True/False
1.​Justlikeadriveridentifiesthedestinationbeforeplanningtheroutes,creatingcleargoalsbasedonthestandardsisan
importantfirststepfortheclassroomteacher.
a.True
b.False
2.Teachersshouldavoidtheconfusionofconnectinglearninggoalsto“bigideas.”​
a.True
b.False
3.​Learnersneedtoseetheconnectionbetweenwhattheyhavelearnedinapreviouslessonorunittowhattheyare
nowlearning.
a.True
b.False
4.Inthisageofstandards-drivenreform,legislationsuchasNCLBandIDEA2004meanthatteachersmustconsider
bothcontentandachievementstandardsintheircurriculumplanning.​
a.True
b.False
5.Ifwespentmoreschooltimetakingoutand“fixing”certainstudentsandthentryingto“catchthemup”totheirpeers
later,allstudentswouldsucceed.​
a.True
b.False
6.The“essentialquestions”ofaunitorlessonaredifferentiatedbasedontheneedsofvariouslearnersinthe
classroom.​
a.True
b.False
7.Assessmentmustcontinuallybedirectlylinkedtolearninggoalstomeasurelearningprogress.​
a.True
b.False
8.Planningforthesocial/affectivelearningenvironmentisnotasimportantasplanningforstudents’academicand
physicaldesignneeds.​
a.True
b.False
9.Studentsneedtofeelfreetotakelearningriskswithoutfearoffailureandridicule.​
a.True
b.False
10.Achievementstandardshelpteachersdefinewhatknowledgeandskillsneedtobetaughtinorderforstudentstobe
successfulonstandardizedachievementtests.​
a.True
b.False
MultipleChoice
11.Whencreatinganaccessiblecurriculumfordiverselearners,researchersatCASTrecommendconsideringthe
followingfourcomponents,basedonUDLprinciples,fromthestart.​
a.Whencreatinganaccessiblecurriculumfordiverselearners,researchersatCASTrecommendconsideringthe
followingfourcomponents,basedonUDLprinciples,fromthestart:
​Goals,preferences,methods,andassessment
b.​Goals,materials/resources,outcomes,andassessment
c.​Goals,materials/resources,methods,andassessment
d.​Goals,interests,methods,andassessment
12.Whendeterminingacademicgoalsfortheirclass,teachersshouldconsiderallofthefollowing,EXCEPT:
a.​goalsprovidedbystatedepartmentsofeducation/instruction.
b.​theschool’sbudgetforparticularcurriculararea.
c.​standardsfromnationaldisciplinespecificandprofessionalorganizationsthatmustbeaddressed.
d.​studentassessmentinformationfrompreviousyears,suchasIEPs.
13.Oncethebigideasinherentinthestandardshavebeenidentifiedandincorporatedintomajoracademicgoalsforthe
year,teacherscanincreaseaccesstothegeneraleducationcurriculumby:​
a.​usingverbstowriteobjectivesthatallowforflexibilityintermsofrepresentation,engagement,andexpression.
b.​writingobjectivesthatarevaguesothatallstudentscanaccomplishthem.
c.​notwritingobjectivesinordertoincreasestudentmotivationandself-esteem.
d.​usingnounstowriteobjectivesthatallowforthecreationofsolidbenchmarks.
14.Aftergoalshavebeenidentified,___________________aredevelopedtoframeunitsandlessonsaswellasto
reflectthebigideaswhicharethesameforalllearners.​
a.​differentiatedquestions
b.​basicoutcomes
c.​essentialquestions
d.​essentialoutcomes
15.Whenteachersthinkaboutthewaysinwhichtheycanprovideextrasupportorcreatemorechallenginginstruction
fortheirstudents,theyneedtoconsiderallofthefollowing,EXCEPT:
a.​student’sfamilystructureandhomelife.
b.​specificstudentstrengthsandneeds.
c.​whattextbookwillbeused.
d.​whatkindsofactivitiesbestlendthemselvestoUDLprinciples.
16.Whenplanninginstruction,attentiontoindividualizedstudentneedsshouldbeaddressedby:​
a.​presentingonlyasmallpartofthelessonorunittothestudentwithspecialneeds.
b.​revisingtheunitorlessonplantoadjustforindividualizedlearnerneeds.
c.developinganalternativeactivityunrelatedthewhole-classlesson.
d.​integratingindividualneedsintobigideasdevelopedforthewholeclass.
17.Inhistoryclass,studentswerestudyingthecausesoftheAmericanRevolutionanditseffectonGreatBritain,while
investigatingcausalrelationshipsintheirmathandscienceclass.Theirteachershadworkedcollaborativelyinthe
_______________integrationofthecauseandeffectlearninggoal.​
a.​strategic
b.​infusion
c.​social
d.​embedded
18.MappingoutkeywordsandconceptsinstandardsacrosstheK-12gradelevels:​
a.​givesteacherssomethingusefultodo.
b.​helpsteachersseewhatkeywordsandconceptstheyshouldhavebeenteaching.
c.​givesteachersanoverallsenseofwherethestudentsaregoingandwheretheyhavebeen.
d.​givesstudentsanoverallideaofwhattheirteachersdowhenthey’renotintheclassroomteaching.
19.Whenstudentsareawareoftheconnectionbetweenwhattheyhavelearnedandwhattheyareabouttolearn,
teacherscanbetterpreparestudentswhoneed:​
a.​extracumulativereview.
b.​pre-teaching.
c.​adaptations.
d.​Allofthechoicesarecorrect.
20.Contentstandards:​
a.​dictatewhatwillbemeasured.
b.​dictatethelevelofmasteryastudentisexpectedtoachieve.
c.​helpteachersdefinewhatknowledgeandskillsneedtobetaughtinasubject.
d.​dictatewhatwillbetested.
21.Bytargetingcontentstandardsthatarelinkedto____________standards,studentswilllikelyshowgrowthinschool
astheymovetothenextleveloflearningthatisrequired.
a.​school
b.​achievement
c.​localdistrict
d.​instructional
22.Theadvantagesofusingdigitalandmediatoolsinadditiontotextbooksincludeallofthefollowing,EXCEPT:
a.​asingleCDordigitizedvideocanaddressalllearninggoalsandobjectives.
b.​thesetoolsprovidegreateropportunitiesforflexibilityinpresentation.
c.​thesetoolsprovidegreateropportunitiesforflexibilityinengagementandlearnerexpression.
d.​effortstoprovideaccesstothesetoolsupfrontmayhavelargepayoffs.
23.Sincenosinglemethodworksforeverylearner,havingandusingavarietyofinstructionaltoolsallowsteachersto:​
a.​demonstratetheextentanddevelopmentoftheirteachingskills.
b.​customizeindividualstudentsoptions.
c.​selectanewtooleachdaytouse.
d.​givestudentschoicessothattheydon’tgetbored.
24.Whenresourcesareinshortsupplyinyourschoolordistrict,whichofthefollowingistheLEASTdesirableplanof
action?​
a.​Lookforlocal,state,orfederalgrants
b.​Writetolocalbusinessesand/orcivicorganizationstoseeiftheywouldbewillingtohelpinthepurchaseof
resources
c.​Dothebestyoucanwiththeonetextbook
d.​Askforhelpfromyourparentteacherorganization
25.Oncegoalshavebeendefinedandmaterialsandresourcesconsidered,thenextcurricularcomponentofUDLis:​
a.​planningflexiblemethods.
b.​reconsideringgoalsinlightofavailableresources.
c.​planningthebigideas.
d.​decidingwhichtextbooktouse.
26.Providingmodels,examplesandnon-examples,andmultipleopportunitiestopracticewithappropriatesupportsis
characteristicof:​
a.​activitiesprovidedinmosttextbooks.
b.​acurricularcomponentofuniversaldesignforlearningrelatedtomethods.
c.​activitiesstudentteacherstypicallydo.
d.​apassiveapproachtolearning.
27.Thechallengeofpresentingcontentviamultiplemeanssothatalllearnershaveaccesstothematerialis:​
a.​almostinsurmountable.
b.​todosowithoutcompromisingthelearninggoals.
c.​linkedtoexperienceasmostnewteachersaredigitalimmigrants.
d.​non-existent.
28.Somestudentswithbehavioralneedsmayneedan________rewardsystemtoremainengaged.​
a.​intrinsic
b.​exceptional
c.​extraordinary
d.​extrinsic
29.Assessmentmustcontinuallybedirectlylinkedto_____________inordertomeasurelearningprogress.​
a.​methodology
b.​collaboration
c.​learninggoals
d.​studentsareaofneed
30.Traditionally,assessments__________accessibletoallstudentsinthegeneraleducationcurriculum.​
a.​were
b.​havenotbeen
c.​haveusuallybeen
d.​havealwaysbeen
31.Effectiveassessment:​
a.​helpstheteacherfindtheappropriateinstructionallevelforeachstudent.
b.​maximizetimeforteachingandlearning.
c.​looksatthechildasawholeandinvolvesmanyformalandinformalmethods.
d.​Allofthechoicesarecorrect.
32.Bothprocessandproductcanbeconsideredinassessment,butwhenthefocusisonprocessitisagoodideatouse
________________tocollectdata.​
a.​aparaprofessional
b.​achecklistorrubric
c.​agraphicorganizer
d.​anotherteacher
33.Althoughteacherscannotalwayschoosetheidealclassroomspace,theyshoulddoallofthefollowing,EXCEPT:
a.​accessthespaceanddecidewhatcanandwhatcannotbechangedwhiledeterminingthestrengthsandneeds
ofthephysicalsetting.
b.​communicatewiththeschoolimprovementteamaboutfutureplansforthebuilding.
c.​informadministratorsandschoolsleadersthatyouareunabletoteachinaroomthatdoesnotmeetyour
requirements.
d.​tryoutseatingarrangementsfromastudentperspectiveandreassessand/orreadjustphysicalarrangementsas
needed.
34.Allofthefollowingareelementsinclassroomdesignthatareapplicabletoeverylearner,EXCEPT:
a.​materialswrittenfortheagelevelatwhichthelearnerreads,nottheirchronologicalageshouldbeavailable.
b.​creativecenters,studyareas,andlabswithintheclassroominwhichtosetupanarrayofmaterials.
c.​makinguseofelectronicresourcestocenterinstructionintherealworldaroundthestudent.
d.​includingplants,flowers,andwater,inclassroomasvisual/tactileassetsandasacalminginfluence.
35.Makingdifferenttypesofseatingavailableforstudentssuchascushions,rubberseats,ballchairs,beanbagchairs,
etc.,canhelptomeettheneedsofavarietyofstudentlearningstylesandsensorydemands.Thisexamplebest
illustrateswhichofthefollowingACCESSstrategies?​
a.​Applicability
b.​Capability
c.​Clarity
d.​Expression
36.Whichofthefollowingseatingarrangementsprovideacalming,inviting,andstressreducingenvironmentthatoften
worksbestfordiverselearners?​
a.​Rectangulararrangements
b.​Clustersofsmallsquaredesks
c.​Roundedcornersandcirculararrangements
d.​Parallelrowsofdesks
37.Allstudentsshouldbeabletouseallequipmentinaclassroom,oratleastunderstandhowitisused.Allthefollowing
areexamplesofusingtheclarityprincipleintheclassroom,EXCEPT:
a.​color-codingcomputerkeys.
b.​creatingathemeroom(e.g.,aRomanbasilicaoratropicalforest).
c.pictorial,written,oraudioinstructionlistsforclassroomequipmentortools.
d.​enlargedkeyboardstohelpthemseeandhitkeysmoreaccurately.
38.Whichofthefollowingcolorsinaclassroomcancommunicateasenseoftranquilityandhelpstudentsstayfocused?​
a.​Brownandbeige
b.​Blueandyellow
c.​Blueandgreen
d.​Whiteandyellow
39.Providingstudentswithphysicalmodelsofnotebooks,completedprojects,andotherproductscan:​
a.​leadtocheatingasstudentsarelikelytocopythemodel.
b.​savetheteachertimebecausetheprojectwillnotneedtobeexplainedtotheclass.
c.​lessencreativityandsenseofinquiryasstudentsnolongerhavetothinkforthemselves.
d.​beveryhelpfulbecausestudentscanseewhatasuccessfulproductlookslike.
40.Ensuringthatelectricalcordsaretuckedawayandrugsaresecuredtoavoidtrippingareexamplesthatbestillustrate
whichofthefollowingACCESSstrategies?​
a.​Applicability
b.​Clarity
c.​Safety
d.​Expression
41.Whensettingupthesocialenvironmentintheclassroom,teachersneedtorememberthatstudentsneedtofeel:​
a.​safe,valued,andself-important.
b.​safe,valued,andrespected.
c.​safe,valued,andself-effacing.
d.​safe,superior,andrespected.
42.Settinggoals,connectingtostudentinterests,providingmultiplewaysstudentscanusetheirstrengths,andensuring
accessibility,alongwithcollaboration,interactivity,andassessmentwithfeedbackhelpsstudentstodevelopallthe
following,EXCEPT:
a.​competitionwithpeers.
b.​increasedengagement.
c.​passionforlearning.
d.​positiveviewsofthemselvesandpeers.
43.Allofthefollowingelementsareimportantincreatingasocialenvironmentthatisapplicableorusefultoalllearners,
EXCEPT:
a.​providingadetailedlistofclassroomrulesandproceduresforclassroomdiscipline.
b.​assigningspecificclassorschoolresponsibilitiestoallstudentsasitgivesthemasenseofbelonging.
c.​providingrolemodelsandmentorsasneededtofosterequityandtohelpmakeeverylearnerfeelvaluedand
included.
d.​rememberingthatforsomestudentstheschoolandclassroomenvironmentmayprovidethemoststableand
positivepartoftheirday.
44.Allthefollowingstatementsregardingtheneedtoaccesssocialenvironmentsaretrue,EXCEPT:
a.​socializingisdifficultformanylearnerswithdisabilities,butnotforthosewithoutdisabilities.
b.​somestudentsneedhelpindealingwithbullying.
c.​somestudentshavedifficultyreadingbodylanguage.
d.​somestudentsneedhelpininitiatingandsustainingconversations.
45.Toensurethatstudentsknowwhatappropriatebehavioris,teachersshoulddoallofthefollowing,EXCEPT:
a.​select3–5clearlystatedrulesthatwillgenerallyapplytomostclassrooms.
b.​modelandrehearserulesandprocedureswithstudents,especiallywhenfirstpresented.
c.​catchstudentsmodelinginappropriatebehaviorsandmakeanexampleofthemverballyandvisuallytothe
wholeclass.
d.​practicetherules/proceduresinallschoolsettingsthatapplytohelpstudentstransferandgeneralizethe
behaviors.
46.Anotherstepinaccessingthesocialsideoflearningincludesplanningforasafeenvironmentthatalsoconsidersuse
ofclassroomspace,thereforeteachersshouldbearallthefollowinginmind,EXCEPT:​
a.​beawarethatstudentsmayarriveatschoolhungry,tired,angryorupsetsotakeproactivestepstoavoid
negativeoutcomes.
b.​diverselearnersareaccustomedtolivinginunpredictableenvironmentsandneverfindchangingactivitiesor
spacesdifficult,soitisnotnecessarytoprovideadvancedwarningfortransitions,schedulechanges,etc.
c.​studentsshouldbetoldwhatbehaviorisexpectedsotheyareawareofwhatisacceptableorunacceptableat
anygiventime.
d.​studentsshouldbestrategicallygroupedtotakeadvantageofindividualstrengths.
47.Positivebehaviorinterventionsandsupports(PBIS),aresearch-basedpreventiveapproachtobehaviorproblems,
incorporatesallofthefollowingelements,EXCEPT:
a.​effective,systematicschool-widepracticesfordesiredbehaviorareidentifiedandsupported.
b.​desiredbehaviorsaredemonstrated,taught,andmodeled.
c.​studentsareconsistentlyacknowledgedandpunishedforinappropriatebehaviors.
d.​behaviorerrorsareidentified,targeted,andcorrected.
48.Whichofthefollowingstatementsontheuseofadaptationsinsupportinguniversallydesignedlearningenvironments
isNOTtrue?​
a.​Anaccommodationisaserviceorsupportthatisprovidedtohelpastudentfullyaccesssubjectmatterand
instruction.
b.​Whenstudentsdependonadults,peers,and/ormaterialsupportsmorethantheyneed,learnedhelplessness
canoccur.
c.​Modificationsdifferfromaccommodations.
d.​Modificationscannottakeplaceinageneraleducationclassroomsettingduetothesignificantchangesneeded
tomodifyacurriculum.
49.Collaborationinplanninguniversallydesignedenvironments:​
a.​iscritical,becauseteachersmustmoveawayfromteachinginisolationinordertomeettheneedsofallour
learners.
b.​ofteninvolvesco-teaching,inwhichthegeneraleducationteacherisresponsibleforplanningthebigideas
goals,andassessments.
c.​ofteninvolvesteamproblem-solvinginwhichthespecialeducationteacherisresponsibleforidentifyingand
findingsolutionsforstudentswhohavebehaviordifficulties.
d.​shouldonlyinvolveprofessionalsbecauseparents,otherfamilymembers,andguardiansdonothavethe
necessaryexpertise.
SubjectiveShortAnswer
50.Explainhowgoalsandobjectivescanbewrittentoprovidegreateraccesstothecurriculumfordiverselearners.​
51.Howcanthestrategicintegrationofgoalsacrosscurricularareasenhancestudentlearning?​
52.Whyisitsoimportanttolinkcontentstandardstoachievementstandards?​
53.Howwouldyourespondtoapre-serviceteacherwhoaskedyouwhatwasthemostimportantthingtoknowabout
planningclassroommethodology?​
54.​Listsomethingsthatcanbedonetohelpimprovetheenvironmentofaclassroomintermsofexpression.
55.Inwhatwaysissettingupthesocial/affectiveenvironmentforyourstudentscriticaltoreachinggoals?​
56.Describethemajordifferencesbetweenaccommodationsandmodifications.​
Essay
57.Ifcurricularplanningislikearoadtrip,summarizewhatyouhavelearnedfromthischaptertodescribethe“trip”you
plantotakeinplanningforyourdiverselearners.​
58.CreateyourownmnemonicletterstrategythatwillhelpyourememberthebasicsofUDLenvironmentalplanning,
thengiveadetailedrationaleonwhyyouselectedeachelementofthemnemonic.​