Khamdy Assessment 3

Scenario 1

You have attended a training on teaching students with autism conducted by Ms. Phoon, the speech-language therapist from the children’s hospital. Your headmaster asks you to share your knowledge with your colleagues in the school. You are preparing a handout with the topic - ‘‘Teaching students with autism to interact’ for your colleagues." Which of the following key points will you include in your handouts?

Strategies to encourage a child with autism to talk:

• Forced him to talk

• Ask everyone else to not talk

• Put his favourite snack out of research so he has to ask for it.

• Give choices when asking questions, for example whether he wants a pencil or a crayon.

• Encourage him to imitate

Scenario 1

You have attended a training on teaching students with autism conducted by Ms. Phoon, the speech-language therapist from the children’s hospital. Your headmaster asks you to share your knowledge with your colleagues in the school. You are preparing a handout with the topic - ‘‘Teaching students with autism to interact’ for your colleagues." Which of the following key points will you include in your handouts?

Strategies to expand language skills:

• Give him enough time and wait for any response.

• Give him more snacks to eat.

• Parallel talk.

• Use Yes/No questions only

Scenario 1

You have attended a training on teaching students with autism conducted by Ms. Phoon, the speech-language therapist from the children’s hospital. Your headmaster asks you to share your knowledge with your colleagues in the school. You are preparing a handout with the topic - ‘‘Teaching students with autism to interact’ for your colleagues." Which of the following key points will you include in your handouts?

Strategies to expand language skills:

• Self-talk.

• Let him watch television.

• Repeat his sentences to him.

• Do not talk to him, let him alone.

Scenario 2

You have a student with autism in your class. His name is Bob. After you have completed the Online Teacher Training Course on teaching students with autism, you know you can change some ways you are teaching in the class so that Bob can learn better together with the other students.

Can you match the strategies you are using to the dimensions of differentiated instruction?

1. I know Bob does not like to sit on a plastic chair. I allow him to sit on a wooden chair with a cushion.

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Scenario 2

You have a student with autism in your class. His name is Bob. After you have completed the Online Teacher Training Course on teaching students with autism, you know you can change some ways you are teaching in the class so that Bob can learn better together with the other students.

Can you match the strategies you are using to the dimensions of differentiated instruction?

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Scenario 2

You have a student with autism in your class. His name is Bob. After you have completed the Online Teacher Training Course on teaching students with autism, you know you can change some ways you are teaching in the class so that Bob can learn better together with the other students.

Can you match the strategies you are using to the dimensions of differentiated instruction?

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Scenario 2

You have a student with autism in your class. His name is Bob. After you have completed the Online Teacher Training Course on teaching students with autism, you know you can change some ways you are teaching in the class so that Bob can learn better together with the other students.

Can you match the strategies you are using to the dimensions of differentiated instruction?

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Scenario 3

You realise that sometimes it is a bit unnatural when Bob is talking with others because he has poor nonverbal communication skills. Today, you are telling a story in the class. You plan to do some activities about the story.

Match the activities to the relevant nonverbal communication skills.

Options:

A. understand facial expressions.

B. understand gestures and body languages.

C. make eye contact.

D. use different tones of voice.

Scenario 3

You realise that sometimes it is a bit unnatural when Bob is talking with others because he has poor nonverbal communication skills. Today, you are telling a story in the class. You plan to do some activities about the story.

Match the activities to the relevant nonverbal communication skills.

Options:

A. understand facial expressions.

B. understand gestures and body languages.

C. make eye contact.

D. use different tones of voice.

Scenario 3

You realise that sometimes it is a bit unnatural when Bob is talking with others because he has poor nonverbal communication skills. Today, you are telling a story in the class. You plan to do some activities about the story.

Match the activities to the relevant nonverbal communication skills.

Options:

A. understand facial expressions.

B. understand gestures and body languages.

C. make eye contact.

D. use different tones of voice.