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November SEND quiz

Authored by Michelle Billyeald

Special Education

6th - 8th Grade

Used 3+ times

November SEND quiz
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10 questions

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1.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

How many areas of SEND need are there?

4

12

2

3

Answer explanation

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There are 4 areas of need.

Cognition and Learning

Communication and Interaction

SEMH

Physical & Sensory Needs

2.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

A student with a diagnosis has to be K coded?

True

False

3.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Strategies for SEND students apply universally to all?

Maybe

Some will apply universally.

True - all can be applied universally.

False - the strategies for SEND are exclusive to SENd students.

4.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

How many waves on the graduated approach are there?

4

10

3

16

Answer explanation

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5.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Media Image

What is missing from the EEF '5 a day'?

Metacognition and Learning

Cognition and Learning

Autism and ADHD

Cognitive and Metacognitive Strategies

Answer explanation

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These are resources that support HOW a learner learns.

It could be looking at skills or methods for revising, reading through a section of text and then summarising it. Teaching students to highlight certain phrases in a question, giving them a scaffold for answering it.

6.

OPEN ENDED QUESTION

3 mins • 1 pt

How many ways/strategies can you think of that would support students with memory processing issues?

Evaluate responses using AI:

OFF

Answer explanation

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7.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Does the way you instruct a student matter?

Sometimes

Always

Never

Answer explanation

This can be interpreted in different ways but all of our students, for all people it matters. However even more so for our neurodivergent or students with trauma. As the way you ask something can activate their fight or flight - their nervous system. By using demand words, a student can instantly be triggered into a reaction that may seem like an 'over reaction'.

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