Describe three ways you can encourage your students to advocate for themselves
What will be an ideal response?
Encourage students to make decisions, encourage students to direct behavior toward achieving their goals, help students recognize and understand their strengths/weaknesses, encourage students to ask for accommodations when needed, and demonstrate to students you are working as a team with special educators to help the student acquire self-advocacy skills.
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In most states, teachers are:
A. required to prove abuse/neglect before reporting it to authorities B. encouraged to investigate incidences of abuse/neglect C. required by law to report suspected cases of maltreatment D. mandated to inform the suspected family
Which one of the following statements best characterizes the effects of test anxiety?
a. Even the smallest amount of anxiety tends to interfere with students' performance. b. A small amount of anxiety about a classroom assessment is likely to facilitate most students' performance. c. Anxiety facilitates students' performance on essay tests but interferes with their performance on multiple-choice tests. d. Anxiety facilitates creative problem solving but interferes with recall for specific facts.
When sharing information with parents, it is important to
a. focus primarily on test results, because they provide objective information. b. focus on the positive aspects of tests and not worry parents with any shortcomings or limitations of such devices, because that would only confuse them. c. discuss test results in the context of the whole child, not in isolation. d. help the parents see how their child fits into the class by sharing the test scores of other children.
Which of the following reductive procedure includes reinforcement when intervals contain fewer instances:
DRA DRD DRL Whole Interval DRO