Foundations of Special and Inclusive Education

 The first step in conducting an assessment if an 8^th-grade student who has a specific learning disability and attention deficit hyperactivity disorder ADHD begins demonstrating disruptive behavior, despite intervention,  is to:  

• Observe student’s behavior

• Identify behavior monitoring strategies

• Define behavior in measurable terms

• Develop a behavior support plan

 The procedure if a SPED teacher will evaluate the academic achievement of a student.

• Using a variety of informal and formal assessment instruments.

• Administering assessments instruments beginning at a lower grade level

• Administering informal assessments in familiar locations

• Relying primarily on standardized nonverbal assessment instruments.

 Procedures the teacher use to monitor the student’s progress.

• Administering informal reading inventory to each student every month

• Developing individual portfolios in which each student collects a list of mastered sight words every week

• Conducting an error analysis of each student’s oral reading every month

• Reviewing the data on each student’s reading accuracy and speed on a graph in a week

 Components that must be included in the student’s IEP?

• A student’s detailed plan for his upcoming transition to 9th grade

• A description of how to monitor the student’s progress

• Statement naming a designated sped coordinator to implement the program

• Statement about the family’s desire for an academic outcome for the student

Step that should be taken FIRST to have a successful transition for a grade 8th student who has a specific learning disability and ADHD?

• Identifying long-term goals for the transition of students to community living

• Identifying student’s interests, preferences, and level of support needed

• Determining how to measure the student’s progress towards transition goals

• Assessing the student’s needs for assistive technology related to employment or post-secondary education.

The  most effective strategy  for teachers to use in promoting positive interaction between students.

• Creating questions for students to use interviewing each other and then having students share the results with the class

• Ask students to bring a family picture to post on the bulletin board

• Pairing students to work together in various tasks and play together

• Assigning students to write a paragraph about their likes and dislikes to read aloud to the class

A strategy used for an eight- grade student with a mild - intellectual disability- often hugs peers and adults when he sees them- the SPED Teacher is planning to work with MICO to reduce the behavior.  

• Using a verbal cue to remind MICO not to hug others and asking other teachers to do the same

• Teaching MICO appropriate ways to greet others and having him practice the whole day

• Talking with MICO about the reaction of his classmates being hugged

• Providing MICO with a list of appropriate physical and verbal greetings

 The  strategy that the SPED teacher implement FIRST to prevent the student from experiencing unnecessary anxiety.

• Reviewing the school code of conduct with the student

• Requesting parents to review his/her daily schedule.

• Establishing a routine for the student

• Providing a quiet area in school where the student can calm down

A.  response that would be most likely effective if an 8^th-grade student with ADHD is having difficulty in writing his assignment

• Asking the assigned teacher to research for the student on his assigned topic

• Working with the student and the teacher to break down the assignment into smaller parts

• Scheduling a meeting with the parents about his attitude towards the given assignment

• Suggesting that the teacher provide the student with a different topic for his writing assignment

An English teacher comes to a SPED teacher for advice about MICO, a student with a learning disability in writing- his inattention to punctuation makes his work difficult to read-the SPED teacher’s best response would be to suggest that the English teacher:

• Send MICO to the SPED room to review the punctuation errors before submitting his work

• Set a short period aside each day for MICO to work on punctuation drills

• Hold MICO accountable for his punctuation errors when grading his work as stated in the IEP

• Have MICO and classmates exchange papers and correct each other’s errors.