STEP ONE:  READ through all items without attempting to answer them. MARK those you believe you can answer without using your text, your weekly quizzes, or your notes and without talking with someone else.

STEP TWO:  ON SEPARATE PAPER, answer the questions, beginning with the ones you feel confident about. Then try the ones you aren't as sure of.

STEP THREE:  USE YOUR TEXT to correct or add to your answers.

STEP FOUR:  STUDY for final test on Tuesday, Week 5. (Four forms of this test will be prepared and distributed.)

1. What are the levels (give the names, not the numbers J )in the Continuum of Services for Students with Disabilities? How does a MDT decide which level is appropriate for a student?
2. What rights does IDEA assure children who have disabilities and their parents or guardians? Just list them, you don't need to explain them on paper, though you should know what they mean. (There are many rights. Try for at least 10.)
3. Describe the classroom teacher's responsibility in regards to a student's IEP.
4. What is the IDEA definition of specific learning disability?
5. What are several signals a classroom teacher might observe that would cause her/him to refer a student for assessment for a learning disability?
6. Your text listed three common classroom practices that are powerful in predicting the academic success of students with LD. What are they?
7. Your text also described several instructional strategies to use with students with learning disabilities. Describe two other than adjusting workload and time.
8. List and define the three categories of ADHD.
9. What are the common developmental features that distinguish ADHD from mild attention or hyperactive problems?
10. What is the relationship between ADHD and LD
11. What is a crucial distinction between ADHD and LD?
12. Your text listed 10 educational interventions for students with ADHD. List as many of these as you can.
13. Autism, Rett's Syndrome, Childhood Disintegrative Disorder, and Asperger's Syndrome are all types of pervasive developmental disorders. How are these disorders alike? Give one or two examples of how they are different.
14. On what areas of need should intervention focus for students with pervasive developmental disorders? What common intervention strategies help classroom teachers address these needs?
15. What is a Sequence Analysis Chart? What purpose does it serve?
16. List the three areas of language a classroom teacher should focus on to identify students with possible language disorders. Then list one question for each area that a classroom teacher might ask to help identify difficulties.
17. What is the definition of communication disorder? What are the two broad categories of communication disorders? List three types of communication disorder. For each, describe a specific way a classroom teacher could support the development of a student with that disorder. For example, for whom might a Semantic Feature Analysis chart be useful and why?
18. Define "developmental disabilities". List 3 or 4 types of developmental disability.
19. What four major concepts are included in defining mental retardation
20. What is the AAMR definition of mental retardation? What percentage of cases of mental retardation could have been prevented? When you think about teaching middle or high school students, what information might you provide to students that could help reduce the incidence of MR
21. What is naturalistic intervention? Why is it recommended for students with developmental disabilities?
22. What are three broad areas that students with developmental disabilities typically need help with?
23. What are some specific ways that you as a classroom teacher can support the learning of students with developmental disabilities?
24. What is the purpose of the McGill Planning System? In what context is MAPS used, by whom, and what questions are asked?
25. Define functional assessment, discrepancy analysis, and task analysis. Give a concrete example of how you might use these practices in your classroom.
26. When is a student considered to have an emotional or behavioral disorder? According to the National Mental Health Association, why are students with emotional and behavioral disorders under-identified?
27. What is the classroom teacher's responsibility related to identifying students with emotional disturbances or behavioral disorders?
28. What are the two broad categories of emotional and behavioral disorders? List characteristics of each.
29. Explain how and when a classroom teacher might use Life-Space Intervention with students who have EBD.
30. What accommodations might a classroom teacher make to help a student with EBD be successful academically?
31. According to your text, why should teachers provide small group instruction and one-on-one time for students with disabilities?
32. List the principles for using multiple grouping formats. Why would a teacher want to use multiple grouping formats
33. What are the five areas a teacher should consider when making decisions about creating instructional groups?
34. Why might a teacher use same-ability small groups? Mixed-ability small groups? Whole class grouping?
35. What are the six key elements of effective cooperative learning, according to Goor and Schwenn? What are some special considerations for students with disabilities when working in cooperative groups?
36. What difficulties do students face in content-area learning?
37. What procedures can you employ to learn the strengths and weaknesses of the textbooks you use in your classroom?
38. How can you adapt textbooks for students with reading disabilities? How can you improve classroom discussions for all students?
39. List and describe five components of instructional clarity.
40. Describe 3 strategies explained in Chapter 15 that you could use in your classroom. Explain why you chose these particular strategies.