Which of the following students are more likely to attend residential schools?
A. Students with learning disabilities, intellectual disabilities, and physical disabilities
B. Students with autism, traumatic brain injury, and intellectual disabilities
C. Students with hearing impairments, visual impairments, and deaf-blindness
D. Students with autism, visual impairments, and traumatic brain injury
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Terms in this set (13)
Which of the following identifies the academic content that students should master, the standards for the student's achievement of content proficiency, and assessment of student progress in meeting the standards?
A. Standards-based reform
B. The general education curriculum
C. Student achievement standards
D. Alternative
achievement standards
B. The general education curriculum
Which of the following represents what a majority of states are following for their English Language and Mathematics standards?
A. Student achievement standards
B. Academic content standards
C. Common Core State Standards
D. Alternative achievement standards
C. Common Core State Standards
Which of the following defines the level of achievement that students must meet to demonstrate proficiency in the subjects?
A. Academic content standards
B. The general education curriculum
C. Student achievement standards
D. Alternative achievement standards
C. Student achievement standards
Alternate achievement standards are designed for:
A. Students who don't pass the state assessments
B. Students with severe cognitive disabilities
C. All special education students
D. They are an option for teachers who don't like the state assessments
B. Students with severe cognitive disabilities
Under IDEA, a student who cannot learn the same content as same-age peers who do not have disabilities, and who cannot take the state assessment even with accommodations, is required to:
A. Take an alternate assessment
B. Take the standard assessment
C. Be exempt from all assessment
D. Be excused from school
A. Take an alternate assessment
Accommodations may change each of the following EXCEPT:
A. Teachers ways of presenting information
B. Students ways of responding
C. Content of assessment
D. Timing of
assessments
C. Content of assessment
Alternative assessments based on modified achievement standards (AA-MAS) are used for students who:
A. are able to take grade level assessments with modifications.
B. have the most significant cognitive disabilities that involve multiple accommodations.
C. need both accommodations and modifications to the grade level standards.
D. are able to take the grade
level assessments with accommodations.
C. need both accommodations and modifications to the grade level standards.
Supplementary aids and services include each of the following EXCEPT:
A. Extracurricular activities
B. Adaptive seating
C. Assistive technology
D. Instructional modifications
D. Instructional modifications
The design of instructional materials and activities that make content information accessible to all children refers to:
A. Accommodations
B. Universal design for learning
C. Goals and objectives
D. Content standards
B. Universal design for learning
Universal design for learning promotes multiple means of representing content; multiple means of action and expression for students to demonstrate knowledge; and:
A. Multiple means of engagement
B. Multiple means of grading
C. Multiple means of questioning
D. Multiple means of assessment
A. Multiple means of engagement
Jacqui is a well-behaved ninth grader who is reading four grade levels below the rest of the ninth-grade class. Mr. Atom, the science teacher, wants to include her with the rest of the class, but he is unsure how to accommodate Jacqui due to her reading disability. Which of the following suggests an inappropriate accommodation for Jacqui?
A. Pair Jacqui with a lab partner who can help with reading, but hold Jacqui accountable for completing the labs and writing up her results.
B. Allow Jacqui to complete easier science labs from the fifth grade science book because this book is at her reading level.
C. Provide Jacqui with audiotapes of the labs and textbook chapters, so she may
listen to them at her convenience.
D. Allow Jacqui to have her science tests read orally, or allow her to use technologies that "read" print for her.
B. Allow Jacqui to complete easier science labs from the fifth grade science book because this book is at her reading level.
Anthony is a first grade student who has been struggling in his general education setting. The parents and teacher have discussed their concerns about Anthony's lack of progress and frustration. Using the response to intervention model, what is the likely first step to implement for Anthony?
A. The teacher should implement high-quality, research-based interventions and monitor Anthony's progress.
B. The teacher should request that Anthony be tested for special education services.
C. The parents should have Anthony assessed by his pediatrician.
D. The teacher and parents should wait until Anthony gets a bit older
before acting on their concerns.
A. The teacher should implement high-quality, research-based interventions and monitor Anthony's progress.
Sheila is a student with a learning disability who receives instruction in the general education curriculum. Which of the following would be an appropriate accommodation for Sheila when taking the standardized state test?
A. Not requiring Sheila to take the test.
B. Allow Sheila to take the test home to complete.
C. Allow Sheila extra time to complete the test.
D. Allow Sheila to take an alternative assessment.
C. Allow Sheila extra time to complete the test.
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