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See why our users from 154 countries love us for their exam prep! Including 170 reviews for the Praxis Special Education: Teaching Students with Learning Disabilities exam.

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Praxis Special Education: Teaching Students with Learning Disabilities - Test Reviews Sample Questions

Cole, a sixth-grade student with ADHD, is not happy with his grade and is loudly communicating that to his teacher.  What is the best action for the teacher to take? 





Correct Answer:
explain to the student what he got incorrect and how to prevent the same mistakes in the future
when dealing with a situation where cole, a sixth-grade student with adhd, is vocally unhappy about his grade, the teacher should prioritize a response that not only addresses the immediate issue but also provides a foundation for future improvement and learning. the ideal action for the teacher in this scenario is to clearly explain to cole what mistakes he made and how he can avoid them in the future. this approach not only helps cole understand the specific areas where he needs improvement but also equips him with the knowledge and strategies to potentially enhance his performance in subsequent assignments.

it is crucial for educators, especially those working with students who have adhd, to engage in direct and constructive feedback. by explaining the specific errors and the reasons why they are incorrect, the teacher provides targeted guidance that can have a lasting impact on the student's learning process. this method helps in making the feedback tangible and actionable for cole, who may require clear and concise instructions due to his adhd.

offering cole a regrade or an immediate retake of the assignment might seem like a quick fix, but it does not necessarily contribute to his learning or address the root cause of the mistakes. furthermore, such actions could set a precedent that may be perceived as unfair by other students, potentially leading to classroom management issues and a sense of inequality.

lastly, it's important to note that students with adhd often benefit from knowing that there are additional opportunities for improvement. while this assurance is beneficial, it should not replace the immediate need for specific feedback. the teacher should balance future assurances with current educational interventions. this balanced approach not only aids in managing expectations but also fosters an environment of growth and continuous improvement, which is essential for all students, particularly those with learning difficulties like adhd.

All of the following are believed to be causes of learning disabilities EXCEPT





Correct Answer:
poor instruction
the question presented asks to identify which among the listed factors is not a cause of learning disabilities. the options provided are poor instruction, biochemical imbalance, brain damage, and heredity. to address this, it is essential to understand what constitutes a learning disability and what factors are generally recognized as contributing to its development.

learning disabilities are neurodevelopmental disorders that affect the brain's ability to receive, process, store, respond to, and communicate information. individuals with learning disabilities may face significant challenges in areas such as reading, writing, math, listening, speaking, and reasoning. these disabilities are intrinsic to the individual and usually presumed to be due to central nervous system dysfunction.

heredity is one recognized cause of learning disabilities. research suggests that these disabilities can run in families and that there may be genetic links that predispose individuals to learning challenges. this genetic influence does not guarantee that a family member will have a learning disability but increases the likelihood compared to the general population.

brain damage, whether occurring before birth, during birth, or after birth, is another factor associated with learning disabilities. for instance, brain injuries due to trauma, infections, or severe lack of oxygen are known to potentially impair cognitive functions and processing capabilities. prenatal exposure to toxins (like alcohol or drugs) can also cause brain damage that leads to learning disabilities.

biochemical imbalances, which involve discrepancies in the chemical substances in the brain, are also suspected to contribute to learning disabilities. though this area requires more research, imbalances in neurotransmitters, which are chemicals that help transmit signals in the brain, are thought to affect learning and behavior.

on the other hand, poor instruction is not a direct cause of learning disabilities. however, it is crucial to recognize that inadequate or inappropriate educational methods can exacerbate the challenges faced by individuals with learning disabilities. poor instruction can hinder the progress of students who need specific teaching strategies tailored to their unique learning profiles. it can lead to misdiagnosis or the failure to identify a learning disability because the instructional strategies do not align with the learner's needs, thereby masking the underlying problem.

in conclusion, among the options provided—biochemical imbalance, brain damage, heredity, and poor instruction—the correct answer to the question is "poor instruction." this option is not a cause of learning disabilities but rather a factor that can influence the severity and management of the disability. understanding and addressing the correct causes are vital for effective intervention and support for individuals with learning disabilities.