Infants that were weak or defective
a. were left in the streets.
b. were given away.
c. were immediately killed.
Answer: C
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During the Grouping step of the Concept Development model,
a. the teacher wants to help students become self-aware of the rationale for their choices. b. students' thinking should remain open-ended. c. the thinking that occurs at this step is less important than the actual groupings devised. d. students should only brainstorm and not worry about recording their thinking.
The prefrontal cortex of the brain is responsible for ________
Fill in the blank(s) with correct word
You have a class of 28 students who come from a variety of ethnic backgrounds and whose experiences vary widely. You want to begin teaching the students about the American Revolutionary War. Using the human memory model and your understanding of instructional adaptations for background diversity as a basis for your teaching, which of the following is the best way to begin the lesson?
a. Write the term Revolution in large letters on the board, and tell the students that the Revolutionary War was one of the most significant events in American history and that it is very important that they all understand it. b. Write the term Revolution in large letters on the board, tell the students that they are going to begin studying the Revolutionary War, and then tell them that the war resulted in American independence from Great Britain. c. Write the word Revolution in large letters on the board, and tell the students that many countries had revolutions, such as America, France, and many others. d. Write the word Revolution in large letters on the board, and ask the students to tell you what the word means to them.
Which of these statements is true when designing transition services for youth with disabilities?
a. services should be based on what is available b. services should be based on individual student needs c. services should be based on professional's perspectives d. services should be based on affordability