Special Students in General Education MCQs
Special Students in General Education MCQs
Welcome to the MCQs section for Special Students in General Education on MCQss.com. Here, you will find a collection of interactive MCQs that will help you enhance your knowledge and assess your understanding of inclusive education and strategies for supporting special students in mainstream classrooms.
Inclusive education emphasizes the importance of providing equal opportunities for all students, including those with special needs, to learn and succeed in general education settings. This section focuses on various aspects related to special students in general education, including inclusive practices, differentiation, accommodations, and collaboration among educators.
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Join us in exploring the MCQs on Special Students in General Education and deepen your knowledge about supporting the diverse needs of students in inclusive classrooms.
1: An adaptation that makes the general curriculum or assessment accessible to the student without changing the curriculum or learning standard.
A. Mitigation
B. Adoption
C. Evolution
D. Accommodation
2: An overarching term that encompasses both modifications and accommodations in differentiated instruction is called _____.
A. Adaptation
B. Mitigation
C. Adoption
D. Evolution
3: The major ideas, concepts, or principles that are taught and that serve as anchors for additional or more information is called _____
A. Essential questions
B. Big ideas
C. Details
D. Trends
4: The major ideas, concepts, or principles that are taught and that serve as anchors for additional or more information is called _____
A. Essential questions
B. Big ideas
C. Details
D. Trends
5: What students should know, understand and do as a result of instruction is called _____.
A. Content
B. Context
C. Function words
D. Index
6: Proactively planning and implementing strategies that match instructional content is called _____ instruction.
A. Differentiated
B. Undifferentiated
C. Different
D. Concentrated
7: A measure of whether the intervention was delivered as it was designed to be implemented is known as treatment fidelity.
A. True
B. False
8: An adaptation that involves changes in the curriculum or learning standard is called implementation fidelity.
A. True
B. False
9: Varying and increasing levels of instructional or behavioral supports that are provided in usually three tiers is called _____.
A. Modification
B. Accommodation
C. Refinance
D. Amendment
10: Multi-tiered is an _____ term describing implementation framework for schools to ensure all students providing with high quality.
A. Umbrella
B. Kite
C. Rain
D. Cloud
11: Multi-tiered is an _____ term describing implementation framework for schools to ensure all students providing with high quality.
A. Umbrella
B. Kite
C. Rain
D. Cloud
12: Multi-tiered systems of supports tell how the content will be taught and learned.
A. True
B. False
13: The manner in which the student will be evaluated, usually in the form of tests, projects, written work, or oral presentations is called Multi-tiered systems of supports.
A. True
B. False
14: A multi-tier system of support in which at-risk students with behavioral and academic problems receive increasingly intensive support is called _____.
A. Reactant
B. Product
C. Reactor
D. Substrate
15: Collecting data on all students to assess risk status, which can help determine which level of tiered supports a student needs is called response to intervention.
A. True
B. False
16: Collecting data on all students to assess risk status, which can help determine which level of tiered supports a student needs is called _____ screening.
A. Universal
B. Global group
C. Particular
D. Standard outlet
17: Response to intervention is a multi-tiered system of supports that focuses on:
A. Academic support
B. Social support
C. Behavioral support
D. Familial support
18: The concept of universal design for learning began with:
A. Education
B. The military
C. The Council for Exceptional Children
D. Architecture and engineering
19: Teachers can provide differentiated instruction by:
A. Looking for clusters of student needs and adjusting instruction
B. Teaching to the average or middle of the academic needs of the class
C. Not examining student commonalities and differences
D. Having students work independently
20: Mrs. Sharma is teaching a class where half her students are not proficient in English. An adaptation that she can make is to:
A. Emphasize written expression
B. Spend time on oral expression
C. Spend less time on academic language
D. Not focus on students’ background knowledge
21: Disadvantage to response to intervention as it concerns culturally and/or linguistically diverse (CLD) learners is that:
A. It eliminates the need for standardized tests
B. It requires a student to “wait-to-fail”
C. It holds no promise for identifying learning disabilities
D. It may fail to consider the uniqueness of students who are CLD
22: Positive behavior interventions and supports (PBIS) typically involve five tiers.
A. True
B. False
23: Data used in response to interventional decision making consist mainly of teachers’ professional judgment.
A. True
B. False
24: When implementation fidelity is maintained, an intervention is delivered the way it was designed to be used
A. True
B. False
25: Differentiated instruction comprises adjustments based on content, process, and/or product.
A. True
B. False
26: Universal design for learning is more common in general education classrooms than differentiated instruction.
A. True
B. False
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Special Students in General Education MCQs
