Tomas is a 14-year-old student with severe intellectual disabilities. He is learning self-determination skills to include the ability to express his own preferences, likes, and dislikes. Which of the following can his teacher utilize to support self-determination in Tomas?
A. Focus on developing remembering skills.
B. Focus on building daily living skills.
C. Focus on understanding themselves, their abilities, and their needs.
D. Focus on passing alternate assessments.
Answer: C
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Danny expresses reluctance to put his hands in the plaster of Paris which Mr. Gibson has made available at the craft table. What would be the most appropriate response?
a. “I know it’s hard to try something new.” b. “That looks pretty slimy, doesn’t it?” c. “Don’t worry, your hands will come clean. It washes right off, see?” d. “You’re feeling pretty uncooperative right now. Maybe later you’ll want to try.” e. None of the above
A process that is based strictly on chance and whose behavior can only be described statistically is:
a. predictable b. chaotic c. deterministic d. random
An adaptation that may be used by a person who is deaf-blind to communicate with the public is
A) assistance cards. B) braille notepads. C) the long cane. D) audio-recorded messages.
Identify and briefly explain the three growth periods Maria Montessori emphasized in her program. In what ways do Montessori’s ideas still show up in the classroom today?
What will be an ideal response?