Promoting General Education Curriculum MCQs
Promoting General Education Curriculum MCQs
Welcome to MCQss.com, your go-to resource for multiple-choice questions (MCQs) on Promoting General Education Curriculum. This page offers a diverse range of interactive MCQs designed to assess your knowledge and understanding of effectively implementing and supporting the general education curriculum.
Promoting General Education Curriculum involves ensuring access, equity, and success for all students in the general education setting. It requires understanding curriculum frameworks, instructional strategies, and assessment practices. Topics covered in Promoting General Education Curriculum include curriculum alignment, differentiated instruction, and inclusive practices.
Our free Promoting General Education Curriculum MCQs on MCQss.com serve as a valuable tool to assess your proficiency in this area. By engaging with these MCQs, you can deepen your understanding of effective instructional approaches, identify strategies for promoting inclusion, and enhance your ability to support students in the general education setting.
1: A requirement of IDEA_____; gives students with disabilities the right to receive evidence-based instruction in the general education curriculum, to the greatest extent possible.
A. 2005
B. 2004
C. 2006
D. 2007
2: Activities to prepare students for the lesson’s content is known as Advance organizer ?
A. True
B. False
3: What helps compensate for an individual’s disabilities in Assistive technology device ?
A. Units such as an item
B. Piece of equipment
C. Product system
D. All of these
4: A service that assists an individual with a disability regarding AT devices are known as ?
A. Assistive technology service
B. AAC
C. Basals
D. Cues
5: Methods for communicating, such as communication boards, communication books, sign language, and computerized voices are known as ?
A. AAC
B. Basals
C. Cues
D. Differentiating instruction
6: ______ is textbooks adopted by school districts to serve as a primary source for subject-area content.
A. AAC
B. Basals
C. Cues
D. Differentiating instruction
7: Visual or verbal prompts provided to increase the likelihood of correct student responses are known as?
A. AAC
B. Basals
C. Cues
D. Differentiating instruction
8: ________ are providing instruction that is responsive to the diverse needs of all students with a focus on curriculum .
A. AAC
B. Basals
C. Cues
D. Differentiating instruction
9: Teacher-directed instruction that focuses on using explicit, systematic procedures such as atypical, practice opportunities,block, make mistake, and progress monitoring is known as Direct instruction.
A. True
B. False
10: Student strengths related to specific tasks are known as Functional capabilities.
A. True
B. False
11: Visual aids to help students organize, understand, see relationships, and remember important information is known as ___?
A. Graphic organizers
B. Guided practice
C. Independent practice
D. None of these
12: ________ is a teacher’s providing students with multiple opportunities to respond and practice
A. Graphic organizers
B. Guided practice
C. Independent practice
D. None of these
13: Practice that does not require direct teacher supervision or guidance; may occur in the classroom or as homework is known as ______?
A. Graphic organizers
B. Guided practice
C. Independent practice
D. None of these
14: The reading level at which the reader has either 90% to 94% word recognition and_______comprehension . is known as
A. 90% to 100%
B. 91% to 100%
C. 95% to 100%
D. 98% to 100%
15: Encouraging students to respond in the same ways, in accordance with their limitations , is known as Multiple means of action and expression ?
A. True
B. False
16: Involving students in activities by using a variety of modes of representation and expression to address their interests are known as ?
A. Multiple means of engagement
B. Multiple means of representation
C. Pedagogy
D. Universal design for learning
17: ___________ is presenting information in various formats to reduce or avoid sensory and cognitive barriers to learning.
A. Multiple means of engagement
B. Multiple means of representation
C. Pedagogy
D. Universal design for learning
18: Pedagogy are consists of ____?
A. Instructional practices
B. Teaching
C. Both a and b
D. None of these
19: Design that decreases access to the curriculum and instruction for some students are known as UDL
A. True
B. False
20: _____ is a framework that removes or minimizes barriers to learning and promotes access to instruction for all students.
A. Assistive technology
B. Universal Design for Learning
C. Cooperative learning
D. Material adaptation
21: Using photos, videos, and objects to help support learning for culturally and linguistically diverse students is an example of which UDL principle?
A. Multiple means of action and expression
B. Multiple means of representation
C. Multiple means of engagement
D. Multiple means of instruction
22: Providing a student with a cue sheet that explains the meanings of the mathematical symbols needed to solve a problem in a workbook is an example of a(n) ______.
A. Curricular material adaptation
B. Instructional delivery adaptation
C. Enrichment activity
D. Augmentative and alternative communication
23: ______ refers to the ability of students to respond and demonstrate learning in different ways.
A. Multiple means of action and expression
B. Multiple means of representation
C. Multiple means of engagement
D. Multiple means of instruction
24: Universal Design for Learning is designed to support the prerequisite skills needed to complete a task for ______.
A. Students with disabilities
B. Gifted students
C. Culturally and linguistically diverse students
D. All students
25: Textbooks that provide information on subject-area content are called ______.
A. Academic readers
B. General education texts
C. Basals
D. Comprehension texts
26: Which of the following is the best example of a high-tech assistive technology device?
A. Electronic textbook
B. Pencil grip
C. Calculator
D. Slant boards
27: What type of assistive technology can help students with expressive language difficulties?
A. Screen readers
B. Alternative output devices
C. Adaptive environment devices
D. Augmentative and alternative communication systems
28: Use of large-print books, enlarged font size, a hand-held magnifier, and closed-circuit television are all examples of assistive technology that can support ______.
A. Access to study skills
B. Listening and communication
C. Access to reading
D. Access to writing
29: A teacher is considering the use of assistive technology for a student who struggles with fine motor skills and writing. When planning a reading and writing activity, the teacher has determined what he is requiring the students to do for this task. What is the next step?
A. To determine the prerequisite skills of the task
B. To analyze the student’s strengths and struggles
C. To propose and implement adaptions
D. To test to determine whether the adaptations helped the student accomplish the task
30: A school district administers an achievement test to students in order to compare how students at different schools within the district are performing. This is an example of an assessment used to ______.
A. Inform instruction
B. Determine relative standing
C. Determine program eligibility
D. Identify strengths and weaknesses
31: A teacher consistently gives a student with a disability lower grades because she does not believe the student can be successful in her classroom. This grading error is an example of ______.
A. The halo effect
B. Leniency
C. Personal bias
D. Logical errors
32: Assessment data that shows whether or not students are making progress toward their end-of-year goals is used to determine which of the following?
A. Annual yearly progress
B. Relative standing
C. Program eligibility
D. Benchmarks
33: ______ refers to the ability of students to respond and demonstrate learning in different ways.
A. Multiple means of action and expression
B. Multiple means of representation
C. Multiple means of engagement
D. Multiple means of instruction
34: In the RtI model, the ______ is a progress monitoring measure used to determine whether a student is making progress toward his or her intervention goal.
A. Benchmark check
B. Daily check
C. Unit check
D. Aim check
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