One possible reason that self-determination skills is either not or is infrequently found in Individual
Education Programs is:
a. educators do not believe in the importance of their inclusion
b. administrators view the inclusion of self-determination in IEPs as irrelevant and do not allow them
to be written into the document
c. families often object to the inclusion of self-determination in the plan because it puts more
pressure on the home environment
d. educators are unaware of the curricular and other resources available to help them incorporate
self-determination in their classrooms
d
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Which of the following represents an example of an effective way a teacher might help facilitate students' construction of mathematical relationships?
a) Asking students, "How is today's topic related to the fraction multiplication we investigated last week?" b) Prompting a student with a hint as soon as he pauses while offering an explanation of a process. c) Conveying the message to families and students that, as long as the concepts are taught correctly, math is usually easy. d) Never intervening in students' construction of meaning. The process is much more effective if they are just left alone.
All of the following characteristics describe the cognitive development of middle school students except
a. reasoning ability is increasingly more abstract. b. increased ability to solve complex problems. c. often in a state of self-absorption. d. realism plays a more active role in decision making.
An achievement test measures accomplishments in either single or multiple areas of endeavor, such as reading comprehension, mathematics, social studies, and science
Indicate whether the statement is true or false
For a z-statistic of 2.22, one would conclude (for a two-tailed test) the score is ______.
a. significant at the .05 level but not the .01 level b. significant at both the .05 level and the .01 level c. not significant d. not significant at the .05 level but is significant at the .01 level