materials and tasks at varied levels of
difficulty
- providing varying levels of instructional support
- multiple grouping arrangements
- student choice
- varied evaluation strategies
When effective practices are in place, many learning problems can be ______ - ANS
✔✔prevented
,_____ proactively evaluates the classroom instruction and environment and provides access to
the content on the front end - ANS ✔✔UDL
____ reactively evaluates individual students and retrofits and modifies on the back end - ANS
✔✔DI
adjust instruction by anticipating learners and range of needs and incorporates curriculum from
the outside - ANS ✔✔UDL
adjusts instruction with a lot of emphasis on formative assessment, which is basis for
instructional decisions; teachers constantly making changes as go in response to student needs -
ANS ✔✔DI
Include Step 1: Identify Classroom Demands - ANS ✔✔-classroom management
- flexible grouping
- instructional materials
- instructional methods
promoting order, engaging learners
- physical organization, routines, climates, behavior management, use of time - ANS
✔✔classroom management
by instructional needs, by interests
- whole class, small group, one-on-one - ANS ✔✔flexible grouping
textbooks, manipulative (C-R-A), technology (audiovisual, telecommunication systems)
- published texts most commonly used - ANS ✔✔instructional materials
, strategies/ways to present content and evaluate learning - ANS ✔✔instructional methods
Include 2: Note Student Learning Strengths and Needs - ANS ✔✔- diverse needs even among
students with same type of disability (developing strengths in all areas)
- academics
- social-emotional development
- physical development
basic skills (reading, math, language), cognitive and learning strategies (how to learn), survival
skills (to succeed) - ANS ✔✔academics
conduct, interpersonal skills, personal-psychological adjustment (motivation, tolerances) - ANS
✔✔social-emotional development
vision, hearing, motor skills, neurological functioning (attention deficit) - ANS ✔✔physical
development
Include step 3: check for potential paths to student success - ANS ✔✔- analyze student strength
----- employ individual's strengths in academic tasks
----- profile age and current level of performance in IEP
- assign tasks that maximize strengths
- success enhances motivation and self-image
Include step 4: look for potential problem areas - ANS ✔✔- problem: mismatches between
student learning needs and requirements of the task
- resolve such mismatches by adjusting instruction
mismatches between student learning needs and requirements of the task
Review 2026
The INCLUDE strategy based on two assumptions? - ANS ✔✔- student performance =
interaction between student and instructional environment
- analysis of student learning needs and classroom demands= ability to include most students
with special needs in general ed
INCLUDE uses ____ and _____ - ANS ✔✔universal design and differentiated instruction
design of materials, methods, assessments that are compatible with diverse range of student
needs and minimize the need for labor intensive adaptations - ANS ✔✔universal design
materials and tasks of varied levels of difficulty and support that meet diverse student needs
- wide variety of teaching techniques and lesson adaptations that educators use to instruct a
diverse group of students, with diverse learning needs, in the same course, classroom, or
learning environment - ANS ✔✔differentiated instruction
strategy for adjusting instruction for students with special needs - ANS ✔✔INCLUDE strategy
I in include strategy? - ANS ✔✔Identify classroom demands
N in include strategy? - ANS ✔✔Note student learning strengths and needs
C in include strategy? - ANS ✔✔Check for potential paths to student success
L in include strategy? - ANS ✔✔look for possible problem areas
,U in include strategy? - ANS ✔✔use information to brainstorm ways to adjust instuction
D in include strategy? - ANS ✔✔decided which adjustments to make
E in include strategy? - ANS ✔✔Evaluate student progress
Engagement, representation, action and expression - ANS ✔✔universal design for learning
(UDL)
UDL Examples - ANS ✔✔-- reading problems - graphics, video, digital text
-- writing difficulties - use of templates with partially fill-in section and links to more information
-- increase student engagement - student choice, interactive games, real-life examples
allows student to show what they know in different ways
- can work well in general education classes that include students with learning and attention
issues - ANS ✔✔differentiated instruction
Differentiated Instruction Examples - ANS ✔✔- providing materials and tasks at varied levels of
difficulty
- providing varying levels of instructional support
- multiple grouping arrangements
- student choice
- varied evaluation strategies
When effective practices are in place, many learning problems can be ______ - ANS
✔✔prevented
,_____ proactively evaluates the classroom instruction and environment and provides access to
the content on the front end - ANS ✔✔UDL
____ reactively evaluates individual students and retrofits and modifies on the back end - ANS
✔✔DI
adjust instruction by anticipating learners and range of needs and incorporates curriculum from
the outside - ANS ✔✔UDL
adjusts instruction with a lot of emphasis on formative assessment, which is basis for
instructional decisions; teachers constantly making changes as go in response to student needs -
ANS ✔✔DI
Include Step 1: Identify Classroom Demands - ANS ✔✔-classroom management
- flexible grouping
- instructional materials
- instructional methods
promoting order, engaging learners
- physical organization, routines, climates, behavior management, use of time - ANS
✔✔classroom management
by instructional needs, by interests
- whole class, small group, one-on-one - ANS ✔✔flexible grouping
textbooks, manipulative (C-R-A), technology (audiovisual, telecommunication systems)
- published texts most commonly used - ANS ✔✔instructional materials
, strategies/ways to present content and evaluate learning - ANS ✔✔instructional methods
Include 2: Note Student Learning Strengths and Needs - ANS ✔✔- diverse needs even among
students with same type of disability (developing strengths in all areas)
- academics
- social-emotional development
- physical development
basic skills (reading, math, language), cognitive and learning strategies (how to learn), survival
skills (to succeed) - ANS ✔✔academics
conduct, interpersonal skills, personal-psychological adjustment (motivation, tolerances) - ANS
✔✔social-emotional development
vision, hearing, motor skills, neurological functioning (attention deficit) - ANS ✔✔physical
development
Include step 3: check for potential paths to student success - ANS ✔✔- analyze student strength
----- employ individual's strengths in academic tasks
----- profile age and current level of performance in IEP
- assign tasks that maximize strengths
- success enhances motivation and self-image
Include step 4: look for potential problem areas - ANS ✔✔- problem: mismatches between
student learning needs and requirements of the task
- resolve such mismatches by adjusting instruction
mismatches between student learning needs and requirements of the task
