Deck 3: Teaching and Differentiating Instruction in a Multi-Tiered System of Education

Question 1

Differentiating instruction involves:

A) making adjustments so that a wide range of student needs are met in the general education classrooms.
B) changes in the processes of teaching and learning only.
C) changes in content or standards only.
D) changes in instruction.

Answer 1

A

Question 2

Which is not a major responsibility that a teacher will have when working with paraeducators?

A) Delegating responsibilities
B) Maintaining communication between paraeducators and parents
C) Establishing and clarifying roles
D) Coaching and mentoring

Answer 2

B

Question 3

All the following are types of cooperative teaching except:

A) supportive.
B) direct.
C) complimentary.
D) parallel.

Answer 3

B

Question 4

Which is not a principle for developing, implementing and making adaptations to homework practices for learners with special needs?

A) Develop self-regulation skills.
B) Help students recognize the relevance of assignments.
C) Assign homework as they need arises.
D) Communicate with parents.

Question 5

Special educators have several roles. When should skills be taught to special education teachers?

A) When teaching in the general education classroom
B) In-service programs
C) When teaching in the special education classroom
D) Preservice teacher training programs

Question 6

Which of the following includes layers of evidence-based instruction, with increasing intensity as a student progresses through different levels over time?

A) Multi-tiered system
B) Response to intervention
C) Tier 1 support
D) Tier 2 support

Question 7

Which of the following best describes special education placement over the years?

A) From self-contained classroom to resource room to mainstreaming to inclusion.
B) From resource room to self-contained to mainstreaming to inclusion.
C) From general education classrooms to small group instruction to special education classrooms.
D) From special education classrooms to general education classrooms to small groups.

Question 8

Why would a student receive intensive instruction?

A) Student need more formal special education assessment.
B) Student responded favorably to differentiated instruction.
C) Student did not respond favorably to supplemental instruction.
D) Student is in the general education setting.

Question 9

When adjusting content for students with special needs, educators should also consider _________ of students.

A) cultural background
B) socio-economic background
C) social skills level
D) health

Question 10

What level is not part of the multi-tiered system?

A) High-quality support
B) High quality core instruction
C) High-quality targeted supplemental instruction
D) High-quality intensive intervention

Question 11

This role of the special educator is most prominent at:

A) tier 3.
B) tier 2.
C) tier 1.
D) all tiers.

Question 12

A teacher provided a graphic organizer for notetaking for a lecture. This is an example of:

A) setting Differentiation.
B) content Differentiation.
C) instructional Differentiation.
D) materials Differentiation.

Question 13

What level do students receive various types of assistance in terms of differentiations, instructional, and curricular adaptations, more specialized equipment, and technology in order to target instructional-related needs?

A) Tier 3
B) Tier 2
C) Tier 1
D) Differentiated instruction

Question 14

A process through which student learning needs are identified, assessed, and address by two or more educators working together to share resources and expertise is called:

A) adaptation.
B) modification.
C) response to Intervention.
D) collaboration.

Question 15

Extended testing time is an example of:

A) response to Intervention.
B) differentiated instruction.
C) accommodation.
D) modification.

Question 16

This form of collaboration involves special education teachers working alongside general education teachers in an inclusive classroom environment.

A) Co-teaching
B) Accommodation
C) Modification
D) Consultation

Question 17

What terminology is used to describe how as student responds to the evidenced-based practices?

A) High-quality instruction
B) Multi-tiered System
C) Differentiated Instruction
D) Response to Intervention (RtI)

Question 18

Which of the following is recommended by IDEA but not required?

A) High-quality instruction
B) Multi-tiered System
C) Differentiated Instruction
D) Response to Intervention (RtI)

Question 19

Why should a general educator be knowledgeable about grading adaptations for students with disabilities?

A) The special education teacher is only responsible for behavior management.
B) The general educator is responsible for the inclusive setting.
C) Students with disabilities are better served in the general education classroom.
D) A larger majority of students with disabilities are taught in the general education classroom, and so evaluation and record keeping is pivotal to giving accurate feedback on progress.

Question 20

All the following are key component of multi-tiered systems except:

A) Student progress is monitored regularly and systematically.
B) Decisions are data-driven.
C) Struggling students are given special education services.
D) Teachers use evidence-based practices.

Question 21

Discuss at least three strategies to maintain successful home-school collaborative partnerships.

Question 22

Explain how the multi-tiered system works. Provide examples.

Question 23

Special educators are expected to be active members of teams. Describe four strategies that can be used to enhance collaboration between special and general educators.

Question 24

What is powerful way to address the individual needs of a range of students within the general education?

A) One-on-one instruction
B) Accommodation
C) Multi-tiered system
D) Integration of the principles of UDL and differentiated instruction

Question 25

All the following are helpful testing adaptations for students with disabilities except:

A) Read test questions to students.
B) Simplify working of the test questions.
C) Give practice questions as a study guide
D) Give group help with directions during tests.

Question 26

Discuss the current roles of special educators.

Question 27

Reading material aloud, pairing students, and working with individual students are strategies used when:

A) adapting content.
B) adapting materials.
C) adapting instruction.
D) adapting assignment.

Question 28

Using examples, explain two micro-level adjustments that may be implemented to differentiate instruction.

Question 29

Why is it important that special educators collaborate with other professionals?

A) Because it is the job in the twenty-first century.
B) Because it ensures that a student receives an appropriate education
C) Because it reaffirms to parents that special educators are doing a good job.
D) Because it provides professionals the opportunity to showcase their expertise.

Question 30

Which of the following is a true statement?

A) Parents are minor contributors to the development of their child's IEP
B) Parents does not have the right to obtain an independent educational evaluation of their child.
C) Families have been included in the special education process since 1975.
D) All parents participate in the special education process.