STUDY GUIDE TEST 4 CSAD 143
Figures/ Tables that are on the exam:
Figure 13.1 page 311
Figure 13.2 page 312
Figure 14.1 page 334
Table 14.5 page 358
Figures/Tables that are not on the exam:
**Figure 13.3 page 312 **
**Table 13.1 page 326 **
**Table 14.1 page 336 **
**Form 14.1 page 342 **
**Form 14.2 page 346 **
**Table 14.2 page 348 **
**Form 14.3 page 351 **
**Table 14.3 page 355 **
**Table 14.4 page 357 **
Figure 14.2 page 361 **
1. Describe practical suggestions for working effectively with parents of ELL students with language impairments (LIs).
2. How can we incorporate principles of multicultural education into our therapy for ELLs with LI?
3. Describe IDEA 2004 and No Child Left Behind 2002. What is their impact upon students and professionals in schools?
4. What are some non-special education options for ELL students who don’t qualify for our services?
5. Often, we need tutors to support students in their first languages. Where can we go to recruit these tutors?
6. Describe the Every Student Succeeds Act (ESSA). What are some basic principles that the ESSA supports?
7. What factors do we consider when we are deciding upon the language of intervention/therapy?
8. What is Response to Intervention (RtI)? Why is RtI the best thing since sliced bread? J
9. Discuss guidelines for writing collaborative IEP goals that support classroom curriculum.
10. Describe the holistic strategies approach to intervention. What are some underlying principles of this approach?
11. What is the Universal Design for Learning, and what principles does it emphasize?
12. Many times, ELL students with LI need environments that are well structure. List some suggestions that we as well as teachers can use to accomplish this.
13. Describe the Common Core State Standards. What is their overall goal?
14. Describe in detail practical techniques and materials for enhancing students’ oral and literate language skills as well as cognitive processing skills.
15. Discuss ways to build students’ vocabulary skills. Why is vocabulary so important as a focus of intervention?
16. ELLs with LI need to learn compensatory strategies that boost working memory skills as a foundation for increasing language knowledge. Describe these strategies.
17. Define the terms phonological awareness, print awareness, and morphological awareness.
18. Describe the Preview-View-Review technique that can be taught to ELLs with LI who are struggling with reading comprehension.
19. List some general principles to keep in mind when working with culturally diverse families whose children are diagnosed with more severe issues (e.g., Autism Spectrum Disorder, hearing impairment).
20. Discuss some basic principles of intervention for children with hearing impairment.
21. Describe some important considerations to keep in mind when we work with ELL students who need to use AAC devices.
22. Researchers have identified “red flags” that can indicate Autism Spectrum Disorder (ASD) in children from most any culture. What are these red flags?
23. Can students with ASD become bilingual? What research supports this?
24. What is the attitude of some diverse families toward caring for children with mental retardation? What is the impact on mothers of these children?
25. How do children in other countries become orphaned and placed in institutions?
26. Compare and contrast the outcomes for internationally adopted children (IAC) from different countries.
27. Describe physical, emotional, and language characteristics that can impact many IAC. What are some specific assessment instruments and intervention programs that research has shown to be successful for use with these IAC and their families?