Deck 5: Inclusive Practices

Question 1

Describe each of the six enabling propositions that teachers must follow to ensure that their classrooms are safe, welcoming, inclusive and enabling.

Answer 1

Student's responses need to include:
• Independent access-ensuring all students can access the space and relevant learning activities in it independently.
• Existence of prerequisite skills-ensuring all students have the prerequisite functioning skills to participate in each learning activity.
• Adequacy of social skills-ensuring all students have the appropriate social skills to participate effectively in the learning activity.
• Existence of social networks-ensuring all students can develop personal friendships.
• Valued membership-ensuring all students are valued members of the class.
• Active involvement-ensuring all students are actively involved in the organisation of their own learning.

Question 2

The six propositions are fundamental for students with ________ impairments.

A) cognitive, sensory and physical
B) social, learning and cognitive
C) learning, sensory and cognitive
D) physical, social and learning

Answer 2

A

Question 3

The goal of curriculum differentiation is to improve the curriculum for all students by designing the teaching-learning context so that it provides a neatness of fit for each student while still retaining the locus of control for the curriculum within the classroom.

Answer 3

True

Question 4

The goal of reframing is to celebrate students' diversity.

Question 5

The preferred learning style of students with impairments is:

A) Modelling
B) Tactile/kinaesthetic
C) Visual
D) Auditory

Question 6

In Response to Instruction (RTI), the teacher bolts on support for a particular student by creating a three-curricula response: The intended curriculum, the taught curriculum and the learned curriculum.

Question 7

Functional skills can only be accessed once the student:

A) Has the appropriate social development to participate in class activities
B) Can gain physical access to the space and its learning activities'
C) Is actively involved in the organisation and its learning activities
D) Has formed personal friendships

Question 8

Students with cognitive impairments may require instruction in functional academics rather than the regular curriculum.

Question 9

In order to use the cognitive and physical continua to plan for student instruction, teachers must look at student deficits in order to place them on the continua properly.

Question 10

A student with a ________ impairment will require assistance with intellectual functioning and independent living areas.

A) mental
B) physical
C) cognitive
D) sensory

Question 11

The highest level of inclusion is the organisational level where students become involved in the planning of learning activities. This involves ________ of the classroom.

A) organisation, deliberate democratisation, initiative
B) initiative, deliberate democratisation, negotiation
C) negotiation, orientation and organisation
D) negotiation, initiative and inclusion

Question 12

Bloom's taxonomy is hierarchical-the mastery of higher level skills is dependent on the acquisition of the lower level skills.

Question 13

Focussing on students' positive characteristics and viewing them as being more similar than different is part of:

A) Response to instruction
B) Cooperative learning
C) Functional academics
D) Reframing

Question 14

Plotting student attributes:

A) Enables better communication between parents and teachers
B) Makes it easier to see progress by a graphic visualisation
C) Allows the teacher to develop a starting point for instruction
D) Helps teachers to label students with cognitive impairments

Question 15

Backward chaining involves the teacher completing steps 1 to 5 in front of the student and then allowing them to do step 6 independently.

Question 16

Biology can be considered a functional academic skill.

Question 17

Abstract learning tasks fall under this end of the continua:

A) Advanced cognitive development
B) Advanced sensory processing
C) Early sensory processing
D) Early cognitive development

Question 18

Using a "buddy" to help a student with an impairment access items is a means of providing independent access.

Question 19

Curriculum differentiation involves:

A) A ranking of educational placements from least to most integrated
B) An arrangement of the teaching-learning environment so that it is appropriate for all students
C) A combination of instructional effectiveness with student self-discipline
D) A three-tiered structure that allows the intensity of instruction to be increased

Question 20

Reframing means changing the way we think about something. Discuss the concepts of reframing and teacher reflection. Why are these concepts vital to effective teaching? How would a teacher go about reframing? What are positive consequences of reframing for students and teachers?

Question 21

The preview, click and clunk, get-the-gist, and wrap-up strategies are part of:

A) Response to intervention
B) Cooperative learning
C) Social skills instruction
D) Collaborative strategic reading

Question 22

What is meant by the term Response to Instruction (RTI)? How can teachers use this approach to create an inclusive classroom?

Question 23

Research shows that students with learning difficulties benefit socially and academically from both peer tutoring and cooperative learning.

Question 24

Assigning students different roles at the beginning of the project is one way of encouraging individual accountability in the context of the group reaching its goal.

Question 25

Explicit teaching often involves a step-by-step approach to introduce new material.

Question 26

Learning from cooperative experiences can be assessed by:

A) Group report
B) Peer assessment
C) Curriculum-based assessment
D) Standardised tests

Question 27

Response to Instruction (RIT) consists of:

A) A three-tiered structure that allows the intensity of instruction to be increased
B) A ranking of educational placements from least to most integrated
C) An arrangement of the teaching-learning environment so that it is appropriate for all students
D) A combination of instructional effectiveness with student self-discipline

Question 28

Group processing is an important part of:

A) Collaborative strategic reading
B) Social skills instruction
C) Response to intervention
D) Cooperative learning

Question 29

Elaborated help is one of the strategies included in collaborative strategic reading.

Question 30

Due to the nature of the products generated, it is very difficult to accurately assess individuals' learning from a cooperative learning experience.

Question 31

Peer-mediated learning includes:

A) Collaborative strategic reading
B) Explicit instruction
C) Cooperative learning
D) All of the options given here

Question 32

Students usually prefer explicit teaching to trying out new ideas on their own or collaborating with peers.

Question 33

What are some of the limitations of cooperative learning? How can these be avoided? How can the cooperative learning experience be assessed for both the group and the individual?

Question 34

Explain the concept of explicit teaching and provide an example from your subject area.