List the dimensions (defining characteristics) of special education and describe/explain at least four of them
What will be an ideal response?
List the dimensions (defining characteristics) of special education and describe/explain at least four of them.
Answers will vary but should include four of the following as listed in Table 1.5:
• individually planned
- learning goals and objectives selected for each student based on assessment results and input from parents and students
- teaching methods and instructional materials selected and/or adapted for each student
- setting(s) where instruction will occur determined relative to opportunities for student to learn and use targeted skills
• specialized
- sometimes involves unique or adapted teaching procedures seldom used in general education (e.g., constant time delay, token reinforcement, self-monitoring)
- incorporates a variety of instructional materials and supports—both natural and contrived—to help student acquire and use targeted learning objectives
- related services
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According to No Child Left Behind, most children with disabilities
a. are exempt from high-stakes assessment. b. are not responsible for demonstrating knowledge in content and performance standards. c. are expected to meet the requirements for Annual Yearly Progress (AYP). d. can be counted as scoring proficient, if they take tests below grade level.
______ is defined as denying a student access to the opportunity for reinforcement contingent upon the occurrence of a particular behavior for a fixed short amount of time.
a. punishment b. extinction c. negative reinforcement d. time-out
According to studies, not all Asian American and Pacific Islanders students do well, and some need extensive skill development to improve their ______ skills
a. foreign language b. science c. math d. reading
In general, all students who have an IEP will be eligible for vocational rehabilitation services once they leave school
Indicate whether the statement is true or false.