Mr. Mussi has a student in his secondary social studies class who has a writing disability. Writing is a critical component of his class plan. Which of the following is not an adaptation that he might consider for the student?
a. He might decide not to assign any writing to the student.
b. He might provide the student with additional time to write.
c. He might allow the student to type on a computer vs. write it out.
d. He might allow the student to dictate his writing into a tape recorder.
Ques. 2The teacher who is least effective in adapting instruction to meet the needs of his or her students with exceptionalities is:
a. Mr. Robinson.
b. Mrs. Lake.
c. Mrs. Weber.
d. Mr. Edwards
Ques. 3The teacher who is most effective in adapting instruction to meet the needs of his or her students with exceptionalities is:
a. Mr. Robinson.
b. Mrs. Lake.
c. Mrs. Weber.
d. Mr. Edwards
Ques. 4Three of the following choices are adaptations that research indicates are effective for working with students having exceptionalities. Which one is not considered to be an effective adaptation?
a. Carefully model solutions to problems and other assignments.
b. Teach in small steps, and provide detailed feedback on homework.
c. Teach learning strategies, such as outlining, summarizing, and self-questioning.
d. Avoid calling on students with exceptionalities to prevent possible embarrassment.
Ques. 5Three of the following are effective teaching strategies for working with students having exceptionalities. Which not an effective strategy?
a. Modeling solutions to problems and assignments
b. Teaching in small steps and providing detailed feedback on assessments
c. Putting students with exceptionalities in the same group when doing groupwork activities
d. Calling on students with exceptionalities as often as you call on other students during learning activities
Ques. 6With respect to instruction that is effective for students with exceptionalities, which of the following statements is most accurate?
a. Effective instruction for students with exceptionalities requires more seatwork than instruction that is effective with other students.
b. Effective instruction for students with exceptionalities needs to be one-on-one, whereas effective instruction for other students can be conducted in both large and small groups.
c. Effective instruction for students with exceptionalities involves avoiding calling on these students to prevent their exceptionality from being exposed to other students.
d. Classroom management and instruction approaches that are effective with students having exceptionalities tend to be the same ones that are effective with other students.
Ques. 7Which of the following is the most accurate illustration of curriculum-based assessment?
a. In order to help in making the decision about whether or not to place Kelly in a resource class for exceptional students, she is given an individualized intelligence test.
b. In an effort to assess Ron's reading comprehension, he is given a test that consists of a series of paragraphs in which he is asked to find the main idea.
c. In an effort to assess Jeff's understanding of science concepts, Mrs. Grimm goes to Jeff's records and looks at his Stanford Achievement Test results in science.
d. Suspecting that P.J. may have a vision problem, he is given a vision screening test by a county health official.
Ques. 8The conditioned stimulus would be:
a. the middle school.
b. the elementary school.
c. Mrs. Rodriguez's reassurance.
d. Natasha's riding to school with her mother.
Ques. 9In the preceding example, the best description of the neutral stimulus is:
a. the dentist's office.
b. Natasha's discomfort.
c. the procedure.
d. Natasha's being nervous.
Ques. 10The term most closely associated with the idea of stimulus-response-consequence (S1-R-S2) is:
a. vicarious learning.
b. social cognitive theory.
c. classical conditioning.
d. operant conditioning.
Quick Reply
