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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 |
Q4349676
Inglês
Consider the clause opening the diagnostic discussion:
While still in use, the term Asperger's Syndrome does not appear in the most recent version...
Which grammatical analysis accounts for the structure and discourse relation of "While still in use"?
While still in use, the term Asperger's Syndrome does not appear in the most recent version...
Which grammatical analysis accounts for the structure and discourse relation of "While still in use"?
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 |
Q4349675
Inglês
Regarding the syntactic behavior of prepositions and
conjunctions in English, mark T for true and F for false.
(__)In Despite the fact that the evidence was incomplete, the committee proceeded, despite functions as a preposition whose complement is the noun phrase headed by fact , while the that-clause is embedded within that noun phrase.
(__)In Because the evidence was incomplete and because of the evidence was incomplete , because and because of are syntactically interchangeable causal connectors, since both can directly introduce finite clauses.
(__)In Whereas the first proposal emphasizes access, the second emphasizes efficiency, whereas functions as a preposition because it establishes a contrastive relation between two propositions.
(__)The expressions in case and in case of belong to the same syntactic category: both directly introduce finite subordinate clauses expressing precaution or contingency.
The correct sequence, from top to bottom, is:
(__)In Despite the fact that the evidence was incomplete, the committee proceeded, despite functions as a preposition whose complement is the noun phrase headed by fact , while the that-clause is embedded within that noun phrase.
(__)In Because the evidence was incomplete and because of the evidence was incomplete , because and because of are syntactically interchangeable causal connectors, since both can directly introduce finite clauses.
(__)In Whereas the first proposal emphasizes access, the second emphasizes efficiency, whereas functions as a preposition because it establishes a contrastive relation between two propositions.
(__)The expressions in case and in case of belong to the same syntactic category: both directly introduce finite subordinate clauses expressing precaution or contingency.
The correct sequence, from top to bottom, is:
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 |
Q4349674
Linguística
Regarding the distinction between focus on form and
focus on forms in language teaching, mark T for true and
F for false.
(__)Focus on form may involve brief attention to a linguistic feature that becomes relevant during an activity whose primary orientation remains meaning and communication.
(__)Focus on forms typically organizes instruction around linguistic items selected and sequenced in advance, with the forms themselves functioning as major units of pedagogical organization.
(__)The presence of any explicit grammatical explanation during a communicative task necessarily converts the lesson into a focus-on-forms approach.
(__)A teacher who momentarily draws attention to a recurrent grammatical problem emerging during negotiation of a task can preserve the communicative orientation of the activity.
The correct sequence, from top to bottom, is:
(__)Focus on form may involve brief attention to a linguistic feature that becomes relevant during an activity whose primary orientation remains meaning and communication.
(__)Focus on forms typically organizes instruction around linguistic items selected and sequenced in advance, with the forms themselves functioning as major units of pedagogical organization.
(__)The presence of any explicit grammatical explanation during a communicative task necessarily converts the lesson into a focus-on-forms approach.
(__)A teacher who momentarily draws attention to a recurrent grammatical problem emerging during negotiation of a task can preserve the communicative orientation of the activity.
The correct sequence, from top to bottom, is:
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 |
Q4349673
Inglês
Regarding restrictive and negative-like fronting in formal
English, mark T for true and F for false.
(__)In Only when did the participants receive the instructions they recognize the ambiguity, the inversion is correctly located because fronting only when requires subject−auxiliary inversion inside the dependent clause.
(__)In Not until the results were independently replicated did the committee revise its position, the fronted constituent licenses inversion because it has restrictive scope over the temporal relation expressed by the sentence.
(__)In Only after the second calibration had been completed did the technicians obtain stable readings, subject−auxiliary inversion occurs in the main clause rather than inside the subordinate clause introduced by after.
(__)A sentence beginning with Rarely may display subject−auxiliary inversion when the adverbial is fronted, as in Rarely have researchers encountered such consistent results.
The correct sequence, from top to bottom, is:
(__)In Only when did the participants receive the instructions they recognize the ambiguity, the inversion is correctly located because fronting only when requires subject−auxiliary inversion inside the dependent clause.
(__)In Not until the results were independently replicated did the committee revise its position, the fronted constituent licenses inversion because it has restrictive scope over the temporal relation expressed by the sentence.
(__)In Only after the second calibration had been completed did the technicians obtain stable readings, subject−auxiliary inversion occurs in the main clause rather than inside the subordinate clause introduced by after.
(__)A sentence beginning with Rarely may display subject−auxiliary inversion when the adverbial is fronted, as in Rarely have researchers encountered such consistent results.
The correct sequence, from top to bottom, is:
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 |
Q4349672
Inglês
Match the connected-speech phenomena in Column I
with the descriptions in Column II.
COLUMN I
1.Weak-form reduction. 2.Assimilation. 3.Elision. 4.Resyllabification/linking.
COLUMN II
(__)A segment changes some of its phonetic properties under the influence of a neighboring segment.
(__)A function word that has a full citation form is realized with reduced prominence and frequently with a centralized vowel in unstressed speech.
(__)A segment expected from the citation form is omitted in a phonologically favorable connected-speech environment.
(__)A consonantal segment at the edge of one word is perceptually associated with the following vowel-initial syllable in fluent speech.
The correct sequence, from top to bottom, is:
COLUMN I
1.Weak-form reduction. 2.Assimilation. 3.Elision. 4.Resyllabification/linking.
COLUMN II
(__)A segment changes some of its phonetic properties under the influence of a neighboring segment.
(__)A function word that has a full citation form is realized with reduced prominence and frequently with a centralized vowel in unstressed speech.
(__)A segment expected from the citation form is omitted in a phonologically favorable connected-speech environment.
(__)A consonantal segment at the edge of one word is perceptually associated with the following vowel-initial syllable in fluent speech.
The correct sequence, from top to bottom, is:
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 |
Q4349671
Pedagogia
Regarding the treatment of English in the BNCC for
Ensino Fundamental, mark T for true and F for false.
(__)Treating English as a lingua franca weakens an exclusive association between legitimate English use and particular national territories or native-speaker communities.
(__)The recognition of plural linguistic repertoires coexists with attention to intelligibility in interaction.
(__)The lingua franca perspective requires teachers to remove linguistic-form analysis from the curriculum because grammatical accuracy and communicative competence are treated as incompatible objectives.
(__)The BNCC connects multiliteracies to social practices in the digital world involving multiple semiotic resources, including verbal, visual, bodily, and audiovisual modes.
The correct sequence, from top to bottom, is:
(__)Treating English as a lingua franca weakens an exclusive association between legitimate English use and particular national territories or native-speaker communities.
(__)The recognition of plural linguistic repertoires coexists with attention to intelligibility in interaction.
(__)The lingua franca perspective requires teachers to remove linguistic-form analysis from the curriculum because grammatical accuracy and communicative competence are treated as incompatible objectives.
(__)The BNCC connects multiliteracies to social practices in the digital world involving multiple semiotic resources, including verbal, visual, bodily, and audiovisual modes.
The correct sequence, from top to bottom, is:
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 |
Q4349670
Inglês
Consider the distribution below:
• They turned down the proposal. • They turned the proposal down. • They turned it down. • *They turned down it. • They looked after the student. • *They looked the student after.
Which analysis accounts for the contrast?
• They turned down the proposal. • They turned the proposal down. • They turned it down. • *They turned down it. • They looked after the student. • *They looked the student after.
Which analysis accounts for the contrast?
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?
Which pair of meanings corresponds to their contextual use?
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?
Which interpretation is supported by the relationship between the main list and the note?
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?
The expression "Such individuals" performs which cohesive function?
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/
The passage states that some students with ASD may
obtain lower grades because they do not intuitively grasp
the "hidden curriculum." It then contrasts familiar
reproductive learning practices with postsecondary
demands involving analysis, critique, application, and
genre-specific writing conventions.
Which inference accurately reconstructs the argument developed in this section?
Which inference accurately reconstructs the argument developed in this section?
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?
What is the principal discourse effect of this pattern?
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?
Which interpretation preserves the specialized educational meanings of both expressions?
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:
(__)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:
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:
"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:
Q4348471
Pedagogia
A teaching methodology centered on active learning
encourages students to construct knowledge through
critical inquiry, collaboration, and real-world problemsolving, moving away from passive transmission of
grammar rules or vocabulary lists. Considering active
learning principles within English Language Teaching
(ELT), choose the alternative that illustrates an effective pedagogical practice based on Problem-Based
Learning.
Q4348470
Inglês
According to Tomitch (2009), effective reading instruction
should be organized into three stages: pre-reading,
while-reading, and post-reading. Which alternative
best reflects the pedagogical purpose of each stage?
Q4348469
Pedagogia
Read the following pedagogical scenario describing a
high school English language project.
A language teacher decided to implement ProjectBased Learning to explore environmental issues. Together, the teacher and the students formulated a compelling driving question: "How can our neighborhood reduce plastic waste?" For three weeks, students investigated local waste data, interviewed community members, and systematically reflected on their own learning through weekly journals. They received peer feedback and used it to refine their work throughout the project. In the end, the students compiled their findings into written reports, which were graded by the teacher and archived in the classroom cabinet.
An analysis of this scenario reveals that, despite the collective efforts, the project was structurally incomplete because it lacked one essential element of Gold Standard Project-Based Learning. Which core element of Project-Based Learning was missing from this practice?
A language teacher decided to implement ProjectBased Learning to explore environmental issues. Together, the teacher and the students formulated a compelling driving question: "How can our neighborhood reduce plastic waste?" For three weeks, students investigated local waste data, interviewed community members, and systematically reflected on their own learning through weekly journals. They received peer feedback and used it to refine their work throughout the project. In the end, the students compiled their findings into written reports, which were graded by the teacher and archived in the classroom cabinet.
An analysis of this scenario reveals that, despite the collective efforts, the project was structurally incomplete because it lacked one essential element of Gold Standard Project-Based Learning. Which core element of Project-Based Learning was missing from this practice?
Q4348468
Inglês
Within the paradigm of English as a Lingua Franca
(ELF), Jennifer Jenkins (2000) argues that successful
communication relies on mutual intelligibility rather
than conformity to native-speaker norms. Based on this
perspective, which pedagogical practice is the most
appropriate for teaching listening and speaking?
Q4348467
Inglês
Skehan (1998) argues that not every classroom activity
can be considered a task. According to his definition,
which of the following best describes a task in TaskBased Language Teaching (TBLT)?
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