SPED 435 Test 1 | Questions with Verified Answers

SPED 435 Test 1 | Questions with Verified Answers Students who can successfully demonstrate competence in using learning strategies have a higher chance of: a. receiving more adaptations to their curriculum. b. learning in a more self-regulated and in an independent manner. c. being peer tutors. d. studying a more functionally based curriculum. A key component of teacher effectiveness includes: a. the undertaking of weekly reviews. b. keeping parents involved as much as possible. c. the provision of guided and independent practice to students. d. the learning student achieves. Where might one find the explicit curriculum? a. Teacher lesson plans b. School documents c. State standards and school district curriculum guidelines d. Educational research All the following are components of an IEP except: a. description of child's cultural background. b. projected date for the beginning of the services and modifications. c. explanation of how the child's parents will be regularly informed of their child's progress. d. statement of the child's present level of academic achievement Research has shown the value of the comprehensive curriculum for students with special needs. Which of the following is a proven reality, further justifying the need for comprehensive curriculum for students with disabilities? a. Many students in special education are not being adequately prepared for adulthood. b. Educational programs tend to focus on academic needs only. c. The comprehensive curriculum currently exists only at the elementary school level. d. Teachers are overusing anecdotal reports as a substitute for the comprehensive curriculum. Which step of the PURPOSE approach to learning requires teachers to review each component of skill's task analysis? a. Prepare the student to learn the skill b. Understand the skill steps c. Rehearse the skill d. Perform a self-check Student-directed learning is an important component of effective instruction because: a. Teacher's methods aren't always guaranteed to work. b. Students must become independent learners and take responsibility for their own learning. c. It is a requirement of high stakes assessment protocols. d. It shows teachers are paying attention to empirically-based research. A key component of teacher effectiveness includes: a. the undertaking of weekly reviews. b. keeping parents involved as much as possible. c. the provision of guided and independent practice to students. d. the learning student achieves Which of the following includes layers of evidence-based instruction, with increasing intensity as a student progresses through different levels over time? a. Multi-tiered system b. Response to intervention c. Tier 1 support d. Tier 2 support What level is not part of the multi-tiered system? a. High-quality support b. High quality core instruction c. High-quality targeted supplemental instruction d. High-quality intensive intervention What level do students receive various types of assistance in terms of differentiations, instructional, and curricular adaptations, more specialized equipment, and technology in order to target instructional-related needs? a. Tier 3 b. Tier 2 c. Tier 1 d. Differentiated instruction What terminology is used to describe how as student responds to the evidenced-based practices? a. High-quality instruction b. Multi-tiered System c. Differentiated Instruction d. Response to Intervention (RtI) Why would a student receive intensive instruction? a. Student need more formal special education assessment. b. Student responded favorably to differentiated instruction. c. Student did not respond favorably to supplemental instruction. d. Student is in the general education setting. All the following are key component of multi-tiered systems except: a. Student progress is monitored regularly and systematically. b. Decisions are data-driven. c. Struggling students are given special education services. d. Teachers use evidence-based practices. Which of the following is recommended by IDEA but not required? a. High-quality instruction b. Multi-tiered System c. Differentiated Instruction d. Response to Intervention (RtI) Which of the following best describes special education placement over the years? a. From self-contained classroom to resource room to mainstreaming to inclusion. b. From resource room to self-contained to mainstreaming to inclusion. c. From general education classrooms to small group instruction to special education classrooms. d. From special education classrooms to general education classrooms to small groups. Special educators have several roles. When should skills be taught to special education teachers? a. When teaching in the general education classroom b. In-service programs c. When teaching in the special education classroom d. Preservice teacher training programs Differentiating instruction involves: a. making adjustments so that a wide range of student needs are met in the general education classrooms. b. changes in the processes of teaching and learning only. c. changes in content or standards only. changes in instruction Extended testing time is an example of: a. response to Intervention. b. differentiated instruction. c. accommodation. d. modification. A teacher provided a graphic organizer for notetaking for a lecture. This is an example of: a. setting Differentiation. b. content Differentiation. c. instructional Differentiation. d. materials Differentiation Which is not a principle for developing, implementing and making adaptations to homework practices for learners with special needs? a. Develop self-regulation skills. b. Help students recognize the relevance of assignments. c. Assign homework as they need arises. d. Communicate with parents Why should a general educator be knowledgeable about grading adaptations for students with disabilities? a. The special education teacher is only responsible for behavior management. b. The general educator is responsible for the inclusive setting. c. Students with disabilities are better served in the general education classroom. d. A larger majority of students with disabilities are taught in the general education classroom, and so evaluation and record keeping is pivotal to giving accurate feedback on progress. A process through which student learning needs are identified, assessed, and address by two or more educators working together to share resources and expertise is called: a. adaptation. b. modification. c. response to Intervention. d. collaboration.