Am I Sped Quiz
Questions: 15 · 10 minutes
1. A teacher says, “Open the document, answer questions one through three, then submit it online.” What are you most likely to do?
Remember and complete the sequence without a reminder.
Complete it after checking one step with a classmate or teacher.
Remember part of it but need the directions repeated or written down.
Frequently lose the sequence and need step-by-step prompts to finish.
2. When a teacher gives a page of written instructions for a new assignment, what usually happens?
I can begin after reading them once or twice.
I understand most of them but usually need one detail clarified.
I often need the instructions broken into shorter steps.
Even after rereading, I usually need someone to explain and guide me through them.
3. How consistent have these learning-related difficulties been across classes, teachers, or school years?
They are rare or limited to one unusual situation.
They appear in a few situations but are not consistently present.
They recur in multiple classes or have continued for a significant period.
They have been persistent across settings or years despite appropriate instruction and effort.
4. After reading an age-appropriate paragraph, how easily can you explain its main point?
Usually easily, including an important supporting detail.
I usually get the main point but may miss or mix up details.
I often need to reread several times before I can summarize it.
I regularly struggle to identify the main point even with extra time.
5. What happens when you receive supports such as shorter steps, extra time, audio text, or a quiet workspace?
They make little difference because I can generally access the work already.
They help occasionally, mainly with demanding tasks.
They regularly improve my ability to complete or demonstrate the work.
I depend on substantial added structure or access supports to participate effectively.
6. If someone interrupts you halfway through a complicated task, what usually happens when you return?
I can normally pick up where I stopped.
I need a brief review before continuing.
I often have to retrace several steps or restart part of the task.
I regularly lose the plan completely and need help rebuilding it.
7. When you have an assignment and understand what it requires, how difficult is it to get started?
I usually start within a reasonable amount of time.
I delay briefly but can begin with a simple reminder.
I often remain stuck until someone helps me choose the first step.
Starting is consistently difficult even with reminders and a clear deadline.
8. You know what you want to say in a written response. How closely does the finished response match your idea?
It usually communicates my idea clearly enough.
The idea is there, though organizing or spelling slows me somewhat.
I frequently lose parts of the idea while trying to put it into writing.
Writing the idea is consistently much harder than explaining it aloud.
9. During a multistep mathematics problem, which experience fits you best?
I can usually select and carry out the steps independently.
I sometimes need to check an example or correct a missed step.
I often understand individual operations but lose track of which step comes next.
I regularly cannot organize the steps without direct guidance, even after practice.
10. A class discussion involves material you found difficult to read or process. What are you most likely to do?
Participate about as much as I normally would.
Wait until I hear a few examples before contributing.
Hold back because I am unsure I understood enough.
Regularly avoid participating because processing the material feels overwhelming.
11. When you practice unfamiliar academic material with reasonable instruction, how does progress usually feel?
My progress is generally similar to what the class expects.
I sometimes need a little more repetition than expected.
I often need substantially more repetition or a different explanation.
Progress remains very difficult despite sustained effort and multiple explanations.
12. At the start of class, how often are missing materials, misplaced files, or forgotten deadlines a barrier?
Rarely; my system usually keeps what I need accessible.
Occasionally, but I can usually recover without losing much work time.
Regularly enough that it interferes with completing assignments.
Very frequently, even after trying reminders or organization systems.
13. Compared with classmates doing similar work, how much extra time or effort do you generally need?
Usually about the same amount.
Somewhat more on particular tasks.
Considerably more across multiple subjects or task types.
So much more that work frequently consumes free time or remains unfinished.
14. How do timed classroom tasks compare with similar untimed work for you?
My performance is usually about the same.
I work a little less accurately or finish slightly less.
Time pressure regularly prevents me from showing much of what I know.
I often freeze, rush severely, or leave most work unfinished despite knowing the material.
15. How often does your completed schoolwork show less understanding than you can demonstrate in conversation?
Rarely; my work usually reflects what I know.
Sometimes, especially on certain formats or subjects.
Often across several kinds of assignments.
Very often; there is a persistent, substantial gap.