What special provisions would you make for developing the comprehension skills of poor readers?
What will be an ideal response?
Special provisions include the following:
•Assessment: Find out what level students are reading on, what their strengths and weaknesses are, and any underlying difficulties they have that might hinder comprehension.
•Build vocabulary, language, and background. These are key components of comprehension.
• Match readers and texts. Students will have difficulty comprehending if they have to deal with a lot of unknown words.
• Teach strategies explicitly.
• Build confidence.
• Monitor progress and adjust instruction as necessary.
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Using Lowenfeld's general principles, an appropriate adaptation to a science lesson for a student with severe visual disability would be
a. a 3-D model of the atom. b. a lecture format. c. a book on tape. d. small-group instruction.
Just like you would with students in a general education classroom, you want to know the likes and dislikes of your students with autism. What tool would you use in order to learn this information?
A. Indirect assessment B. Preference assessment C. Social Story intervention D. Social problem solving strategy
The main effects would be equivalent to what type of information?
a. information that would be obtained by conducting separate single-factor research designs for each of the independent variables b. information that would be obtained by conducting separate single-factor research designs for each of the dependent variables c. information that would be obtained by conducting several factorial research designs d. information that would be obtained by conducting several simple factorial designs for each of the independent factors
Community settings, such as museums, can be difficult to navigate due to:
a. Behavioral issues b. Physical needs c. Neither A nor B d. Both A and B