Deck 10: Early and Middle Years of Schooling

Question 1

Developing the structure and culture of a community is an integral part of inclusion.

Answer 1

True

Question 2

To be responsive to diversity and difference early year's educators need to ensure both children and their families feel welcome in the classroom.

Answer 2

True

Question 3

Which of the following was NOT a reason for the shift from school readiness views to inclusion?

A) Grade retention was found to be detrimental to students' development
B) Readiness assessments were not reliable indicators of ability
C) "Gift of Time"
D) Delayed school entry disadvantaged children with increased vulnerability at home

Answer 3

C

Question 4

Middle schooling has the following elements:

A) Cognitivism approach to learning, range of signature practices, evidence-based approach
B) Evidence-based approach with clear outcomes, clear philosophy, grade retention policies
C) Clear philosophy, range of signature practices, evidence-based approach
D) Clear philosophy, compulsory inclusion, range of signature practices

Question 5

Students who fail to attain acceptable literacy and numeracy proficiency in their middle years of schooling find the transition to secondary school difficult.

Question 6

A new approach to middle schooling features which of the following six steps?

A) Inclusion, sense of community, student well-being, parent and community involvement, leadership and local decision making
B) Inclusion, quality teaching, student well-being, parent and community involvement, leadership and local decision making
C) Distinct identity, quality teaching, student well-being, parent and community involvement, leadership and local decision making
D) All of the given options apply

Question 7

Which one of the following is NOT an area that early childhood services and outside school hours care services are assessed on:

A) Relationships with caregivers
B) Health and safety
C) Educational program and practice
D) Physical environment

Question 8

A teaching approach that is valued in early childhood education is:

A) Multi-sensory learning
B) Play-based learning
C) Cooperative learning
D) All of the given options apply

Question 9

Describe some of the strategies that teachers can employ in the middle years to ensure that all students feel respected, accepted and valued.

Question 10

The Early Years Learning Framework for Australia supports educators to develop a curriculum that recognises and responds to diversity.

Question 11

Teachers must actively build and continually maintain the structure of community by:

A) Conducting class meetings and community forums
B) Developing a repertoire of active friendship strategies to support friendship formations
C) Modelling the ethos and values of community
D) All of the given options apply

Question 12

What is cultural capital?

A) The status of a student in their cultural community
B) The knowledge, skills, education and any advantage a person has that gives them a high status in society
C) The wealth of various countries
D) None of the above

Question 13

What spurred the recent introduction of middle school? Describe some practices and strategies that teachers can use to make students at this level feel more included.

Question 14

Outside of the first five years of life, adolescence is the only other time in one's life that the capacity and functioning of the brain undergo a major overhaul.

Question 15

Why have early childhood services gained so much importance over the last 15 years? What areas of cognitive and social development are focussed on in early childhood programs? Discuss the school readiness theory in relation to inclusion, including issues and challenges of each.

Question 16

The school readiness approach is the basis of inclusive practices.

Question 17

Resistance at school by students with special support needs is:

A) A function of their parents' beliefs
B) A function of their disability
C) A function of their definition of the school situation
D) All of the given options apply

Question 18

Resistance at school by students with special support needs is:

A) A function of their definition of school situation
B) A function of their parents' beliefs
C) A function of their disability
D) All of the given options apply

Question 19

The Early Years Learning Framework for Australia supports educators to develop a curriculum that recognises and responds to diversity.

Question 20

School communities should aim to maximise student engagement by minimising active and passive dissent and negotiating a working agreement with the student to gain a productive level of consensus.

Question 21

Teaching in the early and middle years involves constant learning for teachers.

Question 22

As students grow older and move from childhood to adolescence, the gap between those with and without special needs narrows academically, socially, physically and emotionally.

Question 23

To prepare appropriate curricula for students, teachers must be double-adapters. This means that:

A) Teachers must adapt the curriculum twice-once for the whole class and once for individual students with special needs
B) Teachers will use drill and practice as well as field trips
C) Provide peer support and peer tutoring
D) Teachers must work from the concrete to the abstract

Question 24

One of the main challenges in middle school education is:

A) Identification
B) Labelling
C) Structures
D) Widening ability gap

Question 25

Teacher aides are assigned to one student in the classroom and are required to spend their time assisting that one student.

Question 26

The purpose of an Individualised Education Plan is to:

A) Identify the student's developmental needs
B) Set goals, priorities and targets for the student
C) Identify the student's special support needs
D) All of the given options apply

Question 27

Teachers can develop a productive professional relationship with the teacher aide (TA) by:

A) Consulting the TA on student behaviour management
B) Having a TA attend and participate in team meetings and events
C) Having the TA supervise small groups and the class when appropriate
D) All of the given options apply

Question 28

Many students with special needs often progress slowly and in small steps. To avoid frustration, teachers should:

A) Develop a minimalist approach to inclusion
B) Maintain a long-range view of what can be achieved
C) Consult a specialist for ideas about how to accelerate the achievement of students with special needs
D) Not blame themselves if the students with special needs couldn't achieve at the same rate as the rest of the students

Question 29

Teachers can adopt a negative attitude towards inclusion when they perceive the progress of some students to be slow.