Question 1

Suppose that you will be including a child who has a vision impairment in your classroom. What adaptations would you make and what procedures would you follow for this inclusion?

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Question 2

Discuss how other developmental areas may be affected for a child who has a visual impairment.

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Question 3

What are the advantages and disadvantages of least-to-most prompting?

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Question 4

Why would you use hand-under-hand guidance instead of hand-over-hand guidance?

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Question 5

List all the different types of prompts that you can use with children who have disabilities and disabilities.

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Question 6

What are the advantages and disadvantages of most-to-least prompting?

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Question 7

Create 3 questions that you would ask a speech-language pathologist in order to gain more information about a new student coming into your class who has a significant language delay.

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Question 8

How might children who have physical disabilities communicate in atypical ways?

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Question 9

Compare and contrast the advantages and disadvantages of the most-to-least prompting and least-to-most prompting.

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Question 10

Discriminate between fetal alcohol spectrum disorders and alcohol-related neurodevelopmental disorder.

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Question 11

Suppose that you will be including a child who has a hearing loss in your classroom. What adaptations would you make and what procedures would you follow for this inclusion?

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Question 12

Choose 2 disabilities or syndromes and discuss how their general strengths and weaknesses might differ.

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Question 13

Imagine that you are a teacher of preschoolers without disabilities and you will be getting a child who has a wheelchair in your class. What would you do before the child comes to your class to prepare the environment, the child's parents, and the child for his or her inclusion?

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Question 14

What questions does the IEP team need to consider when addressing a child's need for assistive technology while developing the IEP document.

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Question 15

Compare and contrast 3 different intervention approaches that have been shown to have positive changes in children who have autism spectrum disorder. Thoroughly discuss their assumptions, strategies, and outcomes.

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Question 16

Give 3 examples of how you can help include a child with a severe disability by using the principle of partial participation.

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Question 17

Describe some specific strategies that help children who are deaf-blind to increase the development of autonomy and active participation so that they do not develop learned helplessness.

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Question 18

Describe at least 4 specific communication strategies that you would use to help include a child with multiple disabilities whose communications attempts might be difficult or very subtle to recognize.

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Question 19

Suppose that you will be including a child who has autism in your classroom. What adaptations would you make and what procedures would you follow for this inclusion?

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Question 20

Why would it be beneficial to do an ecological inventory for a child who needs intensive support to participate in classroom activities?

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Quiz 5: Considerations for Teaching Children With Specific Disabilities

Suppose that you will be including a child who has a vision impairment in your classroom. What adaptations would you make and what procedures would you follow for this inclusion?

Discuss how other developmental areas may be affected for a child who has a visual impairment.

What are the advantages and disadvantages of least-to-most prompting?

Why would you use hand-under-hand guidance instead of hand-over-hand guidance?

List all the different types of prompts that you can use with children who have disabilities and disabilities.

What are the advantages and disadvantages of most-to-least prompting?

Create 3 questions that you would ask a speech-language pathologist in order to gain more information about a new student coming into your class who has a significant language delay.

How might children who have physical disabilities communicate in atypical ways?

Compare and contrast the advantages and disadvantages of the most-to-least prompting and least-to-most prompting.

Discriminate between fetal alcohol spectrum disorders and alcohol-related neurodevelopmental disorder.

Suppose that you will be including a child who has a hearing loss in your classroom. What adaptations would you make and what procedures would you follow for this inclusion?

Choose 2 disabilities or syndromes and discuss how their general strengths and weaknesses might differ.

Imagine that you are a teacher of preschoolers without disabilities and you will be getting a child who has a wheelchair in your class. What would you do before the child comes to your class to prepare the environment, the child's parents, and the child for his or her inclusion?

What questions does the IEP team need to consider when addressing a child's need for assistive technology while developing the IEP document.

Compare and contrast 3 different intervention approaches that have been shown to have positive changes in children who have autism spectrum disorder. Thoroughly discuss their assumptions, strategies, and outcomes.

Give 3 examples of how you can help include a child with a severe disability by using the principle of partial participation.

Describe some specific strategies that help children who are deaf-blind to increase the development of autonomy and active participation so that they do not develop learned helplessness.

Describe at least 4 specific communication strategies that you would use to help include a child with multiple disabilities whose communications attempts might be difficult or very subtle to recognize.

Suppose that you will be including a child who has autism in your classroom. What adaptations would you make and what procedures would you follow for this inclusion?

Why would it be beneficial to do an ecological inventory for a child who needs intensive support to participate in classroom activities?