Interest inventories are valid only when they are completed by the student in a written format without any verbal prompting or cues from the teacher or peers.
a. True
b. False
[Ques. 2] Assessment based on the principles of universal design for learning (UDL) provides information that allows teachers to develop and deliver effective instruction that will result in empowered learners.
a. True
b. False
[Ques. 3] The No Child Left Behind Act (NCLB) mandates that statewide accountability systems, in the form of annual assessments that are based on state standards in reading and math for grades 38, be used to document student progress in specific skills and inform teachers day-to-day instruction.
a. True
b. False
[Ques. 4] Collaboration in planning universally designed environments:
a. is critical, because teachers must move away from teaching in isolation in order to meet the needs of all our learners.
b. often involves co-teaching, in which the general education teacher is responsible for planning the big ideas goals, and assessments.
c. often involves team problem-solving in which the special education teacher is responsible for identifying and finding solutions for students who have behavior difficulties.
d. should only involve professionals because parents, other family members, and guardians do not have the necessary expertise.
[Ques. 5] Which of the following statements on the use of adaptations in supporting universally designed learning environments is NOT true?
a. An accommodation is a service or support that is provided to help a student fully access subject matter and instruction.
b. When students depend on adults, peers, and/or material supports more than they need, learned helplessness can occur.
c. Modifications differ from accommodations.
d. Modifications cannot take place in a general education classroom setting due to the significant changes needed to modify a curriculum.
[Ques. 6] Positive behavior interventions and supports (PBIS), a research-based preventive approach to behavior problems, incorporates all of the following elements, EXCEPT:
a. effective, systematic school-wide practices for desired behavior are identified and supported.
b. desired behaviors are demonstrated, taught, and modeled.
c. students are consistently acknowledged and punished for inappropriate behaviors.
d. behavior errors are identified, targeted, and corrected.
[Ques. 7] Another step in accessing the social side of learning includes planning for a safe environment that also considers use of classroom space, therefore teachers should bear all the following in mind, EXCEPT:
a. be aware that students may arrive at school hungry, tired, angry or upset so take proactive steps to avoid negative outcomes.
b. diverse learners are accustomed to living in unpredictable environments and never find changing activities or spaces difficult, so it is not necessary to provide advanced warning for transitions, schedule changes, etc.
c. students should be told what behavior is expected so they are aware of what is acceptable or unacceptable at any given time.
d. students should be strategically grouped to take advantage of individual strengths.
[Ques. 8] To ensure that students know what appropriate behavior is, teachers should do all of the following, EXCEPT:
a. select 35 clearly stated rules that will generally apply to most classrooms.
b. model and rehearse rules and procedures with students, especially when first presented.
c. catch students modeling inappropriate behaviors and make an example of them verbally and visually to the whole class.
d. practice the rules/procedures in all school settings that apply to help students transfer and generalize the behaviors.
[Ques. 9] All the following statements regarding the need to access social environments are true, EXCEPT:
a. socializing is difficult for many learners with disabilities, but not for those without disabilities.
b. some students need help in dealing with bullying.
c. some students have difficulty reading body language.
d. some students need help in initiating and sustaining conversations.
[Ques. 10] All of the following elements are important in creating a social environment that is applicable or useful to all learners,
EXCEPT:
a. providing a detailed list of classroom rules and procedures for classroom discipline.
b. assigning specific class or school responsibilities to all students as it gives them a sense of belonging.
c. providing role models and mentors as needed to foster equity and to help make every learner feel valued and included.
d. remembering that for some students the school and classroom environment may provide the most stable and positive part of their day.
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