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Question
In social interactions, teachers can assist students who are deaf-blind by ____.a. prompting typical learners to avoid the student with special needs
b. interpreting the deaf-blind students behaviors to other students in the classroom
c. having them interact only with peers who also have sensory impairments
d. prompting the deaf-blind student to minimize interaction with typical learners
Answer
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Related questions
Q:
The purpose of the "intervention assistance team" is to ____.
a. conduct parent meetings
b. provide supplemental instruction
c. conduct the student's screening
d. provide a problem solving approach
Q:
The role of the school nurse in educating a student with disabilities is often to ____.
a. interview and visit parents to create a family history
b. provide direct training in large muscle movement
c. assist in determining if the student's behavior has a medical basis
d. arrange group sessions with students to share specific needs
Q:
How did the Americans with Disabilities Act (ADA) and Americans with Disabilities Act Amendments (ADAA) improve upon Section 504 as it applies to students, places open to the public, employers and school settings?
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List the three dimensions of inclusive practices.
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Inclusiveness is based solely upon the location of the student's education.
Q:
In which situation would the student between the ages of 3"9 be eligible for special education, assuming no other circumstances or disabilities exist?
a. English is not the student's primary language.
b. The student lives in extreme poverty.
c. The student is identified by a teacher as a slow learner.
d. The student exhibits significant developmental delays.
Q:
A student whose behavior is characterized in part by a lack of appropriate social responsiveness from a very early age is likely to be diagnosed with ____.
a. severe intellectual disability
b. autism
c. hearing loss
d. emotional disturbance
Q:
Which of the following is not true of students with learning disabilities?
a. They often encounter significant problems learning how to read.
b. They may take longer to answer a question or comment directed at them.
c. They can have difficulty picking out important features of a picture.
d. They are typically unmotivated to do their assigned school work.
Q:
Which revision of P.L.94-142 added two new categories of disability, traumatic brain injury and autism, to those originally outlined?
a. 1975
b. 1990
c. 1997
d. 2004
Q:
Describe the difference between "consulting" and "shared problem solving." Your response should include the various steps for each strategy.
Q:
Two essential components of the IEP are "Annual Goals' and "Short Term Objectives." Explain what information should be included in each section.
Q:
Explain the second monitoring procedure required by law for a student with an IEP.
Q:
Compare and contrast "Intervention Assistant Team" and "Response to Intervention."
Q:
Identify the 5 major questions you should ask yourself when analyzing the unmet needs of a student. Provide a brief explanation of each question in your response.
Q:
Describe one example of how "Tier 2" would be implemented for a student having difficulty reading.
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Explain one strategy for working with parents as your "partner."
Q:
What is the importance of the "transition plan"?
Q:
Explain what would be included in "strategies for evaluation" in the IEP.
Q:
Explain what would be included in "present level of functioning" in the IEP.
Q:
What is the primary role of the special education teacher when a student with disabilities is placed in the general education classroom?
Q:
Special education refers to instructional and support services students may need.
Q:
A typical duration of special education services as outlined in an IEP is a maximum of one year.
Q:
Transition plans are required components of IEPs for all students receiving special education services.
Q:
The IEP must include a statement justifying the placement decision of the multidisciplinary team.
Q:
Annual goals are descriptions of the steps to take to help a student reach their potential during the academic year.
Q:
Behavioral intervention plans are required in the IEP of ____.
a. all students receiving special education services
b. all students with significant behavior problems
c. only those students with emotional disabilities
d. only those students with ADHD
Q:
IDEA requires this procedure to ensure that student progress is monitored.
a. The IEP must be reviewed at least twice during a three year period.
b. The IEP will be monitored and reevaluated every three years.
c. The IEP must be rewritten whenever the student has demonstrated progress.
d. The team must review the IEP on the first and third year after and IEP has been put in place.
Q:
Miss Novota received the IEP for Tiffany along with her student files at the beginning of this year. Tiffany's IEP indicates the use of assistive technology listed under supplementary aids and services. Ms. Novota is expected to____.
a. provide the parent a daily update of the use of the assistive technology
b. provide the opportunity for the student to visit the resource room to use the assistive technology
c. provide assistive technology as a tool for all students in her class
d. provide the opportunity for the use of assistive technology in her class as indicated in the IEP
Q:
In his or her role as an advocate for students in the classroom, the teacher has the right to ____.
a. request another, more trained teacher instruct students with certain special needs
b. balance the needs of the student with the special needs with the other students in the class
c. be antagonistic toward any child in the classroom he/she finds disagreeable
d. send a student to a resource room whenever the student needs supplementary instruction
Q:
You are a third-grade teacher and you have just received your first teaching evaluation. Your building principal has stated you need to improve your management of transition time and increase academic learning time. Explain the strategies identified in your textbook you could use to become more effective in these areas.