WGU Pre-Assessment: Considerations for Instructional Planning for Learners with Mild to Moderate Exceptionalities | Latest 2023/24 | Updated & Verified | Guaranteed Success

In a general education classroom that has two co-teachers, a student with a mild learning disability struggles with completing timed keyboarding exercises successfully. Which approach would allow the teachers to collect data to support the student? a. One teaches, one observes b. Parallel teach keyboarding c. Team teaching d. Both alternate 1:1 assistance - a. Which co-teaching model supports small teacher-to-student ratio throughout a lesson? a. Station teaching b. One teach, one assist c. One teach, one observe d. Team teaching - a. In which scenario would it be appropriate to provide instructional support to students with mild learning disabilities in a co-teaching classroom using parallel teaching? a. To support readers with different level of fluency and comprehension b. To match peers with one level between them to read to each other c. To identify how many students will need explicit 1:1 reading tutoring d. To diversify and expose students to multiple types of readers and skills - a. All the students in a class are attempting to learn a new concept that is inadvertently a higher-order cognitive task in which the teachers did not anticipate. It is causing difficulty in completing worksheets accurately. Which method should a co-teaching classroom use to remedy the situation? a. Identify the learning issues and implement an alternative teaching set upb. Re-teach the concept repeatedly until all students acquire understanding c. Select typically higher achieving student to assist in co-teaching the conept d. Eliminate the concept and materials from the lesson plan and continue onward - a. Which co-teaching method could general and special education teachers employ with the whole class to introduce and model how metacognition works while reading? a. Team teaching: One models reading behavior aloud; while the other provides instruction of concepts on board b. Parallel teaching: One models reading behavior with students of IEPs, while the other models with rest of class c. One assist, one teachers: One models reading behavior to the whole class, while the other works quietly 1:1 with tudents with IEP d. Station teaching: Both teachers periodically rotate tations that include reading behavior tasks, which students practice - a.