ExitApprehensive students will compare themselves, their knowledge and their responses to the way they are perceived by everyone else in the classroom; thus, the master educator will:
A
Encourage the learner to persevere; help to build self esteem; provide various teaching strategies to capture the attention of the learner
B
Establish a competitive classroom; establish strong and frequent eye contact; have the learner speak before the group
C
Have a good VISUAL EYE, are IMAGINATIVE, are SKILLFUL with their hands
D
Review the learner's past academic file if available; understand the student's specific difficulties; gain an understanding of the student's learning style
SCHOOL with people with disabilities must ensure to:
A
Have a good VISUAL EYE, are IMAGINATIVE, are SKILLFUL with their hands
B
A group of disorders that affect a broad range of academic and functional skills
C
FURNISH auxiliary aids when necessary to ensure effectives communication, unless undue burden or fundamental alteration would result; ELIMINATE unnecessary eligibility standards or rules that deny individuals with disabilities an equal opportunity to enjoy the goods and services of the place of accommodation; PROVIDE reasonable modification in policies, practices, and procedures that deny equal access to individuals
D
Network
M.E. should remember that the dyslexic:
A
peer coaching
B
be easily distracted; be forgetful in daily activities, not seem to listen when spoken to directly
C
May have difficulty with figures, may be personally disorganized, has difficulty taking not.
D
A group of disorders that affect a broad range of academic and functional skills
The Americans with disabilities Act protects those Americans who are physically or mentally impaired, such as:
A
INPUT
B
diet and certain medications; be forgetful in daily activities; not seem to listen when spoken to directly
C
Those who have substantial limitations in one or more ‘MAJOR LIFE ACTIVITIES”
D
Encourage the learner to persevere; help to build self esteem; provide various teaching strategies to capture the attention of the learner
When the learner simply does not want to be in class, the educator will incorporate:
A
Ice breakers and motivational tactics
B
Use examples and illustrations
C
The disabled person who desires to enroll in the postsecondary school
D
multisensory methods for practicing and learning.
Since the dyslexic learner learns best through hands on experience, demonstration, experimentation, observation, and visual aids, educators should use:
A
ADA
B
Mnemonics
C
multisensory methods for practicing and learning.
D
Encourage the learner to persevere; help to build self esteem; provide various teaching strategies to capture the attention of the learner
The dyslexic learner may act out by displaying characteristics that:
A
Oversight agency
B
demonstrate carelessness
C
Educators
D
Poor motivation and lack of interest
By encouraging interpersonal relationships among learners, the master educator expands their:
A
May have difficulty with figures, may be personally disorganized, has difficulty taking not.
B
ADA
C
Network
D
Use examples and illustrations
The cause of ADHD is still unknown, although some environmental factors affect it, including:
A
Oversight agency
B
be easily distracted; be forgetful in daily activities, not seem to listen when spoken to directly
C
diet and certain medications; be forgetful in daily activities; not seem to listen when spoken to directly
D
Educators
The cause of dyslexia:
A
The disabled person who desires to enroll in the postsecondary school
B
Review the learner's past academic file if available; understand the student's specific difficulties; gain an understanding of the student's learning style
C
Has not been confirmed
D
Varying the teaching stimuli
To make the student more comfortable in the classroom, the master educator will:
A
Varying the teaching stimuli
B
STORAGE
C
The disabled person who desires to enroll in the postsecondary school
D
Encourage self confidence
When teaching the dyslexic learner, the master educator should:
A
Use examples and illustrations
B
Review the learner's past academic file if available; understand the student's specific difficulties; gain an understanding of the student's learning style
C
consider alternative testing methods that will also demonstrate what the student has learned; develop a system of discreet cues that will alert learners in advance that you are going to call on them; give practice quizzes prior to the official test.
D
Those who have substantial limitations in one or more ‘MAJOR LIFE ACTIVITIES”
The brain processes information in 4 ways: the information perceived through the senses, such as visual and auditory perception is referred to as:
A
INPUT
B
OUTPUT
C
Use examples and illustrations
D
congenital, a developmental condition, and neurologically based
Information comes from the brain either through words or through muscle activity, such as gesturing, writing or drawing. This stage of information processing is referred:
A
Oversight agency
B
OUTPUT
C
A group of disorders that affect a broad range of academic and functional skills
D
May have difficulty with figures, may be personally disorganized, has difficulty taking not.
Proof of disability rest on:bj
A
Ice breakers and motivational tactics
B
demonstrate carelessness
C
ADA
D
The disabled person who desires to enroll in the postsecondary school
In NORTH AMERICA the term LEARNING DISABILITY refers to:
A
Mnemonics
B
consider alternative testing methods that will also demonstrate what the student has learned; develop a system of discreet cues that will alert learners in advance that you are going to call on them; give practice quizzes prior to the official test.
C
Creating a safe learning environment
D
A group of disorders that affect a broad range of academic and functional skills
Most memory difficulties occur in the area of short term memory, which can make it difficult to learn new material without many more repetitions that usual; this problem affects information
A
INPUT
B
FURNISH auxiliary aids when necessary to ensure effectives communication, unless undue burden or fundamental alteration would result; ELIMINATE unnecessary eligibility standards or rules that deny individuals with disabilities an equal opportunity to enjoy the goods and services of the place of accommodation; PROVIDE reasonable modification in policies, practices, and procedures that deny equal access to individuals
C
STORAGE
D
INTERGRATION
The master educator will take personal steps to become knowledgeable about all learning disabilities or disorders and come to the realization that:
A
The disabled person who desires to enroll in the postsecondary school
B
Provide learners a quiet area without distraction when testing or studying; provide instructions both in writing and orally; allow sufficient time for the learner to thoughtfully prepare answers
C
learner behavior or performance may not meet the standards we have established for other learners
D
OUTPUT
to support the content of classes and show learners how information will work for them:
A
Can be easily accomplished and carried out without much difficulty or expense
B
Use examples and illustrations
C
Has not been confirmed
D
STORAGE
It's beneficial for educators to recognize chronic behavior such as:
A
Be empathetic
B
Those who have substantial limitations in one or more ‘MAJOR LIFE ACTIVITIES”
C
multisensory methods for practicing and learning.
D
Poor motivation and lack of interest
The stage in which perceived input is interpreted, categorized, placed in a sequence or related to previous learning is called:
A
referred to the appropriate professional source for help; given reasonable accommodations; subject to the same documentation standards as other students with disabilities
B
INTERGRATION
C
Creating a safe learning environment
D
Poor memory skills; there may be inadequate vocabulary; there is inadequate storage of knowledge
Answering a question on demand and putting thoughts into words before we speak is an information process called:
A
Encourage the learner to persevere; help to build self esteem; provide various teaching strategies to capture the attention of the learner
B
Be empathetic
C
OUTPUT
D
INPUT
The accommodation plan might include:
A
multisensory methods for practicing and learning.
B
A group of disorders that affect a broad range of academic and functional skills
C
Using a clicker or timers, use of colored scented markers; use of stress balls
D
Textbooks on tape
Attention deficit hyperactivity disorder (ADHD) is defined by the American Academy of Pediatrics as:
A
Ice breakers and motivational tactics
B
Can be easily accomplished and carried out without much difficulty or expense
C
a chronic neurological dysfunction within the central nervous system that is not related to gender, level of intelligence, or cultural environment
D
Network
When working with a dyslexic learner, the M.E. may find:
A
FURNISH auxiliary aids when necessary to ensure effectives communication, unless undue burden or fundamental alteration would result; ELIMINATE unnecessary eligibility standards or rules that deny individuals with disabilities an equal opportunity to enjoy the goods and services of the place of accommodation; PROVIDE reasonable modification in policies, practices, and procedures that deny equal access to individuals
B
INPUT
C
Poor memory skills; there may be inadequate vocabulary; there is inadequate storage of knowledge
D
referred to the appropriate professional source for help; given reasonable accommodations; subject to the same documentation standards as other students with disabilities
Modifications to institutions made in accordance with ADA could include:
A
Poor memory skills; there may be inadequate vocabulary; there is inadequate storage of knowledge
B
PERMITTING extended time for course completion; PROVIDING auxiliary aids or services; PERMITTING. The course to be completed in a more accessible location or making alternative arrangements
C
Those who have substantial limitations in one or more ‘MAJOR LIFE ACTIVITIES”
D
Establish a competitive classroom; establish strong and frequent eye contact; have the learner speak before the group
Various teaching strategies should be utilized with the dyslexic learner, along with:
A
give them room to move about and release excess energy
B
PERMITTING extended time for course completion; PROVIDING auxiliary aids or services; PERMITTING. The course to be completed in a more accessible location or making alternative arrangements
C
peer coaching
D
Have a good VISUAL EYE, are IMAGINATIVE, are SKILLFUL with their hands
Which of the following strategies may prove beneficial to ADHD learners?
A
peer coaching
B
Provide learners a quiet area without distraction when testing or studying; provide instructions both in writing and orally; allow sufficient time for the learner to thoughtfully prepare answers
C
Textbooks on tape
D
Encourage the learner to persevere; help to build self esteem; provide various teaching strategies to capture the attention of the learner
We have learned that an effective second sensory motor activity, such as tapping a pencil or clicking a pen, helps the learner stay alert; the master educator can facilitate a more positive activity that does not distract other, such as:
A
Mnemonics
B
learner behavior or performance may not meet the standards we have established for other learners
C
Network
D
Using a clicker or timers, use of colored scented markers; use of stress balls
When ADHD learners find it difficult to stay on task, often act before thinking, act as if " driven by a motor" and talk excessively, they are displaying:
A
Hyperactivity
B
Review the learner's past academic file if available; understand the student's specific difficulties; gain an understanding of the student's learning style
C
learner behavior or performance may not meet the standards we have established for other learners
D
ADA
Master educator use memory cues known as:
A
Mnemonics
B
May have difficulty with figures, may be personally disorganized, has difficulty taking not.
C
peer coaching
D
Questions are encouraged
A conducive environment for learning would include:
A
Have a good VISUAL EYE, are IMAGINATIVE, are SKILLFUL with their hands
B
Textbooks on tape
C
STORAGE
D
Questions are encouraged
Strategies that will support ADHD learners include:
A
be easily distracted; be forgetful in daily activities, not seem to listen when spoken to directly
B
give them room to move about and release excess energy
C
demonstrate carelessness
D
OUTPUT
Many barrier to education may be created by the behaviors and attitudes of the:
A
peer coaching
B
congenital, a developmental condition, and neurologically based
C
Review the learner's past academic file if available; understand the student's specific difficulties; gain an understanding of the student's learning style
D
Educators
Learners are placed in an active learning mood by:
A
Speed in practical skills; opportunities for self pacing; no opportunity for learners to respond immediately
B
multisensory methods for practicing and learning.
C
be easily distracted; be forgetful in daily activities, not seem to listen when spoken to directly
D
Varying the teaching stimuli
The agency that prohibits discrimination on the basis of disabilities in both public and private sectors is:
A
Time management, organization, sequencing
B
ADA
C
Network
D
Be empathetic
Title 3 of the American with disabilities Act defines ‘’ READILY ACHIEVABLE’ as:
A
Be empathetic
B
Can be easily accomplished and carried out without much difficulty or expense
C
multisensory methods for practicing and learning.
D
Encourage self confidence
Older learners may feel that they don’t remember things as well as a they did when they were younger; the master educator will aid in:
A
Has not been confirmed
B
Creating a safe learning environment
C
INPUT
D
referred to the appropriate professional source for help; given reasonable accommodations; subject to the same documentation standards as other students with disabilities
Other strategies for ADHD learners include:
A
consider alternative testing methods that will also demonstrate what the student has learned; develop a system of discreet cues that will alert learners in advance that you are going to call on them; give practice quizzes prior to the official test.
B
Problems staying on required tasks, especially if they are not interested in the subject matter.
C
INPUT
D
Network
It's encouraging to find that dyslexic learners:
A
Have a good VISUAL EYE, are IMAGINATIVE, are SKILLFUL with their hands
B
Ice breakers and motivational tactics
C
A group of disorders that affect a broad range of academic and functional skills
D
Poor memory skills; there may be inadequate vocabulary; there is inadequate storage of knowledge
Dyslexia is a specific learning disability that hinder the learning of our students and is:
A
The disabled person who desires to enroll in the postsecondary school
B
Ice breakers and motivational tactics
C
PERMITTING extended time for course completion; PROVIDING auxiliary aids or services; PERMITTING. The course to be completed in a more accessible location or making alternative arrangements
D
congenital, a developmental condition, and neurologically based
ADHD learners have problems staying on required tasks, especially if they are not interested in the subject matter; such learners may:
A
Review the learner's past academic file if available; understand the student's specific difficulties; gain an understanding of the student's learning style
B
Encourage the learner to persevere; help to build self esteem; provide various teaching strategies to capture the attention of the learner
C
be easily distracted; be forgetful in daily activities, not seem to listen when spoken to directly
D
a chronic neurological dysfunction within the central nervous system that is not related to gender, level of intelligence, or cultural environment
The individual accommodation plan for the disabled learner is the responsibility of the:
A
Those who have substantial limitations in one or more ‘MAJOR LIFE ACTIVITIES”
B
INTERGRATION
C
Problems staying on required tasks, especially if they are not interested in the subject matter.
D
Oversight agency
M.E will assist the dyslexic learner with:
A
Educators
B
multisensory methods for practicing and learning.
C
referred to the appropriate professional source for help; given reasonable accommodations; subject to the same documentation standards as other students with disabilities
D
Time management, organization, sequencing
Knowing the barrier to learning will prove to be an asset to the educator, be on the alert for:
A
Poor memory skills; there may be inadequate vocabulary; there is inadequate storage of knowledge
B
learner behavior or performance may not meet the standards we have established for other learners
C
OUTPUT
D
Learner apprehension, rapid response, lack of learner motivation
sometimes learners respond too quickly; to overcome this barrier to learning, the master educator will provide:
A
consider alternative testing methods that will also demonstrate what the student has learned; develop a system of discreet cues that will alert learners in advance that you are going to call on them; give practice quizzes prior to the official test.
B
Speed in practical skills; opportunities for self pacing; no opportunity for learners to respond immediately
C
Review the learner's past academic file if available; understand the student's specific difficulties; gain an understanding of the student's learning style
D
INPUT
Because the student with ADHD may be overwhelmed by too much stimulation, the master educator will:
A
Encourage the learner to persevere; help to build self esteem; provide various teaching strategies to capture the attention of the learner
B
INPUT
C
The disabled person who desires to enroll in the postsecondary school
D
Speed in practical skills; opportunities for self pacing; no opportunity for learners to respond immediately
There are a number of symptoms the educator can watch for to determine if a student has ADHD:
A
Those who have substantial limitations in one or more ‘MAJOR LIFE ACTIVITIES”
B
Review the learner's past academic file if available; understand the student's specific difficulties; gain an understanding of the student's learning style
C
Problems staying on required tasks, especially if they are not interested in the subject matter.
D
give them room to move about and release excess energy
Persons with substance abuse problems are protected by the ADA and should be:
A
referred to the appropriate professional source for help; given reasonable accommodations; subject to the same documentation standards as other students with disabilities
B
Poor motivation and lack of interest
C
Those who have substantial limitations in one or more ‘MAJOR LIFE ACTIVITIES”
D
congenital, a developmental condition, and neurologically based
students exhibiting. Anxiety in the classroom need the educator to:
A
Questions are encouraged
B
Be empathetic
C
Textbooks on tape
D
Oversight agency