Which condition does NOT require the application of specific measures in compulsory and postcompulsory education?

A) Students with special educational needs.

What does the concept of general measures refer to in the educational context?

C)Planned activities take place in the school & class on a regular basis.

According to our legislation, when can general measures determine a student's specific educational support needs?

D) Never, general measures alone can’t determine specific ed. support needs

What types of communication disorders are included in our legislation about diversity?

B) Phonological disorder, fluency disorder, and social communication.

According to the law, socio-educational vulnerability may be derived from circumstances of:

C)Social, family, economic, cultural, geographical, ethnic, disadvantages.

Students with a specific need for educational support due to developmental language and communication disorders

B) Present com. disorders (not lang. disorders) & require specific measures

What is the definition of specific measures for educational intervention?

C) Significant changes in teachings and their organization

Who advises and provides strategies and resources to the teachers for the early detection procedures?

B) The professionals of the Integrated Educational Guidance Network.

What are the principles on which the general measures for educational intervention are based?

D) Prevention, detection, and immediate intervention.

How long may students with developmental language and communication disorders require specific educational measures?

B) Throughout their entire schooling.

What is the goal of curriculum enrichment adaptations?

D) To enhance critical thinking skills and deepen knowledge.

When are curriculum adaptations considered as amplification?

C)When they expand specific competences, Ev. criteria and basic knowledge

Students with specific needs of educational support due to high intellectual capacities are defined as those who:

B) Have cognitive, general, or specific aptitudes above what is expected.

What is the purpose of the general measures for attention to diversity?

A) Facilitate universal access to learning.

In which cases can significant curriculum adaptations be made?

D) In mandatory education. occasionally in 2nd cycle of infant education

What is the definition of an inclusive educational response?

B) An ed. response that minimizes exclusion in and out of the ed. system.

What is the role of the psycho-pedagogical report?

C) It specifies the measures to respond to the need for ed. support

What is the basis of the proposal for educational intervention measures?

A) In psycho-pedagogical assessment

How are adaptations to the curriculum documented for individual students in inclusive education settings?

D) In the school's informatics systems.

Studens with a specific need for educational support due to special educational needs face barriers that limit their:

B) Access, presence, participation, or learning

What defines students requiring specific educational measures due to late entry in the educational system?

D) Answers A and C are CORRECT.

How does the psycho-pedagogical evaluation differ from clinical assessment?

A)It includes input from the student's family.

What is the effect of curricular adaptations on the student?

B) A response to the specific educational support needs of the student

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Quiz about diversity

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Questions 30

Answers

1
Which condition does NOT require the application of specific measures in compulsory and postcompulsory education?
B) Students with high intellectual abilities.
D) Students with language development and communication disorders.
C) Students with developmental delay.
A) Students with special educational needs.
2
What does the concept of general measures refer to in the educational context?
A)Activities that are not planned and happen randomly.
B) Actions that are not related to the educational development of students.
D) Actions that focus only on individual students.
C)Planned activities take place in the school & class on a regular basis.
3
Who is responsible for carrying out the psycho-pedagogical evaluation?
B) The student's family.
C)Other professionals in the community.
A)The student's form teacher.
D) The teaching team.
4
According to our legislation, when can general measures determine a student's specific educational support needs?
D) Never, general measures alone can’t determine specific ed. support needs
B) Only for students with special educational needs.
A)Only in the case of preschool education.
C)Only for students who are struggling academically.
5
What types of communication disorders are included in our legislation about diversity?
B) Phonological disorder, fluency disorder, and social communication.
D) Emotional disorder, hearing disorder, and writing disorder.
A) Articulation disorder, social communication disorder, and mathematical.
C)Reading disorder, motor disorder, and visual-spatial disorder.
6
Which of the following is an example of a non-significant adaptation to the curriculum?
A)Decreasing academic standards.
B) Skipping certain subject areas.
C)Using different evaluation criteria.
D) Modifying test formats
7
When does the detection and assessment of specific educational support needs occur?
C)At the end of the school year.
A)As soon as possible.
B) After the student graduates
D) Once the student reaches a certain age
8
According to the law, socio-educational vulnerability may be derived from circumstances of:
A)Academic excellence.
D) Regular school attendance.
B) Socio-economic prosperity.
C)Social, family, economic, cultural, geographical, ethnic, disadvantages.
9
Students with a specific need for educational support due to developmental language and communication disorders
D) Excel in motor development.
B) Present com. disorders (not lang. disorders) & require specific measures
A) Have exceptional language abilities.
C)Demonstrate advanced cognitive skills.
10
According to Article 27, what are adaptations of access to the curriculum?
D) All of the above
B) Multidisciplinary team for visual disability, sign language interpreter
C)Incorporation of support tools, technical aids, and communication system
A)Modification and enabling of physical elements.
11
What is the definition of specific measures for educational intervention?
B) Specific measures for teachers
C) Significant changes in teachings and their organization
D) Proposals to improve education in general
A) Modifications to the school's structure
12
Who advises and provides strategies and resources to the teachers for the early detection procedures?
B) The professionals of the Integrated Educational Guidance Network.
C)The form teacher.
D) The psycho-pedagogical evaluators.
A)The teaching team
13
What are the principles on which the general measures for educational intervention are based?
D) Prevention, detection, and immediate intervention.
B) Promotion, exclusion, and tolerance.
C)Understanding, tolerance, and acceptance.
A) Response, detection, and immediate intervention.
14
How long may students with developmental language and communication disorders require specific educational measures?
B) Throughout their entire schooling.
D) Only during secondary education.
C)For a limited period in primary education.
A) Only during the early childhood educational stage.
15
In bilingual education, what approach is followed to facilitate the acquisition of linguistic competence in a FL?
C)Project-based learning.
A)Traditional teaching methods.
B) Memorization techniques.
D) Teacher-centered instruction.
16
What is the goal of curriculum enrichment adaptations?
B) To provide additional support for struggling students.
D) To enhance critical thinking skills and deepen knowledge.
A)To prepare students for future academic challenges.
C)To introduce new subjects not covered in the regular curriculum.
17
students with a specific need for educational support are those who require attention other than ordinary due to:
C) developmental delay
B) Attention or learning disorders
A) Physical disabilities
D) All of the above
18
When are curriculum adaptations considered as amplification?
B) When they modify the curriculum of different subjects.
D) When they include elements from the higher level curriculum.
C)When they expand specific competences, Ev. criteria and basic knowledge
A)When they affect the specific competencies and evaluation criteria.
19
Students with specific needs of educational support due to high intellectual capacities are defined as those who:
A) Excel only in physical education.
C)Struggle with early acquisition of instrumental learning.
D) Exhibit below-average intellectual capacities.
B) Have cognitive, general, or specific aptitudes above what is expected.
20
What is the purpose of the general measures for attention to diversity?
C) Implement significant changes in the curriculum.
A) Facilitate universal access to learning.
B) Determine special educational needs
D) Make modifications to school organization
21
In which cases can significant curriculum adaptations be made?
A)Only in mandatory education.
C)Only for students with specific educational support needs.
D) In mandatory education. occasionally in 2nd cycle of infant education
B) Only in the second cycle of early childhood education.
22
What is the definition of an inclusive educational response?
B) An ed. response that minimizes exclusion in and out of the ed. system.
D) An educational response that focuses on individual student learning.
A)An educational response that promotes competition among students.
C)An educational response that focuses on equal opportunities in education.
23
What is the role of the psycho-pedagogical report?
D) It evaluates the student's artistic skills.
B) It assesses the student's physical fitness.
C) It specifies the measures to respond to the need for ed. support
A) It determines the socio-economic background of the student.
24
What is the basis of the proposal for educational intervention measures?
D) In the opinion of teachers
A) In psycho-pedagogical assessment
B) In measures proposed by parents
C) In political changes in the educational system
25
How are adaptations to the curriculum documented for individual students in inclusive education settings?
A)Through formal assessments.
D) In the school's informatics systems.
C)By the school administration.
B) Recorded in teacher's personal notes.
26
Studens with a specific need for educational support due to special educational needs face barriers that limit their:
A) Social interactions
C) Artistic abilities
D) Sports performance
B) Access, presence, participation, or learning
27
What defines students requiring specific educational measures due to late entry in the educational system?
B) Early entry into the educational system.
C)Late entry with a serious lack of knowledge of the language of learning.
A)Late entry without any language barriers.
D) Answers A and C are CORRECT.
28
How does the psycho-pedagogical evaluation differ from clinical assessment?
B) It focuses on physical health issues.
D) It provides personal counseling.
A)It includes input from the student's family.
C)It is more time-consuming.
29
Which of the following is NOT mentioned as a category of special educational needs?
C) Exceptional musical talent
D) Asperger disorder
B) Global developmental delay
A) Autism spectrum disorder
30
What is the effect of curricular adaptations on the student?
C) An improvement in access to education
D) An increase in workload
A) A decrease in attention provided by teachers
B) A response to the specific educational support needs of the student

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