SNED 21 (finals reviewer)

Results of initial or most recent evaluation and results of school and division assessments:

Based on his clinical observation, Jude continued to show significant improvements in his socials
skills. He immediately smiled at the examiner upon entering the room and show more regard and
social referencing. He continued to show good work behavior and did most the task with minimal
prompts. He did not have AAC during the evaluation, but he was able to answer more "what
questions" using the AAC app that the examiner had on her phone. He also communicated more
gestures and actions. Jude showed improvement in his fine motor and writing skills, but he still had
challenges with the proper handling pencil. Jude remained well-behaved, cooperative and pleasant
during the entire duration of the evaluation.

Description of academic, developmental and/or functional strengths:

Based on his initial evaluation, he can't tell his name, age and gender. He can trace different lines,
basic shapes, letters and numbers. He can't able to draw, color objects but he is able to copy words.
He is also able to identify parts of face, and body parts except the Elbow, Neck, and Stomach, He can
identify the basic shapes, primary and secondary colors. He can do simple gross motor skills activity
like jumping, stand with left and right foot and walk in the stairs using alternating feet. He can use
the comfort room, brush teeth, and take a bath independently.

Description of academic, developmental and/or functional needs:

Based on the observation, he can attend and focus on the given activity for 5-10 minutes with
moderate verbal prompt. He is able to accomplish the worksheets on his activity folder with minimal
verbal prompt and cues to independent. He can identify letters, numbers, different emotions.

II. CONSIDERATION OF SPECIAL FACTORS

1. Does the learner have difficulty relating with people which impedes his/her learning or
the learning of others? If yes, consider the appropriateness of developing a Behavior
Intervention Plan.
2. Behavior Intervention Plan developed? Refer to Behavior Intervention Plan for additional
information.
3. Does the learner have difficulty in Mobility? If yes, consider the mobility needs as related
to the IEP and describe below.
4. Does the learner have difficulty in seeing or with blindness/visual impairment? If yes,
provide for instruction in Braille and the use of Braille, unless the IEP Team determines
that instruction in Braille is not appropriate for the learner after an evaluation of the
learner's reading and writing skills, needs, and appropriate reading and writing media,
including evaluation of future needs for instruction in Braille or the use of Braille.
Describe below.
5. Does the learner have difficulty in Communication Skills? If yes, consider the
communication needs as related to the IEP and describe below.
6. Does the learner have difficulty in Basic Learning and Applying Knowledge? If yes,
consider the learning and knowledge needs as related to the IEP and describe below.
7. Does the learner have difficulty in Remembering and Concentrating? If yes, consider the
remembering and concentrating needs as related to the IEP and describe below.
 8. Does the learner have difficulty in displaying Interpersonal Behavior? If yes, consider the
interpersonal behavior needs as related to the IEP and describe below.
9. Does the learner have difficulty in Adaptive Skills? If yes, consider the
adaptive needs as related to the IEP and describe below.
10. Does the learner have difficulty in hearing or Is the learner deaf or hard
of hearing? If yes, consider and describe the learner's language and
communication needs, opportunities for direct communication with
peers and professional personnel in the learner's language and
communication mode, academic level and full range of needs, including
opportunities for direct instruction in the learner's language

1. A seventh grade student is given a standardized achievement test as part of a reevaluation

and receives a standard score of 80 on the Reading Comprehension Sub-test and a 91 on the
Math Problem Solving Sub-test. This evidence indicates that the student performed standard
score of
A. above avarage in the areas of reading comprehension and math problem solving
B. Below average in reading comprehension and average in math problem solving
C. In the average range in reading comprehension and above average in math problem
solving
D. As well as or better than 80 percent of student in reading comprehension and as well as
or better than 91 percent of student in math problem solving

A 2. What happens after the IEP is written, approved, and signed by the IEP Team?

A. The student is evaluated to see if he/she is illegible for services

B. The IEP is reviewed

C. Parents are notified of the plan

D. Services are provided

D 3.It is required by law that students with learning disabilities are provided an education in the least
restrictive environment. This means that

A. Student can choose between sitting at a table or at a desk.

B. Students always receives one-on one peer tutoring

C. An individual education plan must be created for each student.

D. Student should not be unnecessarily removed from traditional classroom or isolated from peers.

A 4. What is the most important reason for conducting ongoing assessments in the field of
intellectual and developmental disabilities?

A. To be able to identify and put in place the supports and services that will help them thrive in the
community throughout their lives.

B. To be able to identify what teaching strategy the teacher will apply.

C. To be able for them to grow professionally.

D. To be able to determine their intellectual disability.

5.If a child has difficulty putting words down on paper, it may be due to a learning disability. The best
instructional strategy to implement in a classroom to support children who struggle with writing
would be;

A. Provide more time on task.

B. Provide peer tutoring during writing time

C. Provide extended periods of time in the resource room to receive one-on-one assistance.

D. Provide buddy system.

1. An IEP team will soon be develop a transition plan for a high school student with an intellectual
disability. Which of the following steps is essential for the IEP team to take first in this process?

2. A student will be using a text to speech accommodation for English language Arts, reading
passages on a statewide assessment, What procedures will be best prepare the student to
use of the accommodation for the test?

3.An IEP team will be developing a transition plan for a ninth-grade student who has specific
learning disabilities and attention-deficit/hyperactivity disorder [ADHD] What steps should the team
take first in supporting a successful transition for the students?
4. An IEP will soon meet to discuss a fifth-grade student's triennial reevaluation results.. What are
the steps is necessary to ensure the student's parents/guardians attend the meeting?

5. State some functional performance in IEP

6. How do you write present level of performance on an IEP?

7. How to write effective IEP?

8. Are accommodation and modifications the same?

9. What legally mandated element of the IEP planning process often gets minimized because of tirne
constraints?
10. Who are the mandatory members of an IEP Team.

11. When a classroom is inaccessible to students with special need, it hinders their ability to learn
alongside their classmates. Whether it be physical barriers or a lock of resources, many classrooms
do not provide the proper accommodations for all students.

12. Certain disabilities can make social situations confusing or difficult to navigate. The possible
negative attitudes or stereotype that peers may hold towards individuals with disabilities adds to this
complex issue. Students with disabilities tend to struggle with making or maintaining friendship.

13. A student with disability may find a difficult to sit still or focus during a lesson Classroom
decorations, classmates, and other stimuli may be distracting for a student with a disabilities, making
it nearly impossible to pay attention to the teacher.

14..What best defines the concept of differentiated instruction in the context of inclusive education?

15. Rewards are always considered reinforcement, regardless of whether they actually result in an
increased likelihood of the behavior happening again in the future. True or False. Support your
answer.