What am I?
I am a neurodevelopmental disorder with three presentations: inattentive, hyperactive-impulsive, and combined.
What am I?
ADHD (Module 3)
People with ASD almost always have an intellectual disability.
False. ASD and ID are separate conditions. Many people with ASD have average or above-average intelligence.
(Module 3)
A student with epilepsy needs to learn a complex task. You break it into its most basic steps.
What strategy is this?
Task Analysis
(Module 4)
A student with ADHD can't sit still. You remove all movement opportunities to help them focus.
Why is this wrong?
Movement is a neurological need, not a choice. Removing it increases dysregulation.
(Module 3)
Autism Spectrum Disorder is characterised by two core domains in the DSM-5: differences in social _ and interaction, and restricted, _ patterns of behaviour.
communication; repetitive
(Module 3)
I am a genetic condition caused by an extra copy of chromosome 21.
What am I?
Down Syndrome (Module 2)
Type 1 diabetes can be managed with diet and exercise alone.
False.
Type 1 requires lifelong insulin therapy. Type 2 can sometimes be managed with lifestyle changes.
(Module 4)
A student with hearing impairment is missing verbal instructions. You install a system that improves the signal-to-noise ratio for the whole class.
What is it?
Soundfield system
(Module 5)
A student with ASD avoids eye contact. You insist they look at you when you're speaking.
Why is this wrong?
Forced eye contact can cause significant distress. It is not a sign of disrespect; it is a feature of ASD.
(Module 3)
Sensorineural hearing loss involves damage to the _ or the _ nerve.
cochlea; auditory
(Module 5)
I am a chronic neurological disorder characterised by recurrent, unprovoked seizures caused by abnormal electrical activity in the brain.
What am I?
Epilepsy (Module 4)
In the DSM-5, Asperger's Syndrome is still listed as a separate diagnosis from ASD.
False.
The DSM-5 combined Autistic Disorder, Asperger's, and PDD-NOS into one diagnosis ASD.
(Module 3)
A student with ASD is anxious about an upcoming excursion. You write a short narrative describing what will happen, step by step, with pictures.
What is this?
A social story (Module 3, Westwood 2025, p. 34
A student with epilepsy has a seizure. You put something in their mouth to stop them biting their tongue.
Why is this wrong?
Never put anything in the mouth during a seizure. It can cause injury. Clear the area, cushion the head, time the seizure.
(Module 4)
ODD is characterised by angry/irritable mood, argumentative/_ behaviour, and vindictiveness.
defiant
(Module 3)
I am a condition resulting from alcohol exposure in the womb, characterised by distinct facial features, growth deficiencies, and cognitive impairments. What am I?
Foetal Alcohol Syndrome Disorder (FASD)
(Module 4)
*In your unit materials, it's commonly referred to as FAS
Gifted students never underachieve.
False.
Underachievement is a well-documented issue among gifted learners, often linked to disengagement, perfectionism, or unmet needs.
(Module 6, Westwood 2025, pp. 68-69)
A student with intellectual disability is learning a new self-care skill. You demonstrate it, then do it together, then they try independently.
What is this approach?
"I do. We do. You do."
(Module 2, Westwood 2025, p. 83)
A student with anxiety is having a panic attack. You draw the whole class's attention to them and ask if they're okay in front of everyone.
Why is this wrong?
Singling out a student in distress increases anxiety. Respond calmly, quietly, and privately.
(Module 7)
A person who cannot see at 6 metres what a normally sighted person can see at _ metres is considered legally blind.
60
(Module 5)
I am a sensory processing difference where the brain has difficulty receiving and responding to sensory input. I am not currently a standalone diagnosis in the DSM-5.
What am I?
Sensory Processing Disorder (SPD)
(Module 5, Westwood 2025, pp. 61-62)
Conduct Disorder (CD) and ODD are the same thing.
False.
ODD involves defiance and opposition; CD involves more severe behaviours including aggression, property destruction, deceitfulness, and serious rule violations. CD is considered more severe.
(Module 3)
A student struggles with metacognition and self-regulation. You teach them to ask: "What is the problem? What are my options? Am I following my plan? How did I do?"
What is this?
Cognitive Behaviour Modification / Self-instruction strategy (Module 8, Westwood 2025, pp. 82-83)
A student with intellectual disability is struggling with a task. You take over and complete it for them. Why is this wrong?
This creates learned helplessness. Scaffold the task instead, building toward independence.
(Module 2, Westwood 2025, p. 81)
Physical disabilities can be classified as two main types: _-skeletal and _-muscular.
Musculo; Neuro
(Module 4)