How can you enact an antibias curriculum?
What will be an ideal response?
The antibias curriculum should be approached not as a subject area but as an ever-present thread woven throughout all curriculum areas and throughout each and every day.
Children learn to value diversity not just through the materials and activities but also from the attitudes that are revealed to them each day in the behavior, words, and body language of the adults around them.
As adults, we must carefully think about our own behavior, as well as the total classroom environment We can make sure cultural diversity is represented in the classroom through images that are present in the environment. Books, pictures, and other items representing children or family
members should feature people of different ethnicities, genders, and ages. Music, art, and literature should be selected to reflect ethnic and cultural diversity and should reflect the lives of children with ability differences and girls in heroic and exciting roles.
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All of the following except __________ is an example of Gardner’s multiple intelligences.
a. bodily/kinesthetic b. telepathic c. naturalist d. interpersonal
Which one of the following is the best illustration of metacognition?
A) Andrea is studying for a spelling test. She writes each spelling word five times in her nicest handwriting. B) Betsy stays up late studying for a geography test. The following morning in school, she is too tired to think straight during the test. C) Connie is studying for a history test. She knows that she has trouble with dates, so she checks herself by giving herself a short quiz after each chapter. D) Dolly gives her friend Evonne an SAT preparation book because Dolly is preparing to take the SAT exam for college.
Answer the following statement(s) true (T) or false (F)
When using the paired-samples t test, if you discover that the means are not equal, then the data provide support for the researcher’s idea.
One of the assumptions of the family-focused approach is that
a. professionals should counsel parents as to an appropriate level of involvement in their child's program. b. involving and supporting families is likely to be less effective than just treating the child, but it is more cost- effective when parents are not adversarial. c. professionals should attend to family priorities for goals and services, even when those priorities differ substantially from professional priorities. d. while intervention and support of families has little influence on the child with a disability, it is important to educate families and encourage parent advocacy.