Autism spectrum disorder is defined as...

neurodevelopmental disorders with two core symptoms or domains

neurodevelopmental disorder with adaptive and intellectual deficits

neurotypical disorders with three core symptoms or domains

neurodevelopmental disorders with five core symptoms or domains

what are the 2 main areas impaired by autism?

socialization communication and restricted/ repetitive behaviors

social communication and adaptive functioning

academic skills and socialization communication

adaptive functioning and socialization communication

Intellectual disability is defined as...

Neurodevelopmental disorder with adaptive and intellectual deficits

Neurodevelopmental disorder with intellectual deficits

Neurodevelopmental disorder with three core symptoms

Neurodevelopmental disorder with adaptive deficits

What are the 3 domains of intellectual disability?

Conceptual, practical, and social

Practical, conceptual, and communication

Conceptual, social, and communication

Practical, social, and communication

The ID social domain can cause individuals to struggle with ...

perceiving social cues, regulating behaviors, social judgment, and language

social judgment, perceiving social cues, and regulating behaviors

social judgment, academic skills, life skills, and language

regulating behaviors, life skills, perceiving social cues, and language

Autism and ID | Quizalize

TPE 3: Understanding and Organizing Subject Matter for Student Learning Elements: Mild to Moderate Support Candidates will: U3.1 Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks. U3.2 Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter and make accommodations and/or modifications as needed to promote student access to the curriculum. U3.3 Plan, design, implement, and monitor instruction consistent with current subjectspecific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline.1 U3.4 Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge. U3.5 Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment. U3.6 Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum. U3.7 Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet security. U.3.8 Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards. MM3.1 Effectively adapt, modify, accommodate, and/or differentiate the instruction of students with identified disabilities in order to facilitate access to the Least Restrictive Environment (LRE). MM3.2 Demonstrate knowledge of disabilities and their effects on learning, skills development, social-emotional development, mental health, and behavior, and how to access and use related services and additional supports to organize and support effective instruction. MM3.3 Demonstrate knowledge of atypical development associated with various disabilities and risk conditions (e.g. orthopedic impairment, autism spectrum disorders, cerebral palsy), as well as resilience and protective factors (e.g. attachment, temperament), and their implications for learning.

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