Which classroom and teacher variable does NOT effect learning for culturally diverse students?

Extent to which teacher has been trained to work with diverse students

The dimensions of multicultural education do NOT include:

counseling integration (utilizes counselors to encourage connections)

Which of these things may affect special education referral, identification, and assessment of students?

students preoccupied with satisfying basic needs (e.g. hunger, safety, etc)

Test scores should be placed within the context of: (select all that apply)

a student's language proficiency, how long the student has lived in the United States, impact of any unusual stressors (e.g. homelessness)

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Culturally Responsive Assessment Practices

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Explore the importance of considering cultural diversity in assessment practices to support all students' learning needs and reduce special ed referrals.

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Questions 15

Answers

1
Which classroom and teacher variable does NOT effect learning for culturally diverse students?
Extent to which the curriculum is culturally inclusive of student's culture
Extent to which instruction reflects the student's cognitive style
The overall quality of instruction and opportunity to learn
Evidence the teacher is knowledgeable with respect to the student's culture
Extent to which instruction addresses student's language characteristics
Extent to which teacher has been trained to work with diverse students
2
The dimensions of multicultural education do NOT include:
counseling integration (utilizes counselors to encourage connections)
empowering school culture (focuses on eradicating systemic factors)
prejudice reduction (examine/reduce bias by building positive perspectives)
equity pedagogy (embraces learning characteristics & cognitive styles)
content integration (content from diverse populations and points of view)
knowledge construction (teachers explore influences of culture)
3
Which of these things may affect special education referral, identification, and assessment of students?
students preoccupied with satisfying basic needs (e.g. hunger, safety, etc)
students preoccupied with socializing (e.g. talking, texting, skipping)
students preoccupied with extracurriculars (e.g. clubs, sports, jobs)
all of the above
4
Test scores should be placed within the context of: (select all that apply)
a student's language proficiency
whether the student is able to make friends
how long the student has lived in the United States
impact of any unusual stressors (e.g. homelessness)
5
Curriculum-based assessment targets components of the classroom curriculum instead of a standardized test
True
False
6
Performance assessment is when student skills in a certain area are evaluated through actual performance of an activity
False
True
7
Portfolio assessment is when examples of students' everyday work are selected to document competence and progress
True
False
8
Universal design for learning (UDL):
activities designed to engage learners with varying interests and aptitudes
activities provide multiple means of representation ormodes of presentation
all of the above
often utilizes assistive technology to make instruction more accessible
9
The MTSS team should examine a culturally diverse student's environment that may influence learning before referral
True
False
10
Learning may be affected by the experience of the teacher in working effectively with students from diverse populations
False
True
11
Differentiated instruction:
all of the above
focuses on designing and delivering effective learning experiences for all
includes strategies such as learning contracts and tiered lessons
allows teachers to address individual learning needs and inpreferences
12
All alternative assessment approaches are unbiased
False
True
13
Standardized, norm-referenced assessments emphasize:
analytical thinking
field-independent cognitive styles
verbal skills
all of the above
14
Students whose cognitive styles or behaviors are not embraced by teachers are at increased risk of special ed referral
False
True
15
In universal screening...
all students' learning is periodically monitored so delays are noticed
all of the above
student is found eligible for special education only if interventions fail
students with learning problems recieve high-quality targeted interventions

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