GRP. 7 Inclusive education for Educational Needs(Philippines &U.S.

A)
TEST QUESTIONS:
1. These governing bodies have become the legal basis for reforming the system of education for
children with special educational needs and organizing inclusive education in mainstream
schools.
A. IDEA& EAHCA
B. Federal Law& Act on Training of Individuals with Mental Disorders
C. IDEA
D. RHCD
2. Which of the following best describes an individual curriculum?
A. Well-developed structure of educational goals.
B. Objectives that are achieved by applying appropriate adaptations and modifications of the
standard curriculum.
C. Enables a child to be included in the classroom
D. All of the above
3. The American education has been accompanied by fierce and politicized controversy. Which
of the following refers to this statement?
A. New Education B. High Progress rate
B. Advanced education D. All of the above
4. It was on this year that United States passed the Education for All Handicapped Children
Act(EAHCA).
A. 1990 B. 1975 C. 1980 D. 1998
5. This Act ensured opportunities to receive “ free and quality regular education within a
favorable environment”
A. EAHCA B. Federal Law C. Act on Training of Individuals
6. It was on this year that the Department of Education in the Philippines adopted Inclusive
education as an educational alternative.
A. 1997 B. 1990 C. 1980 D. 1996
7. It was on this year also that the integration and mainstreaming of children with special needs
intothe regular school system in the country actually commenced.
A. 1980’s B. 1970’s C. 1950’s D. 1990’s
8. Which of the following is considered to be a challenge of Inclusive education?
A. Providing in-service training to all teachers.
B. Prolonging the holding power or regular education schools over these children.
C. Providing resources both financial and logistical.
9. “ ___________” entitled Institutionalization of SPED Programs in All schools which
institutionalizes the provision of equal educational opportunities to children with disabilities.
A. D.O No. 26,s 1997 B.D.O No. 26,s 1996
B. C. D.O No. 26,s 19974 D. D.O No. 26,s 1993
10. Growing social concern for the welfare and integration of people with disabilities voiced by
parents and advocates including legislations led to the enactment of_____________.
A. R. A. 5252 B. R.A. 5250 C. R.A. 5150 D. R.A. 5150

Comprehensive Questions on Classroom Management

1. What factors in the classroom physical environment can influence behavior and learning?

One of the current challenges of education is to promote active learning, interaction and
participation in the classroom. This challenge might find physical barriers along the way, which
hinder or fully prevent it from success. Environmental psychology has been commissioned to
study these relationships and behavior of individuals and how they can be influenced by the
design of the physical learning environment. The analysis of the more Among these factors are
those related to the spatial organization and the determining factors of environmental
psychology.

2. How can a child with special needs benefit from the use of support instructional
materials.
Instructional resources are indispensable for effective teaching and learning in all institutions for
all categories of learners. They (instructional resources) facilitate and enhance learning process.
This, therefore, underscores the need to make instructional resources available to all groups of
learners especially the physically challenged who because of one handicap or the other cannot
function effectively without special facilities in the classroom. Since such resources make
teaching and learning easy and interesting they also serve as complementary channels of
effective communication in the classroom

3. How did the interruptions during the instructional period affect the behavior of the
pupils?
A student's classroom interruptions may take different forms -- from blurting out an answer
without raising his hand, to responding when another student has been called on, to making an
unsolicited comment in the middle of a lesson or discussion. Whatever form the interruption
takes, students who call out can get you and the class off track, as well as prevent other students
from participating fully in class activities. In addition, if a student is allowed to gain your
attention by calling out, classmates likely will be encouraged to follow his lead and call out as
well.

4. Why is a schedule considered the backbone of planning?

Planning is considered to be the backbone of any organization. Organizations that do not have any
planning, would not know where they are heading, or what they anticipate to achieve in the future.
Planning should be of vital importance for every organization, which is especially so in a world of
increased competitiveness. There are many approaches and tools for planning, whether it is a
planned analytic or emergent type that provides adequate focus for the planning team to guide the
design in order to actually meet the specific school needs.
5. Define classroom management.
 Classroom management refers to the wide variety of skills and techniques that teachers
use to keep students organized, orderly, focused, attentive, on task, and academically
productive during a class. When classroom-management strategies are executed
effectively, teachers minimize the behaviors that impede learning for both individual
students and groups of students, while maximizing the behaviors that facilitate or
enhance learning.
6. As a teacher, you must think about every aspect of the lesson, routines and
procedures.Why is it important to think about the physical layout of the classroom?
Classroom layout is very important and can affect students’ behavior in the classroom.
Different desk arrangements produce different behaviors from students. Activity centers can be
very helpful in opening up opportunities for the students to be creative in many different
subjects. It is important to get students involved with literature so they have an easier time with
reading in their future. Students need to be in a classroom that is designed to benefit them by
making sure there are minimal distractions and maximal opportunities for quality learning.
7. Why is a classroom designed for students with special needs, not a “typical classroom”?

-Because these students have special needs. So, the design of the classroom should cater
their individual needs and differences.

8. What are the benefits of classroom management?

As a teacher, you must have read a fair-number of articles on classroom management.
1. It Helps Manage Your Students Better
2. It Helps You Plan for Rainy Days and Emergencies
3. It Can Be Molded and Adapted According To Different Teachers
4. It Makes Allowances for All Kinds of Students
5. It Can be Used To Create Fun and Unique Activities
6. If Implemented Well, It Makes Life Easier

9. Why do students misbehave in the class?

Students’ misbehavior usually has a disruptive impact on learning and teaching activities in the
classroom. It can take various forms, for example, talking to others without permission or even
bullying. Yet, in each case, educators have to find ways of resolving these problems.

Reasons:
1. Student Misbehaves to get Attention
2. Student Misbehaves out of Frustration
3. student Misbehaves out of a Desire for Power
4. Student Misbehaves because they are Bored
5. Student Misbehaves because They are Looking for Revenge
10. How do you manage/ address student’s misbehavior in the class?

Misbehavior in the classroom disrupts students' attention and negatively impacts the learning
environment. To ensure the best educational experience possible, teachers must master the art of
classroom management. Although this is a challenge for certain teachers, with enough practice,
you will find there are solutions to misbehavior in even the most difficult students.

1. Monitor Your Students Closely

2. Model Appropriate Behavior
3. Have Regular Class Meetings
4. Stay Calm
5. Use Nonverbal Cues

EXAM: Differentiated Instruction and Strategies for Teaching Students with

Disability

1. Why is Differentiated Instruction used?

Differentiated instruction excites the brilliant student to uncover deeper layers of
learning, while simultaneously structuring curriculum to support lower level students or students
with learning disabilities- both identified and unidentified. Differentiated instruction involves
assessing student knowledge in a given content area, then using a variety of strategies to
effectively create curriculum that is, in effect, individualized. Designing curriculum of varied
complexity, using a variety grouping strategies, modifying outcomes and product expectations,
tailoring delivery, and providing tiered projects are all critical elements in differentiating
instruction.

2. How differentiated Instruction Works?

Differentiated instruction (DI) begins with an accurate understanding of what DI is—and is not.  
You may be surprised how easy it is to incorporate into your classrooms. 
1. Differentiated instruction IS proactive.
2. . Differentiated instruction IS more qualitative than quantitative.
3. Differentiated instruction IS rooted in assessment.
4. Differentiated instruction IS taking multiple approaches to content, process, and product.
5. Differentiated instruction IS student centered.
6. Differentiated instruction IS a blend of whole-class, group, and individual instruction.
7. Differentiated instruction IS “organic” and dynamic.

3. In special education classroom settings there can be a wide a range of skill levels and abilities.
How can teachers provide quality instruction to all students?
Special education classes provide a unique service to physically or mentally challenged
students. The ideal special education classroom provides quality instruction to students with
disabilities. While the push in education these days seems to be toward online education and the
inclusion of special education students within mainstream classrooms, special education classes
are still needed for more severely disabled students. The purpose of the special ed classroom
setting is to provide more intensive, individualized attention to the students who most need it.

However, even in special education classroom settings there can be a wide a range of skill levels
and abilities. How can teachers provide quality instruction to all students? Here are some
strategies that special education teachers can use to benefit all of their students:

1. Form small groups

2. Create classroom centers
3. Blend ‘the Basics’ with more specialized instruction
4. Rotate lessons
5. Try thematic instruction
6. Provide different levels of books and materials

4. Enumerate Differentiation Techniques.

When it comes to engaging all of your students, you’ve probably realized that students learn in
different ways. Some may work best when engaged in group work, while you may find others
that perform best when working on their own. If this is the case, differentiated instruction and
assessment, also known as differentiated learning, is the framework you need to reach students
through different avenues of learning.

1. Create a differentiated learning environment –

2. Prepare thoughtful lessons backed by data
 3. Tailor assignments based on students’ learning goals
4. Adjust your lesson content based on student needs –
5.
6. What are the Four ways to Differentiate Instruction?
1) content, 2) process, 3) product, and 4) learning environment.

7. Among the co – teaching methods in handling students with special needs in inclusive
classroom, which do you think is more efficient? Why?

One Teach, One Assist. In a second approach to co-teaching, one person would keep
primary responsibility for teaching while the other professional circulated through the
room providing unobtrusive assistance to students as needed.

8. There are (3) three qualities of universal design when planning an instruction, how would
you differentiate each design from the others?

1. PRINCIPLE I. PROVIDE MULTIPLE MEANS OF REPRESENTATION

Present information and content in different ways

2. PRINCIPLE II. PROVIDE MULTIPLE MEANS OF ACTION AND EXPRESSION

Differentiate the ways that students can express what they know

3. PRINCIPLE III. PROVIDE MULTIPLE MEANS OF ENGAGEMENT

Stimulate interest and motivation for learning

9. Why you need to use a unique methods of a teaching a skill to your lesson? What are the
impact of sharing your strengths and weaknesses to your students?
-We use unique methods in teaching because we want to elevate the quality of our teaching.
Make the students feel that we prepare special lessons for them- engaging and full of fun and
learning. The importance of sharing our strengths and weakness to our students so that they will
know where we are good and bad at.
10. In Implementation , Reflection and Goal-Setting Exercises , why do you need to ask the
student favorite topics?
- So that we can prepare our lessons well and make it more interesting because it caught the
attention of our students. By that, they are more engaging because we knew what they like.
EXAM

Positive Behavioral Interventions and Support

TEST QUESTIONS
1. What do you call to a unique approach that helps to eliminate challenging behaviors and
supplements them with skills and tools that helps students make better choices?
a. Positive Behavioral Interventions and Support
b. Positive Behaviorism Interventions and Support
c. Positive Behavioral Interventions and Skillful
2. Which of these is an example of positive behavioral interventions and support?
a. shouting b. quiet corrections c. kicking
3. What are the important steps in implementing PBIS?
a. (Roadmap, Timer, Weeks) b. (Calendar, Watch, Reading)
c.(Roadmap, Timeline, Calendar)
4. How to know if PBIS is effective?
a. by doing informal observations to the behavior of the pupils by teachers and
administrators
b. by presenting some ways in conducting the behavior of the pupils
c. by acting ways in identifying characteristics of the pupils
5. Why we should use PBIS in our school?
a. because it teaches students self-regulation of behavior and greater control of their own
life
b. because it carries students to their own world and happiness
c. because it provides students to make their own likes and dislikes
6. Which is not effective behavioral intervention?
a. Verbal Reinforcement
b. Positive Behavioral Interventions and Supports (PBIS) c. Punishment
7. Which of these is a symptom of Attention Deficit Hyperactivity Disorder
a. lonely b. hyperactive c. sickly
8. What is ADHD?
a. Attention Deficit Hyperactivity Disorder
b. Attention Deficit Hyperactivity DownSyndrome
c. Attention Deficit Hyperactive Disorder
9. Which is not Behavioral Prompts Intervention
a. Proximity control b. Peer tutoring c. Hand gestures
10. These are the following goals of PBIS except one
a. Eliminate problem behavior.
b. Replace the problem behavior with more appropriate behavior
c. correct behavior through punishment
11. What are the sequence of calming for autism?
A. Think happy thoughts, three deep slow breaths, close my eyes and squeeze my hands
B. Squeeze my hands, three deep slow breaths, close my eyes and think happy thoughts
C. Close my eyes, squeeze my hands, think happy thoughts, three deep slow breaths
12. How is the self-management plan for autism being categorized?
A. Through high, low and calm range
B. Through slow, fast and average range
C. Through loud, soft and hard range
13. Which of the following is not a medical and mental health issues accompany autism
spectrum disorder?
A. Epilepsy
B. Attention deficit hyperactivity disorder
C. Obsession
14. What do students with Autism Spectrum Disorder need in terms of giving instruction?
A. Clarity, consistency, simplicity and continuation
B. Complex, systematic, applicable and modified
C. Automatic, advance, formal and effective
15. What is common reason why behaviors occur?
A. Hobby b. Attention c. purpose
16. Supports is anything that helps a family except one.
a. advice b. bullying c. information d. locating a deaf mentor
17. Where does early intervention take place?
a. natural environment b. clinic c. school d. all of the above
18. Play a great role in their child’s learning process, the child first teacher and serves as a
continuity to the child’s education.
a. teacher b. parent c. relatives d. community
19. When is the best time to teach deaf children?
a. at 2 yrs. old b. at 3 yrs. old c. at 5 yrs. Old
d. immediately upon the diagnoses of the child’s deafness
20. The remaining amount of hearing a deaf or hard-of-hearing
a. hard of hearing b. residual hearing c. profound hearing d.severe hearing
TOPIC: Education for Learners with Special Needs
COMPREHENSIVE QUESTION
1. Define EBD? (Emotional Behavioral Disorder)
-  refer to a disability classification used in educational settings that allows educational
institutions to provide special education and related services to students who have displayed poor
social and/or academic progress.

2. What is the difference between having learning issues and having a learning disorder or
disability?
-Unlike a learning disability, a learning difficulty does not affect general intelligence (IQ).  An
individual may often have more than one specific learning difficulty (for example, dyslexia and
dyspraxia are often encountered together), and other conditions may also be experienced
alongside each other.

3.As a teacher, how do you help student with learning disability to learn better?
-We can teach students with learning disabilities to “learn how to learn.” We can put them into a
position to compete and hold their own. Scaffolding is also something that seems to make a real
difference. Start out with the teacher using heavily mediated instruction, known as explicit
instruction, then slowly begin to let the students acquire the skill, moving towards the goal of
student mediated instruction. Success for the student with learning disabilities requires a focus on
individual achievement, individual progress, and individual learning. This requires specific,
directed, individualized, intensive remedial instruction for students who are struggling

4.How do direct instructions help in teaching students with intellectual disability?

-To fully address the limitations in intellectual functioning and adaptive behavior often
experienced by individuals with intellectual disabilities, teachers need to provide direct
instruction in a number of skill areas outside of the general curriculum. These skills are more
functional in nature but are absolutely essential for the future independence of the individual.
Additional skill areas include money concepts, time concepts, independent living skills, self-care
and hygiene, community access, leisure activities, and vocational training. Students with
intellectual disabilities learn these skills most effectively in the settings or activities in which
they will be asked to apply these skills. Once the skills are mastered, then additional
environments can be added to work towards generalization.

Give 5 teaching strategies in teaching children with special needs. Choose one disability.
5 Strategies For Teaching Students With Autism

1.Create a classroom routine

2. Use preparatory commands and commands of execution to cue transitions
3. Give fewer choices
4. Use appropriate technology
 5.Treat them like any other kid as much as possible

Multiple-choice
1. It is refers to a person who becomes deaf as an adult.
A. deaf
B. deafness
C. deafened
D. Hard of Hearing
2. It is refers to a person having exceptional skills and ability
A. Deaf
B. Gifted
C. Talented
3. It is a condition that causes a person to make repeated, quick movements or sounds that
they cannot control?
A. Epilepsy
B. ASD
C. Tourette Syndrome
D. ADHD
4. It is a progressive disorder where the impulses to the muscles are short circuited by scar
tissue?
A. Multiple Sclerosis
B. Spinal Muscular Atrophy
C. Rheumatoid Arthritis
D. Muscular Dystrophy
5. It is a typical development for at least 2 years and then loses some or most of their
communication and social skills.
A. PDD (Pervasive Developmental Disorder)
B. Autistic Disorder
C. Asperger’s Syndrome
D. Childhood Disintegrative Disorder