A third-grade student has an auditory processing disorder, which makes following
verbal directions in class difficult. Which of the following is the most appropriate
strategy for a teacher to use during instruction for students with such auditory
processing disorders?
Answer the question by selecting the correct response.
A.
Lowering active participation requirements
B.
Providing multistep verbal directions
C.
Allowing frequent breaks during lessons
D.
Using frequent visual cues
Give this one a try later!
, Option (D) is correct. A student with an auditory processing disorder will
typically benefit from receiving frequent visual cues during instruction.
Visual cues can provide emphasis and will allow the student to focus on the
most important points, making the curriculum more accessible.
Mr. Wilson is a fifth-grade special education teacher in an inclusion mathematics class.
He would like to use a quick, informal assessment at the beginning of a mathematics
class before starting a new lesson to check how well students understood the
material presented the previous day. Mr. Wilson will use the data to make instructional
decisions.
Which of the following is the best assessment tool for Mr. Wilson to use?
Answer the question by selecting the correct response.
A.
Exam or quiz
B.
Transition card
C.
Exit slip
D.
Entry slip
Give this one a try later!
Option (D) is correct. The use of entry slips is a quick way to check for prior
understanding of a lesson taught and to gauge what students have learned.
It is also an effective way to gather data to help adjust instruction
accordingly.
Ms. Jenkins is teaching a 5-year-old student named Kyle who has autism spectrum
disorder (ASD) and little language to use a communication board. Ms. Jenkins has
three toys. She shows Kyle one toy at a time and asks him if it is in a picture from a big
book. He responds "yes" by touching a yellow happy face and "no" by touching an
unhappy face covered with a big red X. Which of the following best describes the
,purpose of the activity?
Answer the question by selecting the correct response.
A.
To reinforce Kyle's expressive language skills
B.
To develop Kyle's self-monitoring skills
C.
To introduce new vocabulary to Kyle
D.
To modify Kyle's target behavior goals
Give this one a try later!
Option (A) is correct. Kyle has ASD and is essentially nonverbal. By
answering "yes" or "no" to the teacher's question, Kyle is using his limited
expressive language skills to communicate his thoughts and opinions.
Through continued use of various types of communication boards, Kyle will
develop the ability to express wants and needs, request objects, make
choices, ask and answer questions, and describe events.
Data collected from both formative and summative assessments reveal that a sixth-
grade student with a specific learning disability in mathematics is functioning on a
third-grade level. The student receives mathematics instruction in a resource room.
Implementing which of the following will best help the student improve mathematics
skills?
Answer the question by selecting the correct response.
A.
A functional curriculum
B.
A social curriculum
C.
A supplementary curriculum
D.
An integrated curriculum
Give this one a try later!
, Option (C) is correct. A supplementary curriculum will help the student
make progress in mathematics without overwhelming the student. A
supplementary curriculum is typically provided by using supplemental
materials and modifying the intensity or methods of instruction to fit the
student's needs per the student's IEP.
Ms. Thomas asked her tenth-grade class to write a summary about a news story that
happened this week without giving their opinion. Mary, a student with ADHD, writes
about a fictional athlete's first experience at the Olympics because she loves watching
the Olympics. Which of the following is an accurate statement about the assignment
and Mary's writing?
Answer the question by selecting the correct response.
A.
The teacher asked the class to write a narrative piece about a current news story and
Mary wrote a narrative story.
B.
The teacher asked the class to write a narrative piece about a current news story and
Mary wrote a persuasive piece.
C.
The teacher asked the class to write an expository piece about a current news story
and Mary wrote a narrative story.
D.
The teacher asked the class to write a descriptive piece about a current news story
and Mary wrote an expository piece.
Give this one a try later!
Option (C) is correct. The teacher asked the class to write about a news
story that involves facts, information, and a logical order. The teacher did
not tell the students to give an opinion, just explain what happened in the
news story. The student wrote a fictional story about an athlete, which is a
narrative piece.
verbal directions in class difficult. Which of the following is the most appropriate
strategy for a teacher to use during instruction for students with such auditory
processing disorders?
Answer the question by selecting the correct response.
A.
Lowering active participation requirements
B.
Providing multistep verbal directions
C.
Allowing frequent breaks during lessons
D.
Using frequent visual cues
Give this one a try later!
, Option (D) is correct. A student with an auditory processing disorder will
typically benefit from receiving frequent visual cues during instruction.
Visual cues can provide emphasis and will allow the student to focus on the
most important points, making the curriculum more accessible.
Mr. Wilson is a fifth-grade special education teacher in an inclusion mathematics class.
He would like to use a quick, informal assessment at the beginning of a mathematics
class before starting a new lesson to check how well students understood the
material presented the previous day. Mr. Wilson will use the data to make instructional
decisions.
Which of the following is the best assessment tool for Mr. Wilson to use?
Answer the question by selecting the correct response.
A.
Exam or quiz
B.
Transition card
C.
Exit slip
D.
Entry slip
Give this one a try later!
Option (D) is correct. The use of entry slips is a quick way to check for prior
understanding of a lesson taught and to gauge what students have learned.
It is also an effective way to gather data to help adjust instruction
accordingly.
Ms. Jenkins is teaching a 5-year-old student named Kyle who has autism spectrum
disorder (ASD) and little language to use a communication board. Ms. Jenkins has
three toys. She shows Kyle one toy at a time and asks him if it is in a picture from a big
book. He responds "yes" by touching a yellow happy face and "no" by touching an
unhappy face covered with a big red X. Which of the following best describes the
,purpose of the activity?
Answer the question by selecting the correct response.
A.
To reinforce Kyle's expressive language skills
B.
To develop Kyle's self-monitoring skills
C.
To introduce new vocabulary to Kyle
D.
To modify Kyle's target behavior goals
Give this one a try later!
Option (A) is correct. Kyle has ASD and is essentially nonverbal. By
answering "yes" or "no" to the teacher's question, Kyle is using his limited
expressive language skills to communicate his thoughts and opinions.
Through continued use of various types of communication boards, Kyle will
develop the ability to express wants and needs, request objects, make
choices, ask and answer questions, and describe events.
Data collected from both formative and summative assessments reveal that a sixth-
grade student with a specific learning disability in mathematics is functioning on a
third-grade level. The student receives mathematics instruction in a resource room.
Implementing which of the following will best help the student improve mathematics
skills?
Answer the question by selecting the correct response.
A.
A functional curriculum
B.
A social curriculum
C.
A supplementary curriculum
D.
An integrated curriculum
Give this one a try later!
, Option (C) is correct. A supplementary curriculum will help the student
make progress in mathematics without overwhelming the student. A
supplementary curriculum is typically provided by using supplemental
materials and modifying the intensity or methods of instruction to fit the
student's needs per the student's IEP.
Ms. Thomas asked her tenth-grade class to write a summary about a news story that
happened this week without giving their opinion. Mary, a student with ADHD, writes
about a fictional athlete's first experience at the Olympics because she loves watching
the Olympics. Which of the following is an accurate statement about the assignment
and Mary's writing?
Answer the question by selecting the correct response.
A.
The teacher asked the class to write a narrative piece about a current news story and
Mary wrote a narrative story.
B.
The teacher asked the class to write a narrative piece about a current news story and
Mary wrote a persuasive piece.
C.
The teacher asked the class to write an expository piece about a current news story
and Mary wrote a narrative story.
D.
The teacher asked the class to write a descriptive piece about a current news story
and Mary wrote an expository piece.
Give this one a try later!
Option (C) is correct. The teacher asked the class to write about a news
story that involves facts, information, and a logical order. The teacher did
not tell the students to give an opinion, just explain what happened in the
news story. The student wrote a fictional story about an athlete, which is a
narrative piece.
