Exam 5: Considerations for Teaching Children With Specific Disabilities

Create 3 questions that you would ask a speech-language pathologist in order to gain more information about a new student coming into your class who has a significant language delay.

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Question 1

Correct Answer:

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1. Can you provide a detailed assessment of the student's language abilities, including their receptive and expressive language skills, as well as any specific areas of difficulty or strengths?
2. What strategies or interventions have been effective in supporting the student's language development in the past, and are there any specific accommodations or modifications that have been successful in helping them access the curriculum?
3. Are there any specific communication goals or targets that the student is currently working towards, and what are the most effective ways for me to support and reinforce these goals in the classroom setting?

It is much easier to fade physical prompts then verbal prompts.

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(True/False)

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Question 2

Correct Answer:

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True

To speak to a child with a hearing loss you should exaggerate your mouth movements.

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(True/False)

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Question 3

Correct Answer:

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False

Which specific intervention would not be appropriate for a child who has autism?

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Question 4

All the following strategies would be helpful to teach other children in the class to help support a student who has a severe visual impairment except using

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Question 5

A diagnosis of fetal alcohol spectrum disorders (FASDs) may be made if a child demonstrates symptoms of central nervous system effects and deficiency in

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Question 6

What questions does the IEP team need to consider when addressing a child's need for assistive technology while developing the IEP document.

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Question 7

Imagine that you are a teacher of preschoolers without disabilities and you will be getting a child who has a wheelchair in your class. What would you do before the child comes to your class to prepare the environment, the child's parents, and the child for his or her inclusion?

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Question 8

Children with learning impairments profit by overlearning and repeated practice.

(True/False)

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Question 9

Which specific intervention would not be appropriate for a child who has a physical impairment?

(Multiple Choice)

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Question 10

Discuss how other developmental areas may be affected for a child who has a visual impairment.

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Question 11

How might children who have physical disabilities communicate in atypical ways?

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Question 12

Why would it be beneficial to do an ecological inventory for a child who needs intensive support to participate in classroom activities?

(Short Answer)

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Question 13

Suppose that you will be including a child who has autism in your classroom. What adaptations would you make and what procedures would you follow for this inclusion?

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Question 14

Errorless learning is effective for children who are more often correct than incorrect in their responses and have some self-confidence.

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Question 15

In order to gather a comprehensive picture of a child with a disability the teacher needs to learn about the child from the family and

(Multiple Choice)

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Question 16

What are the advantages and disadvantages of most-to-least prompting?

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Question 17

Which specific intervention would not be necessary for a child who has a health impairment?

(Multiple Choice)

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Question 18

Discriminate between fetal alcohol spectrum disorders and alcohol-related neurodevelopmental disorder.

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Question 19

Compare and contrast the advantages and disadvantages of the most-to-least prompting and least-to-most prompting.

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Question 20

Showing 1 - 20 of 40

Create 3 questions that you would ask a speech-language pathologist in order to gain more information about a new student coming into your class who has a significant language delay.

It is much easier to fade physical prompts then verbal prompts.

To speak to a child with a hearing loss you should exaggerate your mouth movements.

Which specific intervention would not be appropriate for a child who has autism?

All the following strategies would be helpful to teach other children in the class to help support a student who has a severe visual impairment except using

A diagnosis of fetal alcohol spectrum disorders (FASDs) may be made if a child demonstrates symptoms of central nervous system effects and deficiency in

What questions does the IEP team need to consider when addressing a child's need for assistive technology while developing the IEP document.

Imagine that you are a teacher of preschoolers without disabilities and you will be getting a child who has a wheelchair in your class. What would you do before the child comes to your class to prepare the environment, the child's parents, and the child for his or her inclusion?

Children with learning impairments profit by overlearning and repeated practice.

Which specific intervention would not be appropriate for a child who has a physical impairment?

Discuss how other developmental areas may be affected for a child who has a visual impairment.

How might children who have physical disabilities communicate in atypical ways?

Why would it be beneficial to do an ecological inventory for a child who needs intensive support to participate in classroom activities?

Suppose that you will be including a child who has autism in your classroom. What adaptations would you make and what procedures would you follow for this inclusion?

Errorless learning is effective for children who are more often correct than incorrect in their responses and have some self-confidence.

In order to gather a comprehensive picture of a child with a disability the teacher needs to learn about the child from the family and

What are the advantages and disadvantages of most-to-least prompting?

Which specific intervention would not be necessary for a child who has a health impairment?

Discriminate between fetal alcohol spectrum disorders and alcohol-related neurodevelopmental disorder.

Compare and contrast the advantages and disadvantages of the most-to-least prompting and least-to-most prompting.

Educating Young Children With Disabilities: the Challenge

In Partnership With Families

Developing Individualized Intervention Plans and Programs and Monitoring Progress

Designing Instructional Programs

Promoting Emotional and Social Development

Helping Young Children Develop Motor and Self-Care Skills

Nurturing Communication Skills

Encouraging the Development of Cognitive Skills and Literacy

Teaming: Collaboration, Problem Solving, and Inclusion Support

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