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WorksheetsLD PD quiz
Total questions: 15
Worksheet time: 9mins
What is the purpose of NCCD?
To identify students for gifted programs
To record and recognise the adjustments made for students with disability
To fund schools based on enrolment numbers only
To diagnose disabilities
Which of the following is NOT a common type of SLD?
Reading
Listening
Mathematics
Writing
How does an SLD differ from a low cognitive ability?
An SLD is diagnosed by an allied health professional
Students with an SLD can have average or above-average intelligence
All SLDs have a low cognitive ability
An SLD always affects all areas of learning
Why is it important to distinguish between behavioural issues and underlying learning needs?
So behaviour can be punished appropriately
Because behaviour might be a sign of disengagement due to learning difficulties
So teachers don't need to make any adjustments
To ensure students are placed in the correct classroom
What learning characteristics is NOT something that could suggest a student has an SLD in reading (dyslexia)?
Avoids reading aloud
Spells words phonetically and inconsistently
Pace of reading is slow, which can impact comprehension
Has poor handwriting
What adjustments might support a student with an SLD in written expression?
Use of a scribe or speech-to-text technology
Allowing extra handwriting practice
Providing sentence starters or scaffolds
Offering alternatives to handwritten work
How can we support a student who struggles with maths (SLD in mathematics)?
Use of visuals and hands-on materials
Allow the use of a calculator and/or multiplication table
Provide worked examples and modelling
Skip maths lessons where possible
Why might a student with an SLD appear capable in discussions, but struggle with written tasks?
They are trying to get out of writing
They don' like the topic
Their spoken language skills may be stronger than their written expression
They aren't interested in writing
How often should a teacher check in with a student who has an SLD?
Only before a test
At least once per term
Regularly, especially during task instructions and independent work
Only during parent-teacher interviews
What is the purpose of a PLP and how does it support your teaching of NCCD students?
To document agreed-upon adjustments
To outline strengths, challenges, and support strategies
To replace all other curriculum documents
To inform and guide classroom planning
Which of the following are the key people to consult when planning adjustments or modifications for assessments?
The student
The parent/guardian
The learning diversity leader
The school principal only
What are you allowed to adjust in an assessment task for NCCD students who do not have permission for a modified assessment?
The learning goal or specific key skills and knowledge that needs to be demonstrated
Circumstantial things such as paper colour, fidgets, or noise cancelling headphones
The language or form of presentation of the task
The marking criteria to match to student's level of support
With LAL and LDC consultation, student has access to supports such as reference sheet, calculator, or further scaffolds embedded within the task
How do you balance classroom expectations with the individual needs of students?
By applying the same standard to all students
By lowering expectations entirely for students with disabilities
By differentiating learning while maintaining high expectations
By asking Learning Assistants to manage the student
What assumptions might we unconsciously make about students with disabilities?
They are lazy or unmotivated
They don't care about their learning
They can't achieve at high levels
They need support to access learning
How do we ensure that students with disabilities are not unfairly stigmatised?
Use inclusive language and practices
Keep their diagnosis a secret from all staff
Celebrate diverse strengths and learning styles
Model respectful attitudes and expectations
