Question 1

The process of UDL emphasises 'universality'. Which of these demonstrates this concept?

Accepted Answer

Planning for all capabilities

Answer

Teacher provides group-based tasks

Answer

Students can choose their own topics

Answer

There is no formative assessment across major tasks

Question 2

Bruner proposed scaffolding as a beneficial strategy, later linked to UDL. Which of these statements was used in its description in Tutorial1?

Accepted Answer

The adult organizes their interventions to ensure the student’s learning and enable the student to perform a task alone that they did not know how to do at the beginning.

Answer

The teacher controls the materials and timing of tasks to drive all students' learning and enable each student to master a task individually.

Answer

A student is presented with a series of learning materials and steps to drive their learning and enable each student to perform a task alone that they did not know how to do at the beginning.

Answer

The teacher controls the design of learning via a series of learning materials and steps to student learning. This enables each student to perform a task in class time that they did not know how to do at the beginning.

Question 3

In Tutorial 1, Bruner suggested vital element to assure successful scaffolding. This was:

Accepted Answer

Removing obstacles to learning

Answer

Differentiation

Answer

Support in different capacities

Answer

Reflection of practice

Question 4

In T2, Bender (2012) examined the strategy of cubing, assisting students to examine a concept from how many points of view?

Accepted Answer

6

Answer

4

Answer

3

Answer

5

Question 5

Tutorial 2 explained that grouping was a beneficial element to effective differentiation. Why is it encouraged?

Accepted Answer

​Bender(2012) stated, "differentiated instruction is based, in part, on effective grouping of students, as has been discussed in the educational literature. There are a variety of options available to general education teachers for structuring instructional groups" (p.13)

Question 6

In Tutorial 2, what instructional grouping method is suggested by research as a more effective strategy for students with and without disabilities?

Accepted Answer

small group, teacher-led instruction

Answer

1-1 instruction

Answer

whole-class instruction

Answer

older 'buddies'

Question 7

In order to facilitate differentiated instruction for students with learning disabilities, it is vital for the teacher to physically alter the learning space.

Accepted Answer

true

Answer

false

Question 8

Does this image showcase a recommended classroom design catering to all learners? Why or why not?

Accepted Answer

Yes, this arrangement allows the teacher to face all members of the class almost all of the time.

Question 9

How can teacher reflection be critical in dealing with students with learning disabilities?

Accepted Answer

freetextm

Question 10

Why might intentional distractions be considered a beneficial tactic to assist students with disabilities?

Accepted Answer

For many of these students, providing them something to do with their hands may alleviate more disruptive movements in the class.

Answer

Establishes the teacher as 'fun' and 'less rigid' to the class.

Answer

Allows the teacher to distract these students in order to help others.

Answer

By providing alternatives, for disabled students this can prevent unavoidable bullying.

Question 11

What is an essential difference between UDL and Differentiated Instruction (DI), revealed as the "Buffet Analogy"?

Accepted Answer

UDL options are offered by the teacher but they aren’t individualized for specific students, which is DI.

Answer

DI options are offered by the teacher but they aren’t individualized for specific students, which is UDL.

Answer

DI alters the impact of tasks for each student.

Answer

With DI, the teacher creates materials for each student.

Question 12

In Tutorial 3, Slide 9 an article by Oliver-Kerrigan, Christy, and Stahmer (2021) joined the UDL approach to another established method. What was this second method called?

Accepted Answer

CPRT

Answer

CRPT

Answer

CBGT

Answer

CBGB

Question 13

Two barriers were found by the research of Oliver-Kerrigan, Christy, and Stahmer (2021, Tutorial 3) that impacted the successful implementation of inclusive practices for students with autism. The first barrier was "...a lack of adequate training, knowledge, and resources to effectively educate students with autism". What was the second barrier (p.4)?

Accepted Answer

The attitudes and perceptions of many teachers and school personnel regarding autism and inclusion

Answer

Available timing for training to teach autistic studens

Answer

Availability of funds to train teachers to teach autistic students

Answer

Gaining consistent support of the parents of autistic children

Question 14

Why is adult modelling considered a recommended teaching strategy to employ with autistic children in classrooms? (Oliver-Kerrigan, et al., P11)

Accepted Answer

Educators employed adult modeling to enhance communication and behavioral skills, while also utilizing peer modeling for social, communication, and behavioral assistance. They shared that they employed verbal modeling, illustrating spoken instances of the desired reactions (Wong et al., 2015), as a means to bolster communication skills. Specifically, one instructor demonstrated full sentences to a student accustomed to brief phrases, aiming to provide an auditory example of proper expression.

Question 15

What are signs of "sensory overload" in the context of behaviours exhibited by autistic learners?

Accepted Answer

covering ears

Answer

focussed on reading a book

Answer

damaging equipment

Answer

singing loudly

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