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ACCESS 1 – UNIT 7
Based on <www.mentalhealth.org.uk/learning-disabilities/a-to-z/f/friendships>.
Accessed on October 20, 2016.
© Richmond
Photocopiable material developed for ACCESS classes. Editing, adaptation, and reproduction are authorized
without publisher’s prior consent for exclusive use of teachers in their ACCESS classes.
Reading (5)
1 Read the statements and decide if they are true (T) or false (F). (5 x 0.2 = 1)
1 Making friends is an important social skill for any person, regardless of the presence of
learning disabilities. ______
2 Befriending people with learning disabilities is an issue that has not received the
attention it deserves. ______
3 People with learning disabilities tend to have more friends because they are usually
surrounded by family and caretakers. ______
4 Individuals with learning disabilities don’t have a lot of friends because they don’t need
relationships. ______
5 As people with learning disabilities get older, they have more opportunities to build
relationships. ______
2 Mark the sentence that best describes the main message of the article. (1)
a Family and health workers surrounding individuals with learning disabilities should make
an effort to strengthen their relationships.
b There should be more studies on the process of how people with learning disabilities
build new relationships.
c A learning disability does not change an individual’s need for meaningful friendships.
d Friendships are of greater importance to people with learning disabilities because they
might need more attention than others.
e People with learning disabilities will find more opportunities to build a relationship in the
communities they live in.
© Richmond
Photocopiable material developed for ACCESS classes. Editing, adaptation, and reproduction are authorized
without publisher’s prior consent for exclusive use of teachers in their ACCESS classes.
3 Mark the option that contains the sentence(s) which explain(s) the connection
between the text and the picture in it. (1)
1 Only the pieces that are alike can match to form a group.
2 Different pieces must get together to form a group or establish a relationship.
3 It does not matter if all the pieces get together to form a group or establish a
relationship.
a Only 1.
b Only 2.
c 1 and 2.
d 1 and 3.
e 2 and 3.
4 Write CS for Circles of Support and CC for Community Connecting projects. (5 x 0.1 = 0.5)
1 A member of a local community whose brother has a learning disability needs help to
plan a birthday party for a cousin. ______
2 A group of neighbors decides to throw a block party to welcome a new family whose
daughter is disabled. ______
3 The grocery store owner helps the local librarian organize a book club to integrate
families who have a member with learning disabilities. ______
4 A mother of a child with a learning disability needs help to find a Halloween costume in
the local community stores. ______
5 A group of friends attends a local soccer match and each person takes somebody with a
learning disability to enjoy the game. ______
© Richmond
Photocopiable material developed for ACCESS classes. Editing, adaptation, and reproduction are authorized
without publisher’s prior consent for exclusive use of teachers in their ACCESS classes.
5 Decide what each piece of information refers to in the text. (3 x 0.5 = 1.5)
1 1,500
a Number of people living in the Centre for Ageing Studies at Flinders University.
b Number of people with a learning disability in Australia.
c Number of participants in a study about friendship.
2 10 years
a Age of the people who were followed in the study about learning disabilities at the
Centre for Ageing Studies at Flinders University.
b Period of time individuals took part in the study about learning disabilities at the Centre
for Ageing Studies at Flinders University.
c Period of time people took part in the study conducted by the Centre for Ageing Studies
at Flinders University.
3 22%
a Life expectancy increase observed when befriending a person with a learning disability.
b Life expectancy increase of those who participated in the study and had more friends.
c The consequent decrease in the number of friends of those who befriended people with
learning disabilities.
© Richmond
Photocopiable material developed for ACCESS classes. Editing, adaptation, and reproduction are authorized
without publisher’s prior consent for exclusive use of teachers in their ACCESS classes.
Language Practice (5)
1 _________________ 4 _________________
2 _________________ 5 _________________
3 _________________
© Richmond
Photocopiable material developed for ACCESS classes. Editing, adaptation, and reproduction are authorized
without publisher’s prior consent for exclusive use of teachers in their ACCESS classes.
3 Complete the sentences with a preposition from the box. (5 x 0.2 = 1)
at from on to with
© Richmond
Photocopiable material developed for ACCESS classes. Editing, adaptation, and reproduction are authorized
without publisher’s prior consent for exclusive use of teachers in their ACCESS classes.
5 Rewrite the underlined parts of the sentences using be able, likely, or bound. (5 x 0.4 = 2)
1 With an early diagnosis and proper treatment, any child with a learning disability might
succeed in his/her chosen career.
_______________________________________________________________________
2 Tom Cruise, a famous dyslexic, can memorize his lines by creating images to help him
understand the text.
_______________________________________________________________________
3 His auditory processing disorder was never diagnosed in school because he could always
pass the written exams.
_______________________________________________________________________
4 Both of Stephanie’s younger brothers suffered from dyspraxia; she must know a good
professional to recommend to you!
_______________________________________________________________________
5 Teresa had a dyslexic student last year, so she can help you with the school policy and
procedures in such cases.
_______________________________________________________________________
© Richmond
Photocopiable material developed for ACCESS classes. Editing, adaptation, and reproduction are authorized
without publisher’s prior consent for exclusive use of teachers in their ACCESS classes.