In previous years, 11-year-old Polly didn't do very well in school because of an undiagnosed hearing impairment that often made it difficult to understand what her teacher and classmates were saying in class. She now wears a hearing aid that enables her to hear human voices normally. Yet even when her sixth-grade teachers are certain she has the ability to complete an assigned classroom task,
Polly is reluctant to do it, saying "I can't!" or simply procrastinating so much that it is impossible to complete the task in the allotted time. Simple efforts to motivate Polly, such as promising her free time to play her favorite video game on the class computer, rarely entice her into trying very hard. Which one of the following is the most likely explanation for Polly's apparent lack of motivation?
a. Polly has missed the critical period for motivation, a three-year "window" in early childhood when intrinsic motivation emerges.
b. Polly is the victim of internalized motivation.
c. Physical disabilities tend to interfere with children's intrinsic motivation to learn.
d. Polly's has a low self-efficacy for accomplishing classroom tasks.
D
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a) The answer raises suspicions that you are hiding something or lying. b) You are not really trying to answer the question. c) You did not tell what you did specifically in giving assistance. d) The answer indicates you are not skilled in handling situations of this type.
When creating an accessible curriculum for diverse learners, researchers at CAST recommend considering the following four components, based on UDL principles, from the start
a. When creating an accessible curriculum for diverse learners, researchers at CAST recommend considering the following four components, based on UDL principles, from the start: Goals, preferences, methods, and assessment b. Goals, materials/resources, outcomes, and assessment c. Goals, materials/resources, methods, and assessment d. Goals, interests, methods, and assessment
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a. statistical power b. error variance c. measure of effect size d. within-group variability
Which of the following in not one of the formal plans for students with academic learning difficulties?
A. Individualized Education Programs B. Informal Reading Plan C. Section 504 Plans D. Response-to-Intervention Plan