Compare and contrast the achievement patterns of students with learning disabilities, emotional/behavior disabilities, intellectual disabilities, and high-functioning autism. Make sure your answers include how the patterns are alike and different. Also state what the implication of these characteristics are for planning instruction for these students.
What will be an ideal response?
Ans: Answers should include:
• LD: peaks and valleys indicating areas of both strengths and deficits
• EBD: some low areas but may also demonstrate very high performance in some areas
• ID: below-average achievement in all areas
• HFA: same as EBD
• ADHD: same as EBD
Implications: Teachers will need to plan a range of instructional activities due to the fact that some students will need easier activities in some areas and more difficult activities in others.
Learning Objective Compare and contrast the learning characteristics among students with learning disabilities, emotional/behavior disabilities, intellectual disabilities, high-functioning autism, and attention-deficit/hyperactivity disorder.
Answer Location: Academic Skills
Cognitive Domain: Analysis
Difficulty Level: Hard
You might also like to view...
Underemployment refers to
a. engaging in work that is not personally satisfying b. taking a job that is personally fulfilling c. accepting a manager position d. none of the above
Records kept on a child who is in federally funded programs must be made available ___.?
a. ?when the child is transferred to another center that is federally funded b. ?to center staff when it will help with the child’s academic success c. ?any taxpayer d. ?both A and B are correct
Schools that are progressing in implementation of school improvement projects include ______.
a. parent outreach b. teacher luncheon c. community programs d. new curriculum
When students are upset or under stress, a teacher should respond by telling them to calm down and then telling them how to resolve their problem
Indicate whether the statement is true or false