ECE-12 SPED 161 practice EXAM 1.2
Which of the following statements is true of the Every Student Succeeds Act (ESSA)? The federal government will determine supports and consequences for low-performing schools. 1% of students per state may be eligible for alternative assessment. Special education teachers must have multiple areas of certification. Students must participate in standardized testing annually between grades 3 and 12.
1% of students per state may be eligible for alternative assessment. ESSA set forth more strict requirements for students who are eligible to participate in alternative assessments. Some schools and states have submitted waivers to document why more than 1% of the population is participating in alternative assessment.
Lucy is a special education teacher in an elementary school. She is walking down the hallway and is stopped by Sam, a general education third-grade teacher who is wondering if Lucy could stop by the classroom at some point that week to informally observe a student who the teacher believes may have an unidentified disability. What would be the most appropriate response for Lucy in this situation? Ask for more details during the conversation so that she can be more prepared when she visits the room. Ask Sam to follow up with an email and remind them that they should not be discussing issues in the hallway as it is a FERPA violation. Offer to visit at a time when the student will be engaged in an activity that is likely to illustrate the issue and go from there. Politely decline as special education teachers should only be asked to assist students on their caseload.
Offer to visit at a time when the student will be engaged in an activity that is likely to illustrate the issue and go from there. It is very common for general education teachers to ask for second opinions or informal observations from special education teachers or specialists as a jumping-off point before determining next steps. Lucy should offer to help and try to find a time when the issue is likely to be observable. Once in the room, Sam can discreetly indicate which student is in question and Lucy can find a subtle way to observe the behavior.
Which of the following interventions would be most appropriate for a student who continues to struggle to learn how to read grade-level texts fluently? Joining a small group session twice weekly after school for homework assistance. Working with a reading specialist daily to practice decoding skills and reading strategies. Working with the teacher once a week to practice sight word flash cards. Reading a story with a peer and answering questions together.
Working with a reading specialist daily to practice decoding skills and reading strategies. A Tier 3 intervention involves daily research-based intervention with a specialist who prepares lessons and collects data related to students' progress.
For students in fifth grade, which of the following literacy skills is likely the focus of reading instruction? literary analysis fluency decoding comprehension
comprehension By upper-elementary grades, students have moved on from learning to read, to reading to learn. They are focusing on comprehension of stories and finding the main idea in informational texts.
Which of the following would NOT be an appropriate use of formative assessment data? determining student comprehension of a skill or concept taught gathering self-reported data on how comfortable students feel with a concept or unit using the data to group students into small instructional groups determining mastery of unit skills
determining mastery of unit skills Assessing mastery of unit skills is done by administering a summative assessment. Formative assessments typically focus on one skill and are used to inform practice. They are often short and can be formal or informal. Determining whether or not students have mastered a skill or set of skills should be done using a longer assessment to allow for multiple attempts and a varied type of problem to allow for numerous opportunities for grading.
Liam is a 5th-grade student who is twice-exceptional; he has an ADHD diagnosis and a gifted and talented placement. His teacher notices that he is struggling with writing, often missing words or letters in words, leaving out spaces, and leaving out punctuation. She reaches out to the special education teacher to ask for advice. Which of the following would NOT be a beneficial intervention for Liam? encouraging him to skip lines when he is writing to help slow him down and give him room to edit allowing him to use speech-to-text software on big assignments instead of handwriting encouraging him to organize his thoughts on a graphic organizer before beginning to write encouraging him to read his writing out loud and editing before moving on to a new idea
encouraging him to organize his thoughts on a graphic organizer before beginning to write Because there is no indication that Liam's writing is difficult to understand beyond handwriting and conventions, this would not be a helpful intervention and may instead be an added barrier. The observed behavior indicates that Liam's hand is moving too slowly for his brain - he is writing too quickly and making simple mistakes. Using a graphic organizer would only be helpful if his writing were difficult to understand because of a lack of organization.
A student's IEP requires access to an adapted pencil or pen and a slant board. These are best described as which type of assistive technology? low-tech assistive technology aids for daily living high tech assistive technology mobility aids
low-tech assistive technology Adapted pencils and pens and slant boards are examples of low-tech assistive technology because they are low-tech and relatively inexpensive.
Which of the following best describes the degree to which an assessment accurately measures what it intends to measure? predictability agility validity reliability
validity A test is more valid if it measures what it says it measures; for example, an IQ test measures intelligence and it is valid because it does give a score that is reflective of a person's cognitive capabilities.
A student who uses screen magnification software most likely has a primary classification of: specific learning disability. vision impairment. intellectual disability. hearing impairment.
vision impairment. Screen magnification software is used by students with vision impairment to enlarge font size on computers or other electronic devices. Depending on the student's level of need, an enlarged monitor or audio files may also be provided.
Public Law 94-142:
was signed into law in 1975 and requires all public schools accepting federal funds to provide equal access to education and one free meal a day for children with physical and mental disabilities. Public Law 94-142 was signed into law in 1975 and required all public schools accepting federal funds to provide equal access to education and one free meal a day for children with physical and mental disabilities.
Hanna is a ninth grade student who has been diagnosed with attention deficit hyperactivity disorder (ADHD) and asthma. Hanna takes medication for both conditions inconsistently. Hanna is failing all classes despite accommodations. Which of the following statements best describes the most appropriate services for Hanna? Hanna requires homebound instruction to prevent exposure to illness from peers. Hanna has a physical impairment which only allows eligibility under Section 504. Hanna is ineligible for additional support until she agrees to take medication as directed by her physician. Hanna's performance requires referral to the special education team for consideration of eligibility for an Individualized Education Program (IEP).
Hanna's performance requires referral to the special education team for consideration of eligibility for an Individualized Education Program (IEP). Hanna's diagnoses of ADHD and asthma are considered to be other health impairments. Other health impairments are disabilities which may make students eligible for a Section 504 plan or an IEP. Since Hanna is not making progress despite accommodations, the Section 504 team may consider referral to the special education team. This is often referred to as a Child Find referral.
A sixth-grade teacher is looking for a way to improve her students' understanding of how visual images create meaning. Which activity below would be the best way to achieve this goal? Have students view famous paintings online and write a description of the painting's meaning. Have students tell a new story using only photographs from a magazine or newspaper. Have students work in pairs to discuss what they like and don't like about presented images. Have students draw an image to represent a section of a pre-existing short story after listening to the story
Have students tell a new story using only photographs from a magazine or newspaper. This activity would allow students to create structured meaning through existing images.
Jayce is a first-grade student struggling with comparing two-digit numbers. Which two of the following manipulatives could his teacher use to provide support for Jayce? Select all answers that apply. Unifix cubes counters Cuisenaire rods base ten blocks
Unifix cubes, base ten blocks
A special education teacher is working with the language arts teacher to promote her students' understanding of media literacy and advertising techniques. What activity would be most appropriate to use to achieve this learning objective? working with a partner to match advertisements to the correct products viewing commercials and having discussions about the advertising techniques used creating a new product and then advertising this invention reading a nonfiction article about the history of commercial advertising
Viewing commercials and having discussions about the advertising techniques used A small group discussion after viewing commercials would be the best way to reinforce the learning objective.
Which of the following situations would not be beneficial for classroom management in a seventh-grade co-taught science classroom? A teacher allows the class to go outside because they have worked hard that day. The two teachers work together to model or "role play" appropriate and safe classroom behavior. A teacher uses a chime to indicate when it is time to transition between stations during a lab. A teacher allows students to play a game at the start of class to incentivize hard work for the rest of the period.
A teacher allows students to play a game at the start of class to incentivize hard work for the rest of the period. Providing the reward before the students have met the expectation is more similar to bribery than to creating an appropriate incentive. Additionally, starting the class with a game is likely to create a rowdy situation that may be difficult to control or bring back down. This situation is more likely to hinder classroom management than help.
Which of the following situations is a violation of FERPA (Family Educational Rights and Privacy Act)? A teacher speaks with an occupational therapist about a student's IEP goal progress during class. A teacher lists some details of a student's IEP in the classroom's substitute teacher folder. A teacher shares some details of a student's IEP with a classroom volunteer who will be working with the student in a small group. A teacher discusses details of a student's IEP with a teacher from another school without disclosing the student's name.
A teacher speaks with an occupational therapist about a student's IEP goal progress during class. This would be a violation of FERPA because all conversations about details of a student's IEP including goals and progress must be done in private. If the teacher and OT speak about the student's goals and progress in the classroom, other students might overhear the conversation which would be a FERPA violation.
A special education teacher is communicating with a high-need parent of one of her students. The parent is frustrated that the teacher sometimes does not respond to emails sent later in the day until the following school day and feels that her concerns are not being respected. The parent requests the teacher's cell phone number so that she can text for daily updates on her child's behavior during each day. Which of the following options would be the most appropriate course of action for the teacher? Provide the parent with the cell phone number but remind her that texts will not be answered outside of business hours. Tell the parent that it is inappropriate to text but agree to respond more quickly to emails sent later in the day. Acknowledge the parent's concerns and bring in an administrator to help solve the problem. Suggest an in-person meeting to address the parent's concerns.
Acknowledge the parent's concerns and bring in an administrator to help solve the problem.
Juan is 5 feet tall and casts a shadow that is 10 feet long. If the flagpole casts a shadow that is 30 feet long, how tall is the flagpole? 10 feet 30 feet 15 feet 5 feet
15 feet Since Juan and the flagpole are in the same setting, they are creating similar shapes. A proportion can be used. Juan is 5 feet tall and casts a 10 foot shadow, while the unknown height flagpole casts a 30 foot shadow. So, 510=x30105=30x. Rearranging, x=510(30)=15x=105(30)=15.
The following project would be appropriate for teaching reading at which grade level? Students select a character from their independent reading books and complete a character analysis on that character. They must select a trait possessed by the character and find three pieces of evidence from the text to support their thesis. They use sticky notes to mark each piece of evidence and later use their analysis to write an essay. 6th grade 10th grade 8th grade 3rd grade
6th grade Sixth grade is really the first time students are asked to analyze texts. This assignment would be an appropriate introduction to the idea of a character study. They would be asked to build on this skill going forward.
Which of the following scenarios would suggest that a student needs additional instruction or remediation in phonemic awareness? A fourth-grader is writing letters in the incorrect order when spelling a word (eg. spelling "does" as "odes"). A second-grader is struggling to decode unfamiliar words when reading aloud. A first-grader is frequently leaving vowels out of words (eg. writing "cat" as "ct."). A kindergartener is writing letters backwards (eg. writing "b" instead of "d").
A first-grader is frequently leaving vowels out of words (eg. writing "cat" as "ct."). In first grade, students should mostly understand that vowels and consonants work together to make a word. If a student is leaving vowels out of three-letter words, that would not necessarily be indicative of a larger issue but would warrant some additional instruction or remediation. This is a phonemic awareness skill because it relates to the relationship between letters and their sounds. The student likely knows how to say "cat" but struggles to identify the ā and put it into the word in the correct place.
Sebastian, a second-grade student, struggles with an auditory processing disorder and attention issues during learning periods. The IEP team has decided to try an assistive technology device to see if it improves Sebastian's attention and ability to process what he is hearing. The assistive technology device that would best suit the student's need is a(n): graphic organizer FM Listening system audio recorder Dynavox
FM Listening system An FM listening system would benefit Sebastian the most. FM monitoring systems allow students to wear personal receivers that help to reduce background noise and exaggerate the teacher's instruction.
Mr. Hutchison, a learning support teacher, and Mrs. Weber, a general education teacher, will be co-teaching a fourth-grade social studies course together. Mrs. Weber has already prepared the curriculum mapping for the year, and has the lessons mapped out for the first quarter. What could Mr. Hutchison do to best support Mrs. Weber in their planning and co-teaching? Mr. Hutchison can check in with Mrs. Weber to see what instructional strategies she suggests and make his plans based on what she knows about the students. Mr. Hutchison can prepare a series of lessons that coincide with Mrs. Weber's lessons for the first quarter, so that he can pull out the learning support students and make sure they are getting the support they need in an outside setting. Mr. Hutchison decides to wait to begin his planning until after observing how Mrs. Weber works with the students. He feels he can best support her as a co-teacher a
After reviewing his caseload and the needs of the students in the classroom, Mr. Hutchison can prepare instructional strategies and supports that align with Mrs. Weber's plans, checking in with her to make sure that they are on the same page in regards to planning and instructional strategies. Mr. Hutchison prepares himself with knowledge about his students, works to prepare strategies and supports for them, and works with Mrs. Weber in a cohesive manner. This will most effectively serve his co-teacher and his students.
Ms. Cearing has observed that one of her students with a specific learning disability is struggling to comprehend stories read aloud in class. Which activity could she choose to support this student's comprehension during whole-class read-alouds? Ask the student to respond to discussion questions after the reading is done. Ask the student to visualize what is being read aloud by the teacher. Ask the student to repeat new or challenging words after she says them. Ask the student to spell familiar and unfamiliar words from the reading.
Ask the student to visualize what is being read aloud by the teacher. Visualizing a text during the reading helps promote reading comprehension.
Dominique is a sixth-grade student with a specific learning disability (SLD) in math calculation. His teachers have noticed that he struggles to solve problems involving proportion despite the use of calculation aids specified in his IEP. Which of the following is the logical next step to diagnose the source of Dominique's trouble with proportions? Assess his ability to solve one-variable equations. Assess his understanding of the relationship between fractions, decimals, and ratios and his ability to combine and compare them. Assess his ability to identify the correct operation to perform when solving word problems. Assess his ability to graph the slope of a line represented by an equation.
Assess his understanding of the relationship between fractions, decimals, and ratios and his ability to combine and compare them. Knowledge of fractions, decimals, and ratios is foundational to understanding and working with proportions, so it would be logical to explore Dominique's understanding of these concepts to determine if he needs review or reteaching.
The LEA has the responsibility to identify, locate, and evaluate all students who reside in the state of Texas who are in need of special education or related services, including students enrolling in private schools. At what age can children begin receiving services? Birth Once they begin speaking 5 years old or enrolled in elementary school 3 years old or enrolled in preschool
Birth This is the correct answer. Children can receive services as soon as they are identified which can be at birth.
Ben's parents are struggling with how they are going to support their son, who suffers from a mild intellectual disability, in his transition from high school to post-high school life. Ben has been enrolled in vocational training and is prepared to work after graduation. He would like to move out of his parents' home, but struggles to keep to a routine and remember to do daily care tasks. Which of the following is a helpful solution that his teacher might be able to suggest to this family? Ben is not able to care for himself independently. He must live with his parents. Call a local group home that is designed for individuals with disabilities to live as independently as possible. Hire an in-home care assistant to help Ben with his daily tasks so his parents won't have to worry about him. It is not the teacher's place to make these types of suggestions to the family.
Call a local group home that is designed for individuals with disabilities to live as independently as possible. This is a realistic, helpful option for the family that meets all of Ben's transition goals.
Pedro, a senior student with intellectual disabilities, will be graduating in the spring. He has been working on his money handling skills in his math classes. His goal is to work at his local grocery store. In order to facilitate this transition for the student, the special education teacher should: Have Pedro complete a research project about what is required to work in a grocery store. Collaborate with the local grocery store for Pedro to job train and shadow a couple hours a week while he is preparing for graduation. Continue working with Pedro on his money handling skills to prepare him for the grocery job. Assign Pedro to complete his resume and cover letter so that he is prepared to apply to all his local grocery stores upon graduation.
Collaborate with the local grocery store for Pedro to job train and shadow a couple hours a week while he is preparing for graduation. This is the best option for his teacher to help Pedro have a smooth transition after graduation and reach the goal of working at his local grocery store.
What is the benefit of teaching expanded notation as an alternative method of calculating two- or three-digit addition problems? Expanded notation requires a calculator to complete, so students develop a useful technological skill at an earlier age. Expanded notation addition requires extra steps, thus forcing students to concentrate more when performing calculations. Expanded notation helps students clearly delineate between place values and understand the value that each digit in a large number actually represents. Expanded notation helps students understand decimals and fractions with greater clarity.
Expanded notation helps students clearly delineate between place values and understand the value that each digit in a large number actually represents. Writing two- and three-digit numbers in expanded notation before adding the individual components can help give students a more concrete understanding of why certain steps in the process, like carrying and moving from right to left, are important.
Dominic is a two year-old boy who does not yet talk or make eye contact, hates loud noises, and prefers to play by himself, usually only with jungle animals. His teacher is concerned about his overall development and feels that he is not on the same level as his peers, especially socially. The next best step for Dominic's teacher would be to: The teacher should not presume anything and should keep the observations to herself. It is not her place to bring these concerns up if the parents haven't said anything. Discuss the concerns with his parents and suggest that they try a new medical therapy that is supposed to help late talkers. Discuss her observations and concerns with his parents and suggest next steps, such as a referral to an early intervention program. Keep a record of her observations throughout the year and present the data to the parents at Dominic's final conference.
Discuss her observations and concerns with his parents and suggest next steps, such as a referral to an early intervention program. The teacher understands that Dominic's development is not where it should be, based on criteria for same-aged peers. By suggesting referral to an early intervention program, Dominic will be sure to be appropriately evaluated and the family given any assistance that they need.
A first-grader with autism spectrum disorder is in a general education classroom all day except for 30 minutes a day when she is pulled out for occupational therapy to work on sensory and motor function. She is above benchmark in her reading skills but lately has been adding in extra details when reading aloud that are not written in or depicted in the book. They are often the same details from book to book and she "reads" them as if they are written on the page. Which of the following would be an appropriate next step to help with this behavior? Call an IEP meeting to discuss the behavior and consider working a reading goal into the plan. Ask the special education teacher to informally observe to see if additional services might be appropriate. Encourage her to use her finger to follow the words that she is reading when she reads aloud and point out when she is adding details that are not written down. Remind he
Encourage her to use her finger to follow the words that she is reading when she reads aloud and point out when she is adding details that are not written down. In this case, the student is adding details but is able to read the book and is reading above a benchmark level. Her additions are age-appropriate and consistent with her disability, but it is important to note the differences between what she is reading and what she is adding. Following the reading with her finger and making note of when she is adding detail would be appropriate.
During independent reading time, Mrs. Clarke walks around and conducts quick, individual readers' conferences. After talking to Stephanie, Mrs. Clarke is concerned because it is clear that she is not comprehending the story. To help Stephanie read more confidently, which step should Mrs. Clarke take first? Perform an Informal Reading Inventory and provide a remediation lesson based on these results. Have Stephanie answer a series of multiple-choice reading comprehension questions about the story. Ask Stephanie to switch to a text with a lower reading level, then perform another reader's conference. Contact Stephanie's parents to discuss how much time is spent at home reading.
Perform an Informal Reading Inventory and provide a remediation lesson based on these results. Finding the root cause of Stephanie's lack of comprehension is the first step to take. Using the information from an Informal Reading Inventory to guide individualized instruction will help Stephanie to gain necessary comprehension skills.
Mrs. Morgan has been working to teach her kindergarten students alphabetic principles. Monday, she began by describing the sound made by the letter s. Which of the following would be the most logical next step of instruction? Read a book where many words start with the letter "s" and ask students to tally how many times they hear it. Describe the sounds made by the rest of the letters in the alphabet. Point out examples of "s" in familiar words and names. Have all students write a list of words that start with the letter "s."
Point out examples of "s" in familiar words and names. An opportunity for practice to reinforce the relationship between newly learned letter and sound pairs would be an effective next step of instruction.
Which of the following would be an appropriate intervention to help fifth-grade students with deficits in reading identify the main idea in an informational text that is appropriate for their reading level? Pre-teach important vocabulary and provide a word wall in the room to help students review and comprehend the new vocabulary words. Provide a highlighter and ask students to highlight key facts so that they can easily find them later when they are taking notes. Provide a "box and bullet" graphic organizer that helps them break down the article by listing important facts before trying to identify the main idea. Provide a story structure graphic organizer that helps them think of the story as a hill with the climax at the top and the resolution at the bottom.
Provide a "box and bullet" graphic organizer that helps them break down the article by listing important facts before trying to identify the main idea. This would be the most appropriate intervention because it would help students build up to the main idea by identifying hard facts first. Facts are often easier to identify because they are concrete and written plainly. Finding the main idea requires some analysis of the text and is often easier if all of the facts can be easily reviewed first.
An inclusion teacher is planning support for the special education students in a general education classroom for an upcoming writing assignment. During the writing process, which of the following best demonstrate the most appropriate way to support these students? After writing the first draft, require the students to transfer the content of their essay into a graphic organizer to determine the best organizational structure for their writing. Allow students to skip the revision and editing stage knowing that they will not be graded on spelling and grammar errors. Increase the amount of class time allotted for each stage. Provide students with a checklist that includes each stage in the writing process and steps to take during each stage. Stop after each stage to discuss the next stage and prompt students to take steps to engage in the next stage of writing.
Provide students with a checklist that includes each stage in the writing process and steps to take during each stage. Stop after each stage to discuss the next stage and prompt students to take steps to engage in the next stage of writing. Providing a checklist allows students to refer back to the five stages as they write. Since the teacher prompts students to reflect as they write, this will help students to focus on each stage and engage in the steps listed on the checklist.
Aman is a third-grade student who gets pulled out of his general education classroom to receive 30 minutes of special education instruction in reading each day. He is independently reading at a first-grade level and often stops reading when he gets to longer or unfamiliar words. Which of the following would be the most appropriate activity for the special education teacher to do with Aman during his pull-out time? Read second-grade level books together to review and practice strategies like "chunking" to help Aman improve his decoding skills. Help Aman improve his fluency by having him read 3rd-grade level texts aloud, offering help when needed. Select an interesting book and do a picture walk. Then predict what might happen in the book based on the title and the pictures. Play a game using Scrabble tiles that requires Aman to name each letter and make its sound.
Read second-grade level books together to review and practice strategies like "chunking" to help Aman improve his decoding skills. Given Aman's behavior of stopping at unfamiliar words, he is likely struggling with decoding. If Aman is reading independently at a first-grade level, his instructional level is one step higher. Reading books together that challenge him is a good way to push his ability without causing too much frustration. Reviewing and practicing strategies that he has already learned in his general education setting is a great way to help Aman make progress with decoding. Additionally, reading together requires him to read out loud which will help him work toward fluency.
Which of the following behaviors can likely be addressed by a functional behavior assessment (FBA)? Sean has difficulty interpreting social cues and engaging in conversation with peers. Sean breaks pencils, tears his paper, and leaves without permission the classroom during science class. Sean has difficulty solving math problems without the use of a calculator. Sean is frequently absent from class due to hospitalizations and is falling behind in school work.
Sean breaks pencils, tears his paper, and leaves without permission the classroom during science class. An FBA would help to determine why Sean is demonstrating this particular behavior in science class and what strategies can be used to extinguish the behavior.
A new eighth-grade teacher is finding that her class gets rowdy quickly, and she has a hard time keeping them focused during direct instruction. Which of the following factors is likely to be the root cause of her issue? She often allows students to eat the school snack at the beginning of class. She often builds opportunities for movement into her lessons. She often speaks quickly and in an excited tone. She often moves around the classroom as she is teaching a lesson.
She often speaks quickly and in an excited tone. A teacher sets the tone for the classroom. While modeling excitement about the material is beneficial, if the teacher's energy is too high, the class is likely to become similarly excited which can lead to rowdiness. Speaking at a consistent pace and being intentional with tone is best for promoting a positive and controlled classroom environment.
Phonemic awareness is a strong predictor of future reading success and is, therefore, a key part of literacy instruction. Based on current research, which of the following best describes a successful approach to phonemic awareness instruction for elementary-aged students? Students at all levels of elementary should be receiving explicit instruction on phonemic awareness skills. PreK teachers should expose their young students to phonemic skills, and explicit instruction should be added to exposure activities beginning in kindergarten. Many students will generally develop phonemic awareness naturally and explicit instruction should not begin until second grade for those who have not developed it on their own. Teachers should explicitly teach phonemic awareness to young students, and teachers of older students should continue to directly teach phonemic awareness as needed for students still struggling with the skil
Teachers should explicitly teach phonemic awareness to young students, and teachers of older students should continue to directly teach phonemic awareness as needed for students still struggling with the skill. Research shows that explicit phonological awareness instruction can help all students learn to read, including both young students and older students needing extra reading support.
Which of the following describes the outcome and relevance of the Supreme Court case Board of Education of the Hendrick Hudson Central School District v. Rowley (Hudson v. Rowley)? The Court ruled that schools may not segregate students and overturned the previous standard of "separate but equal." This ruling determined that racial segregation is unconstitutional. The Court ruled that a school may not expel or indefinitely suspend a handicapped student for behavior related to their disability even if it endangers the student or others. This was a challenge of the "stay-put" provision of the Education of the Handicapped Act. The Court ruled that, even if a student is making minimal progress toward IEP goals, schools must provide services that allow the student to make progress that is appropriate for their circumstances. This ruling established a guideline for how much progress is necessary in order for a FAPE to h
The Court ruled that, because the student was reasonably successful in her classes, the school had provided a Free Appropriate Public Education (FAPE) and did not need to provide the additional services the parents were requesting. This was the court's first ruling that defined FAPE. A family sued the school district for failing to provide adequate support for their daughter who had a hearing impairment. This ruling established a minimum standard for student progress required in order for the school to have provided a Free Appropriate Public Education (FAPE).
A high school special education teacher is preparing for an upcoming ARD meeting in which they will discuss a transition plan for a 16-year-old student. When considering this upcoming ARD committee meeting and IEP, which of the following is not required? The IEP must include some form of post-secondary education. The IEP must address the student's life after high school. The IEP must include measurable goals. The student must be invited to participate in the planning.
The IEP must include some form of post-secondary education. The transition plan is not required to include post-secondary education. It may include continued education, but students may also transition to integrated employment or community involvement in other ways.
A preschool aged child points to the sign that says "Target" and identifies the letters in the word, but tells her mom that the sign says "store." What does this demonstrate about the child? The child lacks alphabetic knowledge. The child lacks and understanding of print orientation. The child lacks phoneme awareness. The child has developed print awareness.
The child has developed print awareness. This is the best answer because it the child is aware of the text, recognizes that it is meant to represent the name of the building, and even knows the names of the letters. The child does not correctly connect sounds to those letters and mistakenly guesses what the word says.
A student who uses a wheelchair and needs healthcare services related to a breathing machine is enrolled in special education services. He is considered medically fragile and requires nursing care 24 hours a day. The school would like to share the cost of the nurse with the family. How the cost be legally shared? The school can share costs with the family if it allows them to select the nurse who provides services. The school covers the same percentage amount as the family's insurance company. The school requires the family to apply for Medicaid services in order to share costs with another state fund. The school can work with the insurance company to share costs, but there cannot be a cost to the family.
The school can work with the insurance company to share costs, but there cannot be a cost to the family. There cannot be a cost to a family for a child to receive an education.
Rachel, a high-school student who suffers from a traumatic brain injury, struggles with keeping track of her schedule and remembering her classes. Her reading skills were affected by the TBI, but she is able to understand everything when instructions are given orally. Give an example of a strategy that her special education teacher could use to help Rachel keep track of her schedule and remember her classes. The teacher gives Rachel a large, numbered map, with highlighted classrooms, that she can follow throughout the day to get to each class. The teacher can provide Rachel with a visual schedule, paired with a recorded message, that both state the order of her classes. The only way for Rachel to gain back her reading skills is to practice, so her teacher decides to give her a written schedule to help her find her classes. The teacher does not need to provide any strategies for Rachel, this is not an academic iss
The teacher can provide Rachel with a visual schedule, paired with a recorded message, that both state the order of her classes. This strategy meets the student's needs and gives her both a visual and auditory way to process her schedule to help her get from class to class.
A sixth-grade social studies classroom is learning about the Stone Age and is going to be reading a text about hunters and gatherers and highlighting key ideas and details. Which of the following is a modification that might be appropriate for a boy in the class with a Specific Learning Disability (SLD) in reading who can read independently at a third-grade level? The student completes a word search to familiarize himself with key vocabulary while the rest of the class completes the highlighting activity. The teacher creates a text that covers most of the same material but is written at a third-grade level to allow him to participate in the highlighting activity independently. While the rest of the class works independently, the teacher sits with the student and reads the text to him, helping them understand the more complex sentences and identify key ideas and details to highlight. The teacher allows the student
The teacher creates a text that covers most of the same material but is written at a third-grade level to allow him to participate in the highlighting activity independently. This would be an appropriate modification because it allows the student to access as much of the material and activity as possible while being appropriate for his reading level. This would allow the student to work independently and still meet a similar learning target to the rest of the class.
At an annual Admission Review Dismissal (ARD) meeting, the school psychologist referenced the results from a BASC test administered to both teacher and parents. The Behavioral Assessment System for Children (BASC) is a standardized assessment used to monitor emotional and behavioral changes in children. The psychologist can best explain a standardized assessment to the family as: a form of assessment that uses both formal and informal data to measure and provide information relating to assessment. a form of assessment that a teacher created to use in the classroom to provide information on how a student is doing. a form of assessment that the school psychologist created and uses when a child is struggling with behavioral issues. a formal type of assessment that requires all participants to answer the same questions, usually in the same conditions, is widely used, and is scored against a standard and consistent se
a formal type of assessment that requires all participants to answer the same questions, usually in the same conditions, is widely used, and is scored against a standard and consistent set of data or criterion.
Violet is a fifth-grader with an IEP for ADHD. She is at benchmark in all core subjects but struggles with executive functioning skills, which can affect her work completion and hurt her grades. She needs frequent check-ins to make sure she is on-task during work time and reminders about deadlines. Which of the following is the most appropriate setting for Violet? a self-contained resource setting a general education setting with a paraprofessional to support her a special education setting a general education classroom
a general education classroom Because she is at benchmark and does not require support beyond what could be provided by a general education teacher, she should be in a general education classroom. The supports Violet needs would be listed under accommodations which would be provided to and followed by any classroom teacher.
An eighth-grade special education teacher is planning a unit on argumentative writing which will require students to select a topic to study and will culminate in a podcast written and recorded by each student in which they take a stance on a controversial issue (eg. Are school sports beneficial for kids? Should uniforms be required? Are beauty pageants harmful?, etc.) and support their position with evidence from their research. Which of the following lessons would be the most appropriate start to this unit? a game played as a whole group that asks students to determine if a statement is a fact or an opinion a lesson that asks students to listen to an argumentative podcast and discuss as a whole group how the author proved their point a lesson in which students watch "trailers" or videos on each of the potential topics and consider which issue might interest them a lesson reviewing how to write a thesis statemen
a lesson in which students watch "trailers" or videos on each of the potential topics and consider which issue might interest them This would be an engaging "grabber" activity that could help get students excited about each topic. This would be an appropriate introduction to the unit and help get the project off to a fun and informative start.
A special education teacher is planning a lesson for her first-grade resource ELA class to support the development of phonemic awareness amongst her students. Which of the following students is demonstrating phonemic awareness? a student who can identify the number of words in a sentence that is read aloud a student who can listen to the word sit read aloud and identify that the first sound is /s/ a student who is asked to name a rhyming word for sweep, and says heap a student who recognizes that happiness contains 3 syllables
a student who can listen to the word sit read aloud and identify that the first sound is /s/ Phonemic awareness is the ability to identify individual sounds in a word, like knowing sit begins with the sound /s/.
A special education teacher is teaching students to improve their understanding of texts by scanning the text to preview text features and graphic elements. Which of the following genres is best served by this reading comprehension strategy? a personal journal entry a historical document a persuasive letter an informational text
an informational text An informational text is most likely to have elements like charts, graphs, subheadings, etc. This makes the previewing strategy most beneficial for informational texts.
Which of the following is the most advanced language arts skill? defining types of figurative language identifying examples of figurative language analyzing instances of figurative language classifying types of figurative language
analyzing instances of figurative language This is a 10th-grade standard for English/Language Arts. When determining the difficulty level of a task, Bloom's Taxonomy can be a helpful tool. The word "analyze" indicates a more complex set of skills needed to complete the task. The skill of analyzing can be done at any level, but will always come after students have been asked to identify, determine, or classify, which are all lower on Bloom's Taxonomy.
In an IEP meeting, which of the following would likely be provided by the parents of the student? a list of required accommodations for testing the student's grades from their previous school the behavior plan that should be followed any relevant medical information including contact information for doctors
any relevant medical information including contact information for doctors Parents are a necessary and helpful part of the Admission, Review, and Dismissal (ARD) committee. Parents often provide medical information that is relevant and documentation of any changes to medication or diagnosis.
Adrian is a 7-year-old boy who receives weekly services from a speech-language pathologist. He has trouble producing speech sounds and struggles with tongue and jaw movement. What is the most likely reason that Adrian is seeing a speech-language pathologist? dyscalculia orthopedic impairment attention deficit hyperactivity disorder apraxia
apraxia Apraxia is the most likely reason he is seeing an SLP, because it is a motor speech disorder that makes it hard to control jaw, lip, and tongue movements.
A teacher had implemented the RTI process with a student who was failing to make progress on grade-level math skills, but the student did not respond to the interventions. Which of the following is the next step in the process to determine whether or not the student will receive special education services? develop an IEP to support the student's learning schedule a Review of Existing Evaluation Data (REED) ask the students' parent or guardian for consent to have the student evaluated develop a transition plan to support the student as they move from the general education setting
ask the students' parent or guardian for consent to have the student evaluated While parent permission is not necessary for the general education teacher to work with the struggling student if those interventions are not successful, parent content is required to have the student evaluated for special education services.
Which of the following activities is most likely to be used to teach reading comprehension? asking students to draw a picture of the main character in the class read-aloud book based on how the author describes them asking students to take turns reading a story out loud asking students to identify difficult words in a story and use them to make an individualized spelling list that they can practice asking students to participate in a trivia game about the current read-aloud book
asking students to draw a picture of the main character in the class read-aloud book based on how the author describes them Drawing a picture based on textual evidence is a fun and informal way to help students make connections between text and meaning. This activity would require students to slow down and find descriptions of the character and use them in their drawing. During independent work time, the teacher can circulate through the room and work with individuals and small groups to help reinforce the skill.
Which of the following assessment methods would be the most appropriate way for a teacher to quickly gauge understanding toward the end of a mini-lesson? asking students to quickly complete an exit slip asking students if they have any questions following the lesson asking students to hold up their thumbs (up, down, or sideways) to rate how well they understand what was just taught monitoring student participation during a review game
asking students to hold up their thumbs (up, down, or sideways) to rate how well they understand what was just taught This can be a quick way to see how students feel about their own understanding. While it should not be the teacher's only means of assessment for the content, it can be a helpful way to see how confident the students are feeling and can become a regular part of classroom routines.
Which of the following would NOT be an appropriate classroom support for teaching the alphabetic principle in an inclusion kindergarten room? creating a station that allows students to manipulate some letters in words to create other words (eg. c-at becomes b-at) creating a chalkboard station where students can practice writing each letter creating a sight word word wall with words and pictures to represent each word labeling items in the classroom (eg. labeling the classroom door with "door")
creating a chalkboard station where students can practice writing each letter While this would be an appropriate classroom support for teaching handwriting and reinforcing learning about how to write each letter, it would not be a support for teaching the alphabetic principle which refers to the understanding that there are predictable connections between letters and their sounds or between words and spoken language.
Jordan is a fourth-grade student with dyslexia who struggles with sounding out unfamiliar words. Which of the following would be the most helpful strategy to use to help Jordan get more comfortable with sounding out new words? creating cards with phonemes and graphemes that he can manipulate to make words and work together to sound them out reviewing sight words with him and making a book of sight words that he can use to study at home holding up flashcards with letters or words on them and asking Jordan to write them out in shaving cream using flashcards to review basic punctuation to help Jordan review how to read sentences based on the punctuation used
creating cards with phonemes and graphemes that he can manipulate to make words and work together to sound them out Because Jordan is struggling with decoding, reviewing the relationships between the look and sound of letters and letter combinations is key to helping Jordan get more comfortable decoding unfamiliar words.
Which of the following activities would be most effective in helping first-graders understand partitioning 2-dimensional shapes into equal parts? use a ruler to measure the perimeter of different 2-dimensional shapes cutting out different shapes and having students fold them into 2 or 4 equal parts placing cubes on top of 2-dimensional shapes to see how many cubes it takes to fill the shape watching the teacher draw a line on a 2-dimensional shape to divide it into 2 equal parts
cutting out different shapes and having students fold them into 2 or 4 equal parts This activity provides a visual for the students to use when thinking about dividing a shape into equal parts.
A fifth-grade teacher is preparing to launch a unit focused on multiplying and dividing fractions. Which of the following concepts should he include on the pre-unit diagnostic test? decimal place value PEMDAS FOIL finding simplest form
finding simplest form Before learning to multiply or divide fractions, students must have a foundational understanding of how to manipulate fractions to find equivalent fractions and simplest form. If a student struggles with this skill, they will face additional challenges when attempting to multiply and divide fractions.
As part of her first-week student survey, Mrs. Walker asks students to provide the titles of two books they enjoyed, one book they started and never finished, one book they finished but didn't love, and their favorite genre(s) to read. Which of the following would be the most reasonable purpose for gathering this information? evaluating student mastery of previous year's reading goals gaining a first impression of student writing and spelling skills assessing student reading level in order to ensure you assign appropriately leveled books in the future. gaining an impression of student reading habits and interests for consideration when choosing class readings
gaining an impression of student reading habits and interests for consideration when choosing class readings This survey can provide insight into student reading habits and allow the teacher to develop a general idea of the student's reading skills. For example, the books they enjoy and the books they never finished could be used to predict both student interest and an approximate reading level. This is not a perfect assessment because a student may enjoy books significantly below their reading level, and intense interest can push a student into a book that would typically be considered too challenging for them.
Which of the following activities to build understanding of the alphabetic principle would be the most advanced? as a whole group, the class lists the syllables in words as a whole group, students list words that all begin with the same phoneme in independent small groups, students use block manipulatives with letters and graphemes on each of the sides to make and sound out new words in independent small groups, students play a memory game in which they need to match letters with an image of something that starts with that letter
in independent small groups, students use block manipulatives with letters and graphemes on each of the sides to make and sound out new words An activity that includes graphemes and requires students to decode words would be the most advanced on this list. Additionally, doing this as a small group rather than with a teacher would require students to already have some familiarity with manipulating sounds in words to create new words and with decoding new words.
Kenny is a kindergarten student with an IEP relating to executive functioning and sensory processing issues. His teacher has created a First/Then task chart for him to use during their learning center time to help with expectations, as visual schedules are too overwhelming. The main benefit of using a First/Then task chart for Kenny is: it helps him learn to manage his time and task compliance. it promotes Kenny's independence and cognitive development. it helps Kenny to understand what is expected of him, focusing on two tasks at hand without being overwhelming. it lets Kenny choose whatever two activities he wants to complete, giving him control over the task.
it helps Kenny to understand what is expected of him, focusing on two tasks at hand without being overwhelming. The First/Then chart simplifies what is expected of Kenny, while still working like a modified visual schedule to assist him in the classroom so that it's not overwhelming for him.
Which of the following would not be appropriate for teaching math to students with emotional disturbance? modifying the pacing of units creating opportunities for real-world applications of skills involving hands-on activities building in rewards for positive behavior
modifying the pacing of units Typically, students with emotional disturbance do not learn slower than other students. While students with ED may have gaps in knowledge due to missed school or class time, modifying the pacing of units would not be beneficial, especially as frustration or boredom can be trigger points for students with ED.
A life skills classroom with several non-verbal students and students with significant motor-control deficits is beginning a unit on reading comprehension. The teacher will provide a 2-3 sentence story and ask two simple questions about what the students have read. Which of the following would NOT be an appropriate support to include in the instructional design? large print on white paper to make the writing as clear as possible one-on-one support from a paraprofessional to help students indicate their answers dobbers (large circular stamps) to allow them to easily select their answers picture supports in multiple-choice answers
one-on-one support from a paraprofessional to help students indicate their answers While one-to-one support may be needed for some students during some activities, it is unrealistic to imagine that an entire classroom would have one-to-one paraprofessional support. Additionally, part of the benefit of the lesson would be the independent motor-control aspect of the activity. The assignment should have adequate built-in supports so that most students can access the learning on their own.
A first grade student is struggling to develop reading skills. A teacher noted the student's reading challenges while screening first grade students for possible learning disabilities. Challenges with which of the following specific reading skills is most likely to signal to the teacher the student may have a reading disability? listening comprehension phonological awareness morphology reading fluency
phonological awareness Phonological awareness is specifically identified as a strong indicator of future reading ability.
As a special education teacher, Mr. Platz wants to use an assessment that accurately reflects his students' vast diversity of skill and knowledge, and that uses multiple forms of data, student work, and learning material to measure progress. The best assessment style to recommend to Mr. Platz would be: benchmark assessments. portfolio-based assessments. observational assessments. standardized assessments.
portfolio-based assessments. A portfolio-based assessment would give Mr. Platz a thorough picture of his students' abilities and would allow him multiple different forms of data, student work, and student learning material to be incorporated in assessment.
A special education teacher has incorporated time in their 7th-grade resource class to develop the student's study skill using materials from their core class. The teacher notices that the students need assistance comprehending non-literary texts. Which of the following strategies will support these students' ability to understand and more easily interact with these texts? identify the type of narrator in the text highlight and identify the types literary devices included mark any turning points in the text pre-read text features and scan for organizational patterns
pre-read text features and scan for organizational patterns Understanding a non-literary text's organization and text features such as headings and images can help them to more easily locate important information and thus improve comprehension.
Liam is a second-grade student with an intellectual disability. He spends approximately 25% of his day in a general education classroom. Liam is able to count ten, identify a square and a circle, and point to the larger set when shown two sets of counters up to five. Liam's general education teacher is currently planning lessons on comparing three-digit numbers. Which of the following modifications would be most appropriate for Liam? providing Liam with alternative assignments that cover the comparison of one-digit numbers using pictures giving Liam the same assignments as other students, but administering alternative summative assessments allowing Liam extended time to complete assignments and tests providing Liam with alternative assignments that cover counting to twenty
providing Liam with alternative assignments that cover the comparison of one-digit numbers using pictures Since Liam is currently able to point to the larger set when shown two sets of counters up to five, a logical next step is to teach Liam to use pictures to compare one-digit numbers.
Jacob is a second-grade student with a mild intellectual disability. He is able to meet most grade-level standards when the appropriate accommodations are provided. Jacob is currently having difficulty adding two-digit numbers. Which of the following would be the most appropriate step to take to support Jacob? allowing Jacob to use a calculator to solve two-digit addition problems providing pull-out support by the campus math interventionist providing in-class one-on-one instruction reviewing place value requesting a meeting with Jacob's parents to discuss concerns
providing in-class one-on-one instruction reviewing place value Based on the description of Jacob's abilities, this is the most appropriate strategy. An understanding of place value is an important prerequisite skill for adding two-digit numbers.
Which of the following is the most appropriate use of assistive technology that a teacher can implement for a student with significant fine motor deficits? providing speech to text software to record written responses allowing the student to keep a copy of textbooks at home providing extended time to complete written assignments enlarging font size on computers and presentations to reduce eye strain
providing speech to text software to record written responses A student who has significant fine motor deficits may benefit from the use of speech to text software to record written responses. This reduces the time in which the student spends typing and improves readability.
Sasha is an eighth-grade student with an intellectual disability who learns in Mr. Abanza's resource room. During a creative writing unit, Sasha is struggling to understand the concept of narrative structure. She often says she cannot think of anything to write about and when she does write, her "stories'' are often one to two sentences long. For example, she may write "one day a girl got a pony. She loved the pony. The End." Which of the following interventions should Mr. Abanza try to help Sasha understand how to write a creative story? allowing Sasha to use pictures to tell a story instead of requiring her to write reading a mentor text aloud and allowing her to use the story she heard as inspiration allowing Sasha to use speech-to-text technology to help her write more providing Sasha with sentence frames to help her structure her sentences
reading a mentor text aloud and allowing her to use the story she heard as inspiration Creating a shared experience with a read-aloud that Sasha can use as a mentor text to first practice informally breaking down the story might help her generate more ideas and better understand narrative structure. Additionally, because Mr. Abanza also knows the story, he can help by prompting her to remember events in the story.
Eduardo is a kindergarten student with a production-related communication disability. He often struggles to explain himself and is unable to retell stories. Which of the following would be the most appropriate intervention to help Eduardo improve his communication skills? modifying the writing assignments to allow Eduardo to draw pictures instead of writing avoiding calling on Eduardo during whole-group instruction so that he will not feel embarrassed if he struggles to explain himself pairing Eduardo with a more advanced student in his class during play time to help him develop social skills setting up a role-playing station with puppets and encouraging students to work together to retell the day's read-aloud book
setting up a role-playing station with puppets and encouraging students to work together to retell the day's read-aloud book This would provide a semi-structured opportunity for Eduardo to use verbal communication in a fun way. The students could work together to remember details that could help Eduardo learn retelling skills, but he could add make-believe details, too. He could even write about his play during writing time. For students with production-related disabilities, providing opportunities for retelling with support but in a play-based environment can help him learn communication skills without feeling overwhelmed.
A first grade student is continuing to struggle with blending onsets and rimes. Most of the class has grasped this skill and is ready to move on. The teacher recognizes the need to back up and review a previous skill with the student before continuing with instruction on blending onsets and rimes. Which of the following would be the most reasonable skill for her to back up and review with the student? letter to sound correspondence syllable awareness word awareness phoneme substitution
syllable awareness Recognizing and counting syllables is a skill that is generally developed before the ability to blend onsets and rimes, but still a more advanced skill than the other early phonological skills included as answer options. For example, syllable awareness will occur after word awareness and letter to sound correspondence, but before developing the ability to blend onsets and rimes.
Which of the following was NOT part of the Individuals with Disabilities Education Act (IDEA)? the establishment of mandated state testing for special education students the least restrictive environment (LRE) guideline the establishment of IEPs as a federal regulation the requirement that parents and teachers be involved in IEP decisions
the establishment of mandated state testing for special education students IDEA was a foundational piece of legislation aimed at ensuring that students with disabilities be provided a Free, Appropriate Public Education (FAPE). It established many of the most foundational elements of special education requirements such as IEPs with measurable goals. This law helped students with disabilities receive the services they require to learn and make progress, rather than allowing schools to simply "babysit" students who were not part of the general education population.
When proposing an evaluation for initial eligibility, the Individuals with Disabilities Education Improvement Act requires that: the same evaluations are administered to all students all students are given speech/language evaluations parents provide verbal consent to the evaluation the evaluation is administered by qualified professionals
the evaluation is administered by qualified professionals Professionals who administer assessment tools must be qualified to administer these assessments. The evaluation results must considered by a multidisciplinary team.
A special education teacher is struggling with the classroom behavior of one of her students who is identified as having an emotional disturbance (ED). She feels she needs advice but would need to share specific identifying details about the student and his IEP to best convey the situation. Who would it be most appropriate for her to seek advice from? to adhere to FERPA, she may not discuss details of the student's IEP with any other staff another special education teacher at a different school the student's parent the in-school social worker that works with the student and attends all of the IEP meetings
the in-school social worker that works with the student and attends all of the IEP meetings Discussing details about the student and his IEP with another member of the Admission, Review, and Dismissal (ARD) committee does not violate FERPA. Because the concerns are related to behavior rather than academics, the student's social worker could be a helpful resource.
A child with severe autism is determined by the Admission, Review, and Dismissal (ARD) committee to require a one-to-one aid, but the school district insists they cannot afford to hire someone for this role. As a result, the student does not make significant progress toward their IEP goals. The parents then sue the school on the grounds that: the school is failing to provide Free Appropriate Public Education (FAPE) for their child. the school is violating the No Child Left Behind act. the school is violating the guideline of "separate but equal" for their child. the school is violating the guideline of "least restrictive environment" for their child.
the school is failing to provide Free Appropriate Public Education (FAPE) for their child. According to the ruling of Endrew F. v. Douglas County School District, schools must provide the individualized supports needed for each child to make progress toward their IEP goals. The school would be in violation of the law for failing to provide a FAPE for this child.
At the beginning of the year, during open house, a preschool teacher always welcomes her class by reading aloud one of her favorite books. She holds the book up for everyone to see the words and pictures, and she uses her finger to move along the text as she reads. She then encourages parents to also track their progress through books at home by tracing the line of text as they read. Which of the following is the teacher's reason for this suggestion? to teach all print concepts to encourage student structural analysis of words to improve student recognition of sight words to help students develop an understanding of print orientation
to help students develop an understanding of print orientation Tracing your finger along the words as you read draws attention to the direction the words move. This helps students develop an understanding of print orientation, the concept of text moving left to right and top to bottom along a page.
Jen, a seventh-grade language arts teacher, and Zach, a special education teacher, are working together to co-teach for the first time this year. Each of the following are activities that Jen typically includes in her practice to gauge student comprehension. Which assessment method should Zach encourage her to move away from as it would not be equitable for students with disabilities? using reading logs that require brief written summaries as a weekly grade to measure progress toward the standard: "range of reading and level of text complexity" silent sustained reading using their independent reading book for an entire 40 minute class period a partner activity that teaches grammar by having students use colored strips of paper to create silly sentences that include different parts of speech an exit ticket that checks for comprehension by asking students to summarize the events of that day's read-aloud by writing
using reading logs that require brief written summaries as a weekly grade to measure progress toward the standard: "range of reading and level of text complexity" This type of reading log can present several challenges for students with disabilities: 1) for students with executive functioning skills, keeping this sheet and completing it daily in addition to completing the reading presents a barrier to success outside of what the assignment is meant to assess. 2) For students with disabilities, writing a sentence to summarize what they read may result in a frustration level that is too high for them to be completing this assignment independently. A daily check-in, a log that only requires page numbers to be recorded, or changing to in-class completion of the log would be more equitable for a co-taught class with a high concentration of students with disabilities.
