Final+Exam

The Final Exam is a Take Home Final. You may use your textbook, your notes from class and what you have learned from your independent online learning activities. Each question is worth 10 points. YOU MUST CHOOSE AT LEAST 10 QUESTIONS TO ANSWER. You may additionally **CHOOSE** to complete extra questions for bonus points. Final exams should be emailed to me at my Wright State email address.

1. Describe a lesson you have observed in your placement class. Describe potential difficulties that might be encountered by a student with the following disabilities AND describe what you could do to remove or lessen that difficulty. a. Specific Learning Disability b. Visual Impairment c. Autism d. Hearing Impairment e. Orthopedic Impairment (limited use of hands)

2. Describe a lesson that you have seen taught in your placement class (different than the lesson described in number 1). Evaluate how well the lesson as it was taught, would address the needs of each learning style (visual, auditory and tactile/kinesthetic). Describe what you might change to improve it.

3. Analyze 5 differences between a traditional classroom instructional approach and one with a Universal Design for Learning and for each one you describe, tell whether your current classroom placement has more of a traditional or UDL design.

4. Using the differentiation grid we discussed in class, summarize the three different aspects of a lesson that can be differentiated to meet the needs of students.

5. Using the differentiation grid we discussed in class, Summarize the three different methods for differentiating lesson for the needs of students.

6. List 10 different types of diverse learners that you will likely encounter in your classroom and one challenge that they may present to your instructional planning.

7. Name the mandated members of the IEP team and what their purpose/role is at the meeting.

8. Explain what "LRE" means and describe the continuum of special education services and placements from "most restrictive" to "least restrictive". Describe what kinds of questions you, as a team member, would want to consider when deciding what "LRE" is appropriate for a student.

9. Take a stand on whether you think students with special needs should be served in the general education class or in a separate special education class. Make at least 5 points for or against inclusion of students with disabilities.

10. Using the "change the verb" strategy we discussed in class to change the difficulty of an objective, change the following objective, which is at the analysis level of Bloom's taxonomy, giving an example for each level of Bloom's Taxonomy: "The students will **analyze** how early civilizations and their developments were shaped by the role of individuals."

11. List the steps of developing an Individualized Education Plan (IEP) in Ohio.

12. Tell about 5 things you learned about from reading the "Whose Idea Is This?" procedural safeguards notice that you feel, as a teacher, it is important for you to know.

13. Of the disabilities you learned about from your classmates' reports (not including the one you did), what one interested you the most and why?

14. Describe 5 types of services that students on an IEP may receive (ex., occupational therapy).

15. Based on the disability simulation/awareness activities we did in class, what are 5 of the biggest challenges you can anticipate some students may have in your class and what will you do to avoid those barriers?