When might a professional use the term at-risk for a child versus labeling the child as developmentally delayed? Give an example of a child who would be considered at-risk.
What will be an ideal response?
Professionals use the term "at-risk" when speaking about children who do not currently have, or who have not been officially identified as having, a developmental delay. These children, however, do show signs of potentially developing conditions that could limit their success in school or that could later develop into a disability. These developing conditions are known as risk factors. An at-risk child could be one who is born to a teenage mother with little family support and living in poverty. These conditions may lead to adverse living and learning conditions for the child that can limit a child's ability to learn.
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Disequilibrium is best described as when a student perceives things to be
a. Orderly and contrite b. Peculiar and frustrating c. Shocking and disgusting d. Thoughtful and nice
What was the result of the Smith-Hughes Act of 1917?
a) It provided federal grants of money to vocational education programs at the secondary school level b) It required states to enact compulsory education laws c) It prohibited the teaching of German in public schools d) It prohibited child labor in dangerous trades
Unfortunately authors, educators, young people, and all individuals who value the freedom to read or to write whatever they wish often face the threat of ____________ from people who try to impose their value systems or set restrictions on what others can read or write
Fill in the blank(s) with correct word
About ________ the students with visual impairments who do not have additional disabilities develop reading and other academic skills commensurate with their peers with typical vision.
Fill in the blank(s) with the appropriate word(s).