Download RSED 3000 Exam 2 – Practice Questions, Study Guide & Special Education Exam Review 2026-41 and more Exams Advanced Education in PDF only on Docsity!
RSED 3000 Exam 2 – Practice Questions, Study Guide &
Special Education Exam Review 2026
The INCLUDE strategy based on two assumptions? - ANS ✔✔- student performance = interaction between student and instructional environment
- analysis of student learning needs and classroom demands= ability to include most students with special needs in general ed INCLUDE uses ____ and _____ - ANS ✔✔universal design and differentiated instruction design of materials, methods, assessments that are compatible with diverse range of student needs and minimize the need for labor intensive adaptations - ANS ✔✔universal design materials and tasks of varied levels of difficulty and support that meet diverse student needs
- wide variety of teaching techniques and lesson adaptations that educators use to instruct a diverse group of students, with diverse learning needs, in the same course, classroom, or learning environment - ANS ✔✔differentiated instruction strategy for adjusting instruction for students with special needs - ANS ✔✔INCLUDE strategy I in include strategy? - ANS ✔✔Identify classroom demands N in include strategy? - ANS ✔✔Note student learning strengths and needs C in include strategy? - ANS ✔✔Check for potential paths to student success
L in include strategy? - ANS ✔✔look for possible problem areas U in include strategy? - ANS ✔✔use information to brainstorm ways to adjust instuction D in include strategy? - ANS ✔✔decided which adjustments to make E in include strategy? - ANS ✔✔Evaluate student progress Engagement, representation, action and expression - ANS ✔✔universal design for learning (UDL) UDL Examples - ANS ✔✔-- reading problems - graphics, video, digital text -- writing difficulties - use of templates with partially fill-in section and links to more information -- increase student engagement - student choice, interactive games, real-life examples allows student to show what they know in different ways
- can work well in general education classes that include students with learning and attention issues - ANS ✔✔differentiated instruction Differentiated Instruction Examples - ANS ✔✔- providing materials and tasks at varied levels of difficulty
- providing varying levels of instructional support
- multiple grouping arrangements
- student choice
- varied evaluation strategies
textbooks, manipulative (C-R-A), technology (audiovisual, telecommunication systems)
- published texts most commonly used - ANS ✔✔instructional materials strategies/ways to present content and evaluate learning - ANS ✔✔instructional methods Include 2: Note Student Learning Strengths and Needs - ANS ✔✔- diverse needs even among students with same type of disability (developing strengths in all areas)
- academics
- social-emotional development
- physical development basic skills (reading, math, language), cognitive and learning strategies (how to learn), survival skills (to succeed) - ANS ✔✔academics conduct, interpersonal skills, personal-psychological adjustment (motivation, tolerances) - ANS ✔✔social-emotional development vision, hearing, motor skills, neurological functioning (attention deficit) - ANS ✔✔physical development Include step 3: check for potential paths to student success - ANS ✔✔- analyze student strength ----- employ individual's strengths in academic tasks ----- profile age and current level of performance in IEP
- assign tasks that maximize strengths
- success enhances motivation and self-image Include step 4: look for potential problem areas - ANS ✔✔- problem: mismatches between student learning needs and requirements of the task
- resolve such mismatches by adjusting instruction mismatches between student learning needs and requirements of the task
- student with learning need in expressive writing faces failure when spelling errors reduce grade on content-area work
- student with problem speaking fluently faces failure when oral book report is required - ANS ✔✔problem Include step 5: use information to brainstorm ways to adjust instruction - ANS ✔✔-expectations equal for students with and without disabilities
- accommodations, adjustments, and intensive instruction
- instructional or curricular modifications made by IEP team Accommodations, adjustments, and intensive instruction - ANS ✔✔- bypass strategies (compensatory or alternative ways to demonstrate mastery like electronic reader for limited reading in history class) (Can't be used in primary area of instruction-having reading test read in reading class)
- methods, materials, groups (e.g. small group), classroom management adjustments (e.g. seating, contract) Include step 6: decide which adjustments to make - ANS ✔✔- select age- appropriate strategies and materials
- select easiest approach first, least extra work for teacher
- select adjustments that are comfortable for you
- Distinguish "can't" from "won't" problem: ability v. motivation
- give choices; making decisions increases responsibility for learning
-- positive teacher-student relationships - ANS ✔✔establish good classroom climate -post rules early in the year; clarify expectations
- communicate consequences; apply them consistently
- monitor behaviors; make sure you. can see all students - ANS ✔✔establish rules that are brief, worded positively, culture-tolerant
- maximize academic learning time; routinize organization tasks
- sponges - ANS ✔✔use instructional time
- establish routines for transitions; monitor and reinforce them
- prepare/organize materials for efficient access/handling - ANS ✔✔manage transition time total time with teacher
- students with special needs are not singled out - ANS ✔✔whole-class or large-group instruction same-skill group (homogenous): extra instruction to master skill mixed-skill group (heterogenous): positive model for students - ANS ✔✔same group instruction to target specific skill
- inefficient; increases independent work for other students
- less motivating; student may miss whole-group instruction
- indicates need for further analysis of student's instructional setting - ANS ✔✔one-to-one instruction
How can you evaluate instructional materials for inclusive classrooms? - ANS ✔✔- align instruction materials to learning outcomes --- Use Bloom's taxonomy: remembering, understanding, applying, analyzing, evaluating, creating
- cover a range of levels of outcomes -- emphasize higher-level thinking skills to raise learning standards
- base selection of outcome on student strengths and needs -- choose outcomes at appropriate levels of learning for all students
- basic skills texts and content area texts -- should be written at appropriate level of difficulty -- note the critical word factor (text difficulty beginning readers) - ANS ✔✔textbooks Textbook qualities to check - ANS ✔✔- content with big ideas, important principles
- support for comprehension (heading, clear structure)
- activation of important background knowledge
- quality of writing (clear references, transitions, sequencing) concrete objects (blocks, counters, geoboards) - ANS ✔✔manipulatives physical/visual represenations - ANS ✔✔model instructional software options - ANS ✔✔- drill and practice, often helps students with special needs
- tutorials with sequenced instruction, self-paced at varying levels
- simulations of real-life situations; interactive
strategies for using scaffolding - ANS ✔✔- present new cognitive strategy using a list of steps
- regulate difficulty; guide each step carefully at first
- provide varying contexts for practice, reduce teacher support
- provide feedback with evaluate checklists; students self-evaluate
- increase student responsibility; encourage independence
- provide independent practice, apply to new situations When students practice newly acquired skills (i.e., skills that can be performed wit 85% higher accuracy) with minimal or no support for the purpose of long term retention, fluid retrieval and generalization - ANS ✔✔independent practice more effective in upper grades than lower
- challenging for students with special needs - ANS ✔✔homework student practices, in isolation, a newly learned skills or strategy immediately or soon after instruction - ANS ✔✔massed practice scheduling relatively short practice sessions spread out over time
- sessions separated by prescribed time intervals or gaps
- research supports use as an effective practice strategy for a wide range of grade and age levels
- effective for retaining skills and knowledge taught in content areas
- increased the number of unique practice sessions and provides more opportunities for variability - ANS ✔✔distributed practice (or spaced practice) systemic addition of a just-learned skill to previously learned and related skills
- allows skills to be practiced together
- begins after a kills has been learned to a designated mastery level and has been practiced in masses format once or twice
- then a second skills is taught and practice once more twice in a massed format and added and practiced with first skill, etc.
- helps retain and retrieve skills and concepts
- helps strengthen accuracy and discrimination of skills - ANS ✔✔cumulative practice teach skill A then practice skill A next teach skill B and add it to skill A - ANS ✔✔cumulative practice mixes up accumulated skills within a single practice so none of the skills practiced consecutively
- addresses issue of skills blocked
- items mixed up
- two methods ----- regular pattern A+B+C+A+B+C etc. ----- irregular pattern
- assists with long-term retention as well as generalization and transfer - ANS ✔✔interleaved practice once can perform a skill accurately, will benefit from
- strengthens abilities to perform skill automatically
- repetition alone does not guarantee fluency
- has 7 components
- 4 qualities - ANS ✔✔fluency practice
What are Low-Incidence Disabilities? - ANS ✔✔- Comprise less than 20% of students with disabilities in schools •Receive some special education services most of their lives •Need the same teacher attention other students need-Often have help of a paraprofessional or personal assistant Questions for working w/students w/low-incidence disabilities - ANS ✔✔What are student's strengths, interests, needs? -Does student have physical/health needs requiring attention? -What are student's most important instructional goals in my class? -How do student's goals align with gen ed curriculum/standards? -How much time will student spend in my class? -What other professionals/paraprofessionals work with student? -What services does student access? -How do I adjust physical space, my expectations, my teaching? What are the Characteristics and Instructional Needs of Students with Autism Spectrum Disorders (ASDs)? - ANS ✔✔•Occurs in many forms; rising rate of incidence •Occurs in 1 in 54 children, 4 x more boys than girls •Prevalence not affected by race, region, or socio-economic status •Half of cases have accompanying intellectual or other disability •May have average ability; some are gifted/talented Autism was first recognized early in the 20thcentury, although it existed for centuries. - ANS ✔✔Leo Kanner-Hans Asperger-Bernard Rimland 1980 - officially acknowledged as a disorder by the APA - ANS ✔✔autism
1990 - first considered a disability category under IDEA - ANS ✔✔autism Characteristics of Students with Autism Spectrum Disorders - ANS ✔✔social relationships communication interests stress diverse strengths and needs very difficult; may not make eye contact - ANS ✔✔Social relationships language development often delayed; difficulty conversing or talking about experiences-Echolalic speech: repeat what others say - ANS ✔✔Communication : narrow range; absorbed with one topic - ANS ✔✔Interests low tolerance for change or irritants; may develop rituals - ANS ✔✔Stress Characteristics: Asperger Syndrome - ANS ✔✔•Asperger syndrome is at the mild end of the ASD-Asperger is no longer a separate category in DSM •Impairment in the social areas (socially awkward) •Deficits in the use of nonverbal behaviors related to social interaction •No general language delay •Most have average or above-average intelligence •Their peculiarities and social skills deficits make it difficult to develop and maintain friendships
-Difficulty maintaining skills; need ongoing practice -Difficulty generalizing skills; need to learn skills in context ▪Fail to transfer learning from one setting to another •Multiple disabilities: usually intellectual disability + physical or sensory impairment Modified curriculum to match learning needs-IEP goals mapped to grade- level competencies-include strategy to promote effective teaching - ANS ✔✔Match expectations to instruction Instructional Supports for Students with Moderate to Severe Intellectual Disabilities - ANS ✔✔Match expectations to instruction -Modified curriculum to match learning needs -IEP goals mapped to grade-level competencies -include strategy to promote effective teaching •Enlist natural support systems: other students, parents, interns •Collaborate with families; communicate regularly •Access assistive technology, especially forms of augmentative and alternative communication (AAC) -High number of service providers come to classroom; may become a distraction -Require integration of specialized materials, therapeutic equipment, computer equipment, and wheelchair - ANS ✔✔Multiple disabilities (intellectual + physical/sensory) -Need extra help getting around and making sense of events -Extensive supports with wide array of special services -Diverse levels of intelligence - ANS ✔✔Deaf-blindness: dual sensory impairments
many have partial sight, others are blind-Normal intellectual range, but fewer opportunities-Accommodations: academic and expanded core curriculum▪Need orientation/mobility help and teaching modifications▪Special devices for reading, seating near front of room - ANS ✔✔Visual impairments many hard of hearing, others are deaf-Normal intellectual range, but struggle with language limitations-Use speech reading, visual aids, sign language; sit near teacher-Devices: hearing aids, F M system, cochlear implant, C - p r i n t
- ANS ✔✔Hearing impairments frequent blinking, rubbing eyes, headaches -Inattention, poor reading, covering one eye, squinting -Placing head close to work, poor eye-hand coordination - ANS ✔✔Vision loss inattention to conversation -Inappropriate responses to questions; asking others to repeat -Frequent ear infections, ringing in ears, dizziness, limited speech -Pain/discharge in ears, mispronunciations, placing head close to work, unexplained behavior problems/frustration - ANS ✔✔Hearing loss What are the Characteristics of and Instructional Needs of Students with Physical, Medical, or Health Disabilities? - ANS ✔✔1.Orthopedic impairments (OI): diseases or disorders related to bones, joints, muscles 2.Other health impairments (OHI): conditions such as ADHD in many states, AIDS, seizure disorders, cancer, juvenile diabetes, asthma, others 3.Traumatic brain injury (TBI): insult to brain caused by external force (injuries from accidents)
instructional supports for other health impairments - ANS ✔✔help make up missed work; implement include strategy •Leading cause of disability and death among children -More than 1 million each year -Various lengths of recovery time, various levels of recovery •May have significant learning and social problems •Families' range of emotions: shock, denial, anger, sorrow •Instructional supports: accommodations for physical needs, academic content, social/emotional environment -Flexibility required; needs change from day to day - ANS ✔✔Traumatic Brain Injury Teaching Students with TBI - ANS ✔✔attention, memory, organization, information processing color cues, small learning segments, quiet work space, notes/assignments in electronic form, cue words - ANS ✔✔Attention record lectures, dictate assignments, use repetition and checklists, connect new to prior learning - ANS ✔✔Memory consistent procedures, visual schedule, digital organizer, class binder for materials, color coding - ANS ✔✔Organization extra time, reduced items on assignments, preview of class plan, simplified directions - ANS ✔✔Information processing Students with high-incidence disabilities are the most prevalent among children and youth with disabilities in U.S. schools.
This group typically includes students with emotional and/or behavioral disorders (E/BD), learning disabilities (LD), and mild intellectual disability (MID). However, students with other disabilities, including high-functioning autism, attention-deficit hyperactivity disorder, and speech and language impairment are now being identified at higher rates and occupy an aggregate "other" category within high-incidence disabilities. - ANS ✔✔high incidence disabilities What are High-Incidence Disabilities? - ANS ✔✔- 70% of all students with disabilities
- Spend most of their time in general education
- Category includes: speech/language disabilities, learning disabilities, emotional disturbance, mild intellectual disabilities
- 3 common characteristics -Hard to distinguish from peers without disabilities -May exhibit combination of behavioral, social, academic problems -Benefit from explicit, structured instructional interventions
- 38.8% of students receiving services
- Umbrella term for a range of academic difficulties
- Significant difficulty acquiring/using (i) Oral expression (ii) Listening comprehension (iii) Written expression (iv) Basic reading skill (v) Reading fluency skills (vi) Reading comprehension (vii) Mathematics calculation (viii) Mathematics problem solving - ANS ✔✔Learning disabilities Major Components of the Federal Definition of Learning Disabilities - ANS ✔✔- Difficulty with academic and learning tasks (previous slide)
- Discrepancy between expected and actual achievement that can be documented through low RTI
