Vence Nova F.

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BEED II-GROUP1

COMPREHENSION CHECK No. 4 (HPS: 25 pts)

Instruction: Answer the given questions and submit by email to dsaranal@gmail.com or drop
in the designated drop box in the school before the start of week two.

1. What are the different components of inclusive and special education? (5 pt)
 The different components of inclusive and special education are the pre-referral,
assessment, placement, accommodation, curricular modifications, and parent
involvement.

2. What is the use of pre-referral strategies? Give at least 3 examples of these strategies. (5
pts)
 The use of pre-referral strategies that are designed to provide immediate instructional
and/or behavior management support to a child. Examples of pre-referral strategies are:
observation of the child's behavior, including interactions with parents, teachers, and
peers; interview of parents and teachers to gather more information about the child; and
analysis of the child's academic output through error analysis, portfolio assessment, and
criterion-referenced and curriculum-based assessment.
3. What is the purpose of progress monitoring and evaluation of teaching programs and
services?
(2 pts)
 The purpose of progress monitoring and evaluation of teaching programs and services is
to determine how effective programs are to assist the inclusive teacher and the special
education teacher.
4. What assessment method provides students the opportunity to apply their knowledge and
skills in meaningful, real-world settings rather than in an artificial and contrived setting? (1
pts)
 Authentic Assessment
5. Differentiate norm-referenced tests from criterion-referenced tests. (4 pts)
 Norm-referenced test may measure the acquisition of skills and knowledge from multiple
sources such as notes, texts and syllabi while the criterion-referenced test measure
performance on specific concepts and are often used in a pre-test/post-test format.
6. Why curriculum modifications are provided? What do they include? (5 pts)
 Curriculum modifications are provided for students with significant or severe disabilities
where content expectations are altered, and the performance outcomes are changed in
relation to what are expected of typically developing students of the same age. They
include changes in instructional level, content and performance criteria, as well as the
breadth and depth of content being learned by students.
7. It is essential to have a close home and school collaboration and communication. Give
one example of communicating with parents and explain how it is done. (3 pts)
 Parent-Teacher Conferences: Parent-teacher conferences are face-to-face meetings held
between parents and teachers. Conducting such meetings is necessary so parents of
students with disabilities and additional needs will be able to share about their child's
background, strengths and abilities, history of difficulties, and practices they have been
implementing at home as well as interventions done with other specialists.