Research has shown the value of the comprehensive curriculum for students with special needs. Which of the following is a proven reality, further justifying the need for comprehensive curriculum for students with disabilities?
a. Many students in special education are not being adequately prepared for adulthood.
b. Educational programs tend to focus on academic needs only.
c. The comprehensive curriculum currently exists only at the elementary school level.
d. Teachers are overusing anecdotal reports as a substitute for the comprehensive curriculum.
a
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Which of the following is true regarding early assessment?
a. Assessment of children, prompted by concern for their developmental progress, does not rely heavily on observations of children in natural setting and engaged in daily routines, activities, and play. b. Assessment of children, prompted by concern for their developmental progress, relies heavily on standardized testing of children in unfamiliar settings. c. Assessment of children, prompted by concern for their developmental progress, relies heavily on observations of children in natural settings and engaged in daily routines, activities, and play. d. Assessment of children isn't done at all.
Which of the following statements best describes the relationship between theory and philosophy?
a. Theories explain observations in the world, and philosophy explains people's thoughts and emotions. b. Philosophy is used to analyze ideas, but theories go beyond philosophy to explain observations and events. c. Theories explain observations in the world, but philosophy goes beyond theory to describe how things ought to be. d. Theories are based on principles, and philosophy is used to form the principles.
Task analysis involves breaking a task or assignment into smaller tasks or steps. A step of task analysis includes ________
A) asking for help B) working with a partner C) sequencing steps D) reading the textbook
Which of the following is a characteristic of behaviorism?
a. student-centered b. rich, student dialogue c. reinforcement and punishment d. metacognition