Post-Learning Self-Assessment

Question 1 of 10

1. Question

What is a learning disability (LD)?

A) A disorder that is not caused by environmental factors such as cultural differences or socio-economic status.
B) A brain-based disorder that affects students with average to above average intellectual ability.
C) One of a number of neuro-developmental disorders that persistently and significantly has an impact on the ability to learn and use academic and other skills.
D) All of the above.

Question 2 of 10

2. Question

How can LDs manifest themselves in the classroom?

A) The student presents difficulty with reading, writing and math.
B) The student experiences difficulty with time management and organizational skills.
C) The student struggles with feelings of frustration, a lack of confidence, and low self-esteem.
D) The student finds it difficult to interpret facial expressions and body language.
E) All of the above.
F) A and C only.

Question 3 of 10

3. Question

Why is PPM 8 important for educators?

A) PPM 8 provides a definition of a learning disability, which the IPRC must use.
B) PPM 8 sets out requirements for school boards for the identification of and program planning for students who have LDs.
C) PPM 8 states that LDs may also impact work habits and learning skills.
D) All of the above.
E) A and B only.

Question 4 of 10

4. Question

What evidence-based instructional strategies support the learning of students with LDs?

A) Tiered approach.
B) Differentiated instruction (DI).
C) Universal design for learning (UDL).
D) All of the above.

Question 5 of 10

5. Question

Literacy skills can be negatively impacted by LDs related to:

A) Phonology (the sounds of speech).
B) Fine motor skills.
C) Working memory.
D) Organization and sequencing abilities
E) All of the above.
F) A and C only
G) A and D only

Question 6 of 10

6. Question

Which of the following strategies should educators use to help students with a learning disability in math?

A) Understand the underlying skill areas where students are struggling and work specifically on those areas.
B) Provide instructional, environmental, and assessment accommodations so that students can access grade-level math curriculum expectations.
C) Modify the grade level learning expectations when a student cannot demonstrate learning at the grade level with the assistance of evidence-based instructional strategies.
D) All of the above.

Question 7 of 10

7. Question

Which of the following social and emotional difficulties are not commonly experienced by students with LDs :

A) Feelings of frustration and anger.
B) Low self-esteem.
C) Anxiety, depression, and loneliness.
D) Bullying.
E) None of the above.

Question 8 of 10

8. Question

When writing an IEP for a student with a learning disability, an educator must:

A) Focus on the student’s strengths and needs.
B) Include a transition plan.
C) Include appropriate instructional, environmental, and assessment accommodations.
D) Include alternative learning expectations, such as self-advocacy or study skills, as appropriate.
E) All of the above.

Question 9 of 10

9. Question

Executive function skills include:

A) The ability to manage feelings.
B) Working memory.
C) The ability to evaluate your own performance.
D) Planning and setting priorities.
E) The ability to keep track of materials.
F) All of the above.
G) B and D only.

Question 10 of 10

10. Question

What is important for educators to know about students with LDs?

A) Each student is different and will have their own unique combination of strengths and difficulties.
B) Students with LDs can be successful when they have access to specific skill instruction, compensatory strategies, self-advocacy skills and accommodations.
C) Students with LDs may struggle with feelings of frustration, a lack of confidence, and low self-esteem.
D) Self-advocacy is an important skill to acquire.
E) All of the above.

Intro to LDs - Post-Learning Self-Assessment

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An Introduction to Learning Disabilities in the Classroom

Intro to LDs - Post-Learning Self-Assessment

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