General education classroom teachers have three important responsibilities in working with students who have exceptionalities. Which of the following is not one of those responsibilities?
a. Collaborating with special education professionals to best meet the needs of learners with exceptionalities
b. Specifying the number of learners with exceptionalities who will be in their classes
c. Modifying their instruction to best meet the needs of students with exceptionalities in their classes
d. Promoting social integration and development of learners with exceptionalities
b
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Answer the following statement(s) true (T) or false (F)
It is safe to assume that all families will view the diagnosis of their child with a disability as a devastating tragedy.
Standard 5 of the Standards for Teaching and Learning is entitled Discourse. Which of the following is NOT one of the stated roles for the teacher in the document?
a. Listening carefully to students' ideas. b. Allowing students to decide what ideas to pursue in depth. c. Asking students to clarify and justify their ideas orally and in writing. d. Monitoring students' participation in discussions and deciding when and how to encourage each student to participate. e. Posing questions and tasks that elicit, engage, and challenge each student's thinking.
Suggest a correlational study of the relationship between a cognitive factor and a school achievement variable in middle childhood. Include a description of the sample, the experimental or field setting, and the independent and dependent variables. Why is this design appropriate to answer your research question?
What will be an ideal response?
A structured mentoring program involves:
a. A spontaneous relationship where a more seasoned or senior person works with a new or junior person to provide guidance on a wide range of professional, and often personal, issues b. Beginning teachers who are placed in a planned program where there are generally set goals such as assessing and improving the new teachers pedagogical skills c. A lower teacher retention rate d. Promoting the professional, not personal, wellbeing of the new teachers