Questões de Inglês - Interpretação de texto | Reading comprehension para Concurso - Página 5

Ano: 2026 Banca: IDCAP Órgão: OGMO STM Prova: IDCAP - 2026 - OGMO STM - TPA - Categoria Arrumador |

Q4350262 Inglês

O texto seguinte servirá de base para responder à questão.

World's largest intelligent container ship sets sail

The delivery of the nation's first and the world's largest intelligent container ship powered entirely by electricity marks the transition toward a greener and more intelligent future by China's shipping industry, experts said.

Following the successful completion of various tests, the vessel, named Ning Yuan Dian Kun, was delivered in Ningbo, Zhejiang province, on Wednesday.

"From the initial project approval to the final delivery, the vessel showcased the full life-cycle development of zero carbon ships, characterized by pure electric propulsion, autonomous navigation and high operational efficiency, achieved by China's shipping industry," said Ma Hongmeng, a senior engineer at Shanghai Merchant Ship Design and Research Institute and the person in charge of the intelligent container ship.

According to Ma, the ship is proof that China's coastal container transportation segment is entering a new era marked by zero-emissions, intelligent operations and high efficiency, a prerequisite for achieving carbon neutrality and shipping energy transformation.

With a capacity of over 740 twenty-foot equivalent units, the vessel was independently developed and designed by SDARI. Its electric propulsion system was provided by Shanghai Marine Equipment Research Institute. Both companies are subsidiaries of China State Shipbuilding Corp.

"Independently developed by SMERI, the innovative electric propulsion system has undergone maritime navigation tests, which fully proved its reliability, superiority and adaptability," said Wu Guodong, a senior engineer at the institute.

He added that with all performance indicators meeting expectations, the technological breakthrough from design to application highlighted China's leading position in pure electric ship power system integration worldwide, and laid a solid foundation for the transformation of China's shipping industry to a greener and carbon neutral one.

With a length of 127.8 meters and a width of 21.6 meters, the ship has been tailor-made for Ningbo Ocean Shipping Co and will run on the coastal shipping route between Ningbo and Jiaxing in Zhejiang province.

A senior official from the Ningbo Maritime Safety Administration said that due to the distinctive features of new-generation intelligent vessels, a dedicated service team has been established to provide comprehensive support. The team will conduct continuous tracking and precise assessments throughout the entire process — from design and construction to navigation — ensuring a thorough grasp of the vessels' technical characteristics and effective control of operational risks.

The vessel is equipped with 10 container-shaped power units with a total power supply capacity of about 19,600 kilowatt-hours.

"This allows the ship to achieve zero-emission and zero-noise green operation throughout the entire voyage, while perfectly adapting to the practical operational needs of coastal container transportation," Ma said.

Wang Ting, captain of Ning Yuan Dian Kun, also confirmed this view. "Compared with traditional fuel-powered vessels, the most noticeable change in a fully electric seagoing ship is the lack of noise. In the past, the engine room would be filled by the roar of the main engine, whereas voyages nowadays are almost silent. This creates a more relaxed working environment and allows crew members to concentrate better on operations — a significant improvement brought about by green energy," he said.

He added that in terms of power response, the torque output of electric propulsion motors is linear and instantaneous. Acceleration and deceleration are smooth and highly responsive, with virtually no delay, making operations more straightforward. However, this also places new demands on operators — they must learn to manage energy efficiently, closely monitor power consumption, and plan vessel speed in a more rational manner.

The ship has also adopted two permanent magnet synchronous propulsion motors, capable of cutting carbon emissions by 1,462 tons per year, and completely eliminating emissions of sulfur oxides, nitrogen oxides and fine particles.

"In this way, we manage to achieve zero pollution throughout the entire process of transportation, ranging from navigation and berthing to loading and unloading," Ma from SDARI said.

Currently, Ningbo Ocean Shipping Co operates 32 green and energy-efficient vessels, accounting for 57 percent of its self-owned fleet, marking the initial formation of a sizable green fleet.

Chen Xiaofeng, chairman of the company, said: "We hope to achieve breakthroughs in key areas through Ning Yuan Dian Kun. We aim to build the country's first demonstration model of a fully electric seagoing vessel, promoting the expansion of pure electric technology from inland waterways to maritime transport. We seek to establish a complete, replicable technical and operational system for 'zero-carbon transportation'."

https://global.chinadaily.com.cn/a/202604/16/WS69e0ee90a310d6866e b43dd4.html

Consider the following situation based on the text.

A maritime safety officer is briefing the crew before the first regular operation of a fully electric vessel. The officer wants to emphasize the need to monitor the ship's energy use during the voyage.

Which sentence is appropriate in this context?

A

"Energy management can be postponed until the ship reaches the berth."

B

"The vessel's silence means that operational checks are no longer required."

C

"You should ignore power indicators if the propulsion response feels smooth."

D

"Please monitor power consumption closely and adjust vessel speed when necessary."

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Q4349669

Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Inglês - Edital nº 39 |

Q4349669 Inglês

Texto associado

Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)

Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations

• Extra time and a smaller location for tests and exams

• Access to a word processor for written tests and exams

• Recording software or recording pen for lectures

• Access to volunteer notetaking services

• Consideration for group work, presentations or participation.

In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46

https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/

Consider the expressions "subsumed under the broad category" and "read between the lines" as they occur in the passage.
Which pair of meanings corresponds to their contextual use?

A

Subsumed under means removed from a diagnostic hierarchy; read between the lines means identify figurative expressions whose literal meanings are misleading.

B

Subsumed under means replaced by a clinically equivalent label; read between the lines means compare contradictory statements within a written text.

C

Subsumed under means classified within a broader category; read between the lines means infer meanings that are not explicitly verbalized.

D

Subsumed under means subordinated according to symptom severity; read between the lines means reconstruct information omitted because it is assumed to be common knowledge.

Incorreta. Gabarito oficial da banca:

Esse erro também aparece no seu Resumão. Veja o que melhorar

Parabéns! Você acertou!

Esse acerto está no seu Resumão. Ver Resumão da semana

Q4349668

Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Inglês - Edital nº 39 |

Q4349668 Inglês

Texto associado

Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)

Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations

• Extra time and a smaller location for tests and exams

• Access to a word processor for written tests and exams

• Recording software or recording pen for lectures

• Access to volunteer notetaking services

• Consideration for group work, presentations or participation.

In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46

https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/

The accommodations section includes "consideration for group work, presentations or participation," followed by a note stating that students are expected to develop skills in these areas while individualized accommodations may be negotiated.
Which interpretation is supported by the relationship between the main list and the note?

A

Accommodation is restricted to temporary modifications until students demonstrate that they can meet conventional participation requirements without support.

B

Accommodation is framed as permanent exemption from tasks whose social demands correspond to characteristics associated with ASD.

C

Accommodation shifts responsibility for communicative development from the student to the instructor whenever group interaction contributes to the course grade.

D

Accommodation is framed as differentiated access to academic performance while retaining the possibility of developing the underlying communicative skills.

Incorreta. Gabarito oficial da banca:

Veja como esse erro impacta seu desempenho geral. Ver estatísticas

Parabéns! Você acertou!

Esse acerto melhora seu desempenho! Veja suas estatísticas

Q4349667

Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Inglês - Edital nº 39 |

Q4349667 Inglês

Texto associado

Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)

Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations

• Extra time and a smaller location for tests and exams

• Access to a word processor for written tests and exams

• Recording software or recording pen for lectures

• Access to volunteer notetaking services

• Consideration for group work, presentations or participation.

In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46

https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/

Consider this progression in the final descriptive paragraph: some individuals are described as speaking in a relatively monotone voice, making limited eye contact, and avoiding social interactions. The following sentence begins with "Such individuals may be perceived..."
The expression "Such individuals" performs which cohesive function?

A

It substitutes for the grammatical subject of the preceding clauses while shifting the discourse referent from students to their peers.

B

It introduces a new class of individuals whose characteristics contrast with those mentioned immediately before the expression.

C

It retrospectively selects the subgroup characterized in the immediately preceding description and carries that referent into the next proposition.

D

It resumes the entire population of students with ASD discussed throughout the text and introduces a general conclusion about social perception.

Incorreta. Gabarito oficial da banca:

Salve essa questão em um caderno para revisar depois. Adicionar a um caderno

Parabéns! Você acertou!

Mantenha o ritmo! Salve no caderno para revisar depois. Adicionar a um caderno

Q4349666

Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Inglês - Edital nº 39 |

Q4349666 Inglês

Texto associado

Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)

Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations

• Extra time and a smaller location for tests and exams

• Access to a word processor for written tests and exams

• Recording software or recording pen for lectures

• Access to volunteer notetaking services

• Consideration for group work, presentations or participation.

In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46

https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/

A

Performance may be affected when institutional and disciplinary expectations remain implicit, even when students possess intellectual strengths relevant to academic work.

B

Explicit instruction is presented as a temporary substitute for analytical competence until students acquire sufficient independence to infer academic conventions without guidance.

C

Academic difficulties are attributed primarily to insufficient retention of disciplinary content when students move from secondary to postsecondary education.

D

Difficulties arise because postsecondary disciplines employ incompatible standards of reasoning that require students to abandon strategies acquired in previous educational settings.

Incorreta. Gabarito oficial da banca:

Veja esse conteúdo explicado passo a passo em nossos cursos. Buscar curso

Parabéns! Você acertou!

Mandou bem! Revise esse tema nos nossos cursos. Buscar curso

Q4349665

Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Inglês - Edital nº 39 |

Q4349665 Inglês

Texto associado

Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)

Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations

• Extra time and a smaller location for tests and exams

• Access to a word processor for written tests and exams

• Recording software or recording pen for lectures

• Access to volunteer notetaking services

• Consideration for group work, presentations or participation.

In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46

https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/

Throughout the text, descriptions of students with ASD repeatedly employ expressions such as "typically," "usually," "tend to," "may," "likely," "many," and "most."
What is the principal discourse effect of this pattern?

A

It distinguishes clinically verified symptoms from educational observations by reserving modalized language for the former category.

B

It differentiates tendencies observed among students from categorical claims applying uniformly to every individual described.

C

It establishes an increasing scale of probability in which characteristics introduced later in the text receive progressively stronger evidential status.

D

It indicates that the evidence cited throughout the text remains provisional and therefore cannot support educational recommendations.

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Q4349664

Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Inglês - Edital nº 39 |

Q4349664 Inglês

Texto associado

Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)

Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations

• Extra time and a smaller location for tests and exams

• Access to a word processor for written tests and exams

• Recording software or recording pen for lectures

• Access to volunteer notetaking services

• Consideration for group work, presentations or participation.

In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46

https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/

The text refers to a "predominately reproductive learning culture" in high school and later recommends "scaffolded assignments."
Which interpretation preserves the specialized educational meanings of both expressions?

A

Reproductive learning refers to teacher-directed collaborative learning, whereas scaffolded assignments divide responsibility for one product among different members of a group.

B

Reproductive learning refers to reproducing previously taught information, whereas scaffolded assignments provide structured support across stages of increasingly independent performance.

C

Reproductive learning refers to repeatedly practising a skill until it becomes automatic, whereas scaffolded assignments reduce the intellectual complexity of the final task.

D

Reproductive learning refers to standardized testing based on recall, whereas scaffolded assignments replace assessment with formative instructional activities.

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Q4349663

Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Inglês - Edital nº 39 |

Q4349663 Inglês

Texto associado

Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)

Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations

• Extra time and a smaller location for tests and exams

• Access to a word processor for written tests and exams

• Recording software or recording pen for lectures

• Access to volunteer notetaking services

• Consideration for group work, presentations or participation.

In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46

https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/

Based exclusively on the supplied text, mark T for true and F for false.

(__)The text presents articulation in speech and writing, attention to detail, rote memory, and systematic problem solving among frequently observed strengths.

(__)The text indicates that intense interests may retain a broad thematic continuity even when more specific interests change over time.

(__)Environmental hypersensitivity is presented as one of the two symptom dimensions on which ASD diagnosis is based.

(__)Anxiety and sensory sensitivity are discussed separately from the two diagnostic symptom dimensions identified in the text.

The correct sequence, from top to bottom, is:

A

T, T, T, F.

B

T, T, F, T.

C

F, T, F, T.

D

T, F, T, T.

Incorreta. Gabarito oficial da banca:

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Q4349662

Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Inglês - Edital nº 39 |

Q4349662 Inglês

Texto associado

Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)

Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations

• Extra time and a smaller location for tests and exams

• Access to a word processor for written tests and exams

• Recording software or recording pen for lectures

• Access to volunteer notetaking services

• Consideration for group work, presentations or participation.

In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46

https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/

Examine the sentence:
"Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD."
In this context, the construction "would now be identified as having" is accurately interpreted as:

A

a passive modal construction expressing the classification expected under the diagnostic framework described as currently applicable.

B

a past conditional construction whose realization depends on an explicitly stated hypothetical clinical condition.

C

a passive progressive construction emphasizing an ongoing diagnostic process initiated before the classification was changed.

D

a habitual past construction describing repeated diagnostic procedures that continued into the present.

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Q4347976

Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado - Área: Professor de Inglês (Habilitado e Não Habilitado) - Edital nº 43 |

Q4347976 Inglês

Read the excerpt:
The new platform has undoubtedly made information easier to distribute. Whether it has made students better informed is a different matter. Faster circulation may increase exposure to information, but exposure should not be mistaken for careful evaluation.
Which inference best represents the writer's position?

A

The writer rejects digital platforms because rapid circulation prevents students from evaluating the information they receive.

B

The writer considers information distribution educationally effective but argues that students need greater quantities of digital content to develop evaluation skills.

C

The writer distinguishes access to information from critical understanding and questions the assumption that increased exposure necessarily produces better-informed students.

D

The writer accepts that the platform has improved students' knowledge while suggesting that evaluation skills develop more slowly than information access.

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Q4345133

Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |

Q4345133 Inglês

Texto associado

Read text below and answer question accordingly.

English Language Teaching in Brazil: A Gap in Policy, Problems in Practice

Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject. This fact relates to a gap in foreign language teaching policy documents: the National Education Guidelines and Framework Law (LDB), and the National Curriculum Parameters (PCN). These documents for many years did not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, often focusing on reading due to a lack of resources or large classes.

LDB mandated the teaching of a foreign language chosen locally from grades 5 to 12. A recent reform in 2017 has added that English will be the foreign language taught in secondary school (from grade 6 up) throughout the country. Previous versions of LDB, however, did not mandate the teaching of English, leading to the perception that only in private language centers could students learn the language.

The effectiveness of ELT in basic education remains low because policies impact the quality of teacher education, the availability of pedagogical resources, and the number of students in the classroom. Most schools are equipped with basic materials like blackboards and chairs, but few have audiovisual equipment installed in every classroom. This reality shows why many teachers stick to the textbook most of the time.

Many English teachers in Brazil do not speak the language fluently because most undergraduate programs offer a dual major (English and Portuguese). Often, aspiring teachers enroll because they actually want to teach Portuguese. Consequently, these teachers reproduce in their classrooms the approaches in which they were taught as students, focusing on grammar-translation rather than modern communicative methods.

Misconceptions about the language also contribute to a lack of motivation. Some believe English is only from England or the USA. To correct this, BNCC (National Common Curriculum Base) suggests an intercultural approach to make the study of a foreign language more socially and culturally relevant. BNCC aims to raise awareness of the global web in which English is involved, and it is treating it as a tool for citizenship.

(Adapted from: BATISTA, F. C. A. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. English Language Teaching, v. 13, n. 8, p. 135- 145, 2020. Disponível em: https://doi.org/10.5539/elt.v13n8p135. Acesso em: 30 maio 2026.)

Number the following Verb Tenses (in Column B) according to the sentences (in Column A). Choose the option that corresponds to the correct sequence.

Column A

( 1 ) This fact relates to a gap in foreign language teaching policy documents.
( 2 ) […] and it is treating it as a tool for citizenship.
( 3 ) A recent reform in 2017 has added that English […]
( 4 ) Previous versions of LDB, however, did not mandate the teaching of English […]

Column B

( ) Present Perfect
( ) Present Continuous
( ) Present Simple
( ) Past Simple

A

3 – 2 – 1 – 4

B

3 – 1 – 2 – 4

C

4 – 2 – 1 – 3

D

1 – 2 – 3 – 4

E

4 – 3 – 1 – 2

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Q4345132

Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |

Q4345132 Inglês

Texto associado

Read text below and answer question accordingly.

English Language Teaching in Brazil: A Gap in Policy, Problems in Practice

Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject. This fact relates to a gap in foreign language teaching policy documents: the National Education Guidelines and Framework Law (LDB), and the National Curriculum Parameters (PCN). These documents for many years did not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, often focusing on reading due to a lack of resources or large classes.

LDB mandated the teaching of a foreign language chosen locally from grades 5 to 12. A recent reform in 2017 has added that English will be the foreign language taught in secondary school (from grade 6 up) throughout the country. Previous versions of LDB, however, did not mandate the teaching of English, leading to the perception that only in private language centers could students learn the language.

The effectiveness of ELT in basic education remains low because policies impact the quality of teacher education, the availability of pedagogical resources, and the number of students in the classroom. Most schools are equipped with basic materials like blackboards and chairs, but few have audiovisual equipment installed in every classroom. This reality shows why many teachers stick to the textbook most of the time.

Many English teachers in Brazil do not speak the language fluently because most undergraduate programs offer a dual major (English and Portuguese). Often, aspiring teachers enroll because they actually want to teach Portuguese. Consequently, these teachers reproduce in their classrooms the approaches in which they were taught as students, focusing on grammar-translation rather than modern communicative methods.

Misconceptions about the language also contribute to a lack of motivation. Some believe English is only from England or the USA. To correct this, BNCC (National Common Curriculum Base) suggests an intercultural approach to make the study of a foreign language more socially and culturally relevant. BNCC aims to raise awareness of the global web in which English is involved, and it is treating it as a tool for citizenship.

(Adapted from: BATISTA, F. C. A. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. English Language Teaching, v. 13, n. 8, p. 135- 145, 2020. Disponível em: https://doi.org/10.5539/elt.v13n8p135. Acesso em: 30 maio 2026.)

Mark the following statements as True (T) or False (F) based on text. Choose the option that corresponds to the correct sequence.

( ) The LDB made foreign languages mandatory for all high school students.
( ) Most Brazilian schools have high-tech audiovisual equipment preinstalled in every classroom.
( ) The perception that English is only learned in private centers is linked to limited results of past educational laws.
( ) The intercultural approach aims to make English lessons more socially relevant.

A

T – F – F – T

B

T – T – T – F

C

T – F – T – T

D

F – F – T – T

E

F – F – F – T

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Q4345131

Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |

Q4345131 Inglês

Texto associado

Read text below and answer question accordingly.

English Language Teaching in Brazil: A Gap in Policy, Problems in Practice

Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject. This fact relates to a gap in foreign language teaching policy documents: the National Education Guidelines and Framework Law (LDB), and the National Curriculum Parameters (PCN). These documents for many years did not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, often focusing on reading due to a lack of resources or large classes.

LDB mandated the teaching of a foreign language chosen locally from grades 5 to 12. A recent reform in 2017 has added that English will be the foreign language taught in secondary school (from grade 6 up) throughout the country. Previous versions of LDB, however, did not mandate the teaching of English, leading to the perception that only in private language centers could students learn the language.

The effectiveness of ELT in basic education remains low because policies impact the quality of teacher education, the availability of pedagogical resources, and the number of students in the classroom. Most schools are equipped with basic materials like blackboards and chairs, but few have audiovisual equipment installed in every classroom. This reality shows why many teachers stick to the textbook most of the time.

Many English teachers in Brazil do not speak the language fluently because most undergraduate programs offer a dual major (English and Portuguese). Often, aspiring teachers enroll because they actually want to teach Portuguese. Consequently, these teachers reproduce in their classrooms the approaches in which they were taught as students, focusing on grammar-translation rather than modern communicative methods.

Misconceptions about the language also contribute to a lack of motivation. Some believe English is only from England or the USA. To correct this, BNCC (National Common Curriculum Base) suggests an intercultural approach to make the study of a foreign language more socially and culturally relevant. BNCC aims to raise awareness of the global web in which English is involved, and it is treating it as a tool for citizenship.

(Adapted from: BATISTA, F. C. A. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. English Language Teaching, v. 13, n. 8, p. 135- 145, 2020. Disponível em: https://doi.org/10.5539/elt.v13n8p135. Acesso em: 30 maio 2026.)

According to text and BNCC principles, the "intercultural approach" is recommended in order to

A

discourage students from using their primary language during English lessons.

B

ensure that students focus mostly on the cultures of England and the United States.

C

replace the study of linguistic structures with the study of international tourism.

D

prove that English can only be successfully learned in private language centers.

E

promote awareness of the global use of English and its role in exercising citizenship.

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Q4345130

Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |

Q4345130 Inglês

Texto associado

Read text below and answer question accordingly.

English Language Teaching in Brazil: A Gap in Policy, Problems in Practice

Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject. This fact relates to a gap in foreign language teaching policy documents: the National Education Guidelines and Framework Law (LDB), and the National Curriculum Parameters (PCN). These documents for many years did not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, often focusing on reading due to a lack of resources or large classes.

LDB mandated the teaching of a foreign language chosen locally from grades 5 to 12. A recent reform in 2017 has added that English will be the foreign language taught in secondary school (from grade 6 up) throughout the country. Previous versions of LDB, however, did not mandate the teaching of English, leading to the perception that only in private language centers could students learn the language.

The effectiveness of ELT in basic education remains low because policies impact the quality of teacher education, the availability of pedagogical resources, and the number of students in the classroom. Most schools are equipped with basic materials like blackboards and chairs, but few have audiovisual equipment installed in every classroom. This reality shows why many teachers stick to the textbook most of the time.

Many English teachers in Brazil do not speak the language fluently because most undergraduate programs offer a dual major (English and Portuguese). Often, aspiring teachers enroll because they actually want to teach Portuguese. Consequently, these teachers reproduce in their classrooms the approaches in which they were taught as students, focusing on grammar-translation rather than modern communicative methods.

Misconceptions about the language also contribute to a lack of motivation. Some believe English is only from England or the USA. To correct this, BNCC (National Common Curriculum Base) suggests an intercultural approach to make the study of a foreign language more socially and culturally relevant. BNCC aims to raise awareness of the global web in which English is involved, and it is treating it as a tool for citizenship.

(Adapted from: BATISTA, F. C. A. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. English Language Teaching, v. 13, n. 8, p. 135- 145, 2020. Disponível em: https://doi.org/10.5539/elt.v13n8p135. Acesso em: 30 maio 2026.)

According to text, the low percentage of English speakers in Brazil is primarily attributed to

A

the complete absence of English as a mandatory subject in the current LDB.

B

the gaps in educational policies that fail to establish necessary teaching conditions.

C

the students' inherent inability to learn a second language in a South American context.

D

a national preference for learning other languages over English.

E

the fact that reading is the only skill that should be taught in public schools.

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Q4345128

Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |

Q4345128 Inglês

Texto associado

Read text below and answer questionão accordingly.

The Future of Language Education: Teachers’ Perceptions About the Surge of Large Language Models like ChatGPT

(1) Large Language Models (LLMs) like ChatGPT have been described as a disruptive technology — an innovation that significantly alters or even revolutionises an existing industry, often introducing new approaches, challenging established methodologies, or interpreting older methods as obsolete.

(2) LLMs are computational models that have the capability to understand and generate human language. This capacity to generate human language has the potential to transform language teaching and learning.

(3) Teachers can use LLM tools to personalise learning, plan lessons, create quizzes or other learning activities, and to provide feedback. In second language (L2) classes, teachers could use these models to explain grammar, propose improvements in grammar and style, and facilitate conversational practice. These affordances are an advantage to instructors, saving them time and providing personalised instructional support, and many educators are excited to try working with LLMs.

(4) But, as it is common with any new technology, many others are fearful of LLMs’ potential to disturb the way that students approach classroom learning. Fear of new technologies is not uncommon because they require educators to adapt, which can be intimidating; educators may question their pedagogical effectiveness or the loss of human interaction.

(5) The results of a survey conducted with 65 language instructors showed mixed feelings: ranging from excitement for the pedagogical potential of ChatGPT to fear of potential academic dishonesty and job security.

(6) Importantly, those who had previously engaged with the tool expressed greater enthusiasm for its wider application compared to their counterparts with no such experience. This suggests that familiarity may mitigate apprehension and foster a more optimistic outlook on the potential of ChatGPT in educational settings. Whether language instructors are in admiration or fear of ChatGPT, Artificial Intelligence (AI) tools are here to stay — rather than ignore them, we must quickly learn to use them, understand the challenges and benefits, and develop both instructional approaches and policies.

(Adapted from: ZIMOTTI, G.; FRANCES, C.; WHITAKER, L. Technology in Language Teaching & Learning. Technology in Language Teaching & Learning, v. 6, n. 2, p. 1-24, 2024. Disponível em: https://doi.org/10.29140/tltl.v6n2.1136. Acesso em: 30 maio 2026.)

In the sentence “But, as it is common with any new technology, many others are fearful of LLMs’ potential to disturb the way that students approach classroom learning”, the word ‘fearful’

A

expresses that educators are causing fear in others.

B

describes educators who are afraid, and they may see ChatGPT as a threatening force.

C

indicates that educators are completely indifferent to LLMs.

D

describes educators who are happy with the use of new AI tools.

E

expresses that educators consider LLMs to be useful.

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Q4345127

Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |

Q4345127 Inglês