Instructional and Assistive Technology in Special Education

This is an open book questions and answers which is based on Module 1 and 2 Readings but if you have knowledge of this topic counts too. Please review every question I attached both Readings and videos just in case , questions are attached in the word doc below. 20 questions

MODULE 1 READINGS:  

Chapter and Presentations*

• Chapter 1 of the Textbook
• Dell Chapter 1 Textbook PresentationActions

  Module 1 Nearpod Presentation with Activities  (Links to an external site.)(Nearpods are based on Chapter presentations and have added optional activities such as related videos, sites, and quizzes)

Websites

• 15 Assistive Technology Tools  Resources For Students With Disabilities (Links to an external site.)
• Teaching with Tech (Links to an external site.)
• A Teacher’s Guide to AT (Links to an external site.)
• AT: A K-12 Internet Resource

MODULE 2 READINGS

 

• Dell Chapter 4 Textbook PresentationActions

  Module 2:UDL vs. AT Nearpod Lesson (Links to an external site.)     (Nearpods are based on Chapter presentations and have added optional activities such as related videos, sites, and quizzes)

Websites

• 7 Ways to Introduce UDL in the Classroom (Links to an external site.)
• Cast.org (Links to an external site.):  Major site related to Universal Design for Learning
• UDL Universal Design for Learning (UDL): What You Need to Know (Links to an external site.)
• 5 Examples of Universal Design for Learning in the Classroom (Links to an external site.)
• Reading Rockets review of UDL (Links to an external site.)

MODULE 1 VIDEO:

 

1. Understanding Assistive Technology: Simply Said (Links to an external site.)
2. Using Technologies to Support Diverse Learning Needs (Links to an external site.)
3. Assistive Technology Myths. (Links to an external site.)

MODULE 2 VIDEOS:

 

1. The Myth of Average: Todd Rose at TEDxSonomaCounty (Links to an external site.)
2. Why We Need Universal Design | Michael Nesmith | TEDxBoulder (Links to an external site.)
3. UDL At A Glance (Links to an external site.)
4. Empowerment & Inclusion: Integrated Access Tool One (Links to an external site.)
5. UDL: Principles and Practice (Links to an external site.)
6. We need to talk about disability (Links to an external site.)
7. Tips Strategies for Effective Differentiation Instruction.wmv (Links to an external site.)
8. Accessible Instructional Materials (AIM): Simply Said (Links to an external site.)

3

At an IEP meeting, the team decided that Ramon needed an iPad to use at home to complete his homework.

 

Because it is used at home, based on FAPE (Free and Appropriate Education) the parents must pay for it.

Group of answer choices

True

False

 

Flag question: Question 2

Question 2

“Assistive Technology Device” was first defined by the “Tech Act” which is the

Group of answer choices

Section 504 of the Rehabilitation Act

Americans with Disabilitites Act

Individuals with Disabilites Act of 1988 (PL 100-407)

None of the Above

 

Flag question: Question 3

Question 3

To be fair, Mrs. Ramirez makes certain to use the same teaching approach/strategies for each of the students in her class.  She is holding

true

to the principles of UDL. 

Group of answer choices

True

False
 

Flag question: Question 4

Question 4

The ______________________ extends protection to individuals with disabilities under any program or activity receiving Federal financial assistance; whereas the ___________________ is legislation that extends civil rights protection to all public places whether or not they receive federal funds 

Group of answer choices

IDEA 1997; IDEA 2004

Section 504 of the Rehabilitation Act;

Americans with Disabilities Act

IDEA 2004; IDEA 1997

Americans with Disabilities Act; Section 504 of the Rehabilitation Act

 

Flag question: Question 5

Question 5

Which legislative act FIRST required that the need for AT be reflected on a student’s IEP?

Group of answer choices

Section 504 of the Rehabilitation Act

Americans with Disabilities Act

Individuals with Disabilities Act 2004

Individuals with Disabilities Act 1997

 

Flag question: Question 6

Question 6

With respect to UDL, which of the following is true about teaching 

Group of answer choices

Teachers need to be aware that many learners have unique needs and that he/she should create instruction from the start to best meet the needs of all types of learners

To keep instruction less confusing, it is best to use a single source such as a textbook for teaching

It is best to use a standard curriculum and remediate students once you find out they are not succeeding.

Students with disabilities in the same category all learn the same way

 

Flag question: Question 7

Question 7

Which of the following represent all mid tech tools?

Group of answer choices

switch-operated toys, calculator, electronic dictionary

bar magnifier, mini-light for books, iPod

pencil grips, keyguard, rubber stamps

iPad, computer, Apps, laptops

 

Flag question: Question 8

Question 8

 ________________________ focuses more on preparing the student for the environment; whereas ______________________ focuses more on preparing the environment for the student (Select only one answer.  Find the correct answer in which the first term goes in the first blank and the second in the second blank.)

Group of answer choices

Universal Design for Learning: Assistive Technology

Adaptive Services: Assistive Technology

Universal Design for Learning: Adaptive Service

Assistive Technology: Universal Design for Learning

 

Flag question: Question 9

Question 9

The music teacher, Mr. Jimenez, modified a French horn so that a student with disabilities could use it.  Even though it was a modified object, it is still considered an assistive technology based on IDEA’s 1988 definition.  

Group of answer choices

True

False
 

Flag question: Question 10

Question 10

Mrs Amari, the social studies teachers, allows her students to demonstrate what they have learned about Abraham Lincoln by either preparing a Nearpod presentation, creating a Biopoem on Storybird about Lincoln, or taking a test.  Which part of UDL does this demonstrate.

Group of answer choices

None of the choices

Provide Multiple Methods of Presentation

Provide Multiple Methods of Engagement

Provide Multiple Methods of Action and Expression

 

Flag question: Question 11

Question 11

The principles of Universal Design for Learning (UDL) suggests that teachers should design instruction for the lowest functioning students, then develop more advanced lessons for average learners and more advanced yet for higher functioning learners.

Group of answer choices

true

false

 

Flag question: Question 12

Question 12

Curb cuts and automatic doors are examples of Universal Design for Learning.

Group of answer choices

false

true
 

Flag question: Question 13

Question 13

The SETT framework is used to ____________________________.

Group of answer choices

to determine if the school is following the laws with respect to providing students with disabilities technology

provide an assessment process to determine which technology might be useful for a particular student

determine the cost of a piece of technology

teach the teacher how to use a piece of technology

 

Flag question: Question 14

Question 14

The foundation of Universal Design for Learning is to minimize barriers and maximize learning through __________________

Group of answer choices

 multiple and varied methods of presentation

multiple and varied methods of student engagement

All of the choices

multiple and varied methods of expression of learning

 

Flag question: Question 15

Question 15

Which of the following is NOT true related to Universal Design for Learning and Differentiated Instruction

Group of answer choices

UDL and differentiated instruction overlap in that they share the goal of reaching as many students as possible.

The concept of differentiated instruction grew out CAST (Center for Applied Special Technology)

UDL is a theoretical framework for the design of curricula

Technology can support both differentiated instruction and UDL-based instruction

 

Flag question: Question 16

Question 16

An interactive whiteboard connected to a computer or iPad allows for multiple means or representation more so that the standard chalkboard or whiteboard.

Group of answer choices

false

true
 

Flag question: Question 17

Question 17

Which of the following is NOT true about AT and students with disabilities

Group of answer choices

Whenever possible, the student should be involved in the AT selection

Recommendations for AT assessments should be based on data collected during the assessment

If a student with disabilities is educated in an inclusive classroom, AT is not required to be considered for that student on his/her IEP

AT needs should be reassessed anytime changes in the student, the environments, and/or the tasks results in the student’s needs not being met.

 

Flag question: Question 18

Question 18

Even with use of UDL in the classroom, some students with disabilities will need highly specialized AT devices.

Group of answer choices

false

true
 

Flag question: Question 19

Question 19

Which of the following is NOT true related to mulitple means of action and expression

Group of answer choices

allowing students the option to create an essay using text-to-speech  is an example of this UDL principle 

allowing students the option to create a video to highlight facts about mammals is an example of this UDL principle 

Many of the same technologies used to support the UDL principle of multiple means for representation also support the principle of multiple means of expression and action.

Handwriting a paper only to demonstrate knowledge is representative of an effective UDL approach for most students.

 

Flag question: Question 20

Question 20

An advantage to mobile technologies such as the iPad is

Group of answer choices

All are advantages

They are fast in that they don’t take a long time to start to use once turned on

The touch interface makes navigating around the device simple

They are easy to learn how to use, more so than a computer

No new data to s

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