Why should an early childhood classroom teacher become familiar with the content of the diagnostic assessment that is used by the specialist during the referral process?
What will be an ideal response?
An early childhood classroom teacher should become familiar with the content of the diagnostic assessment that is used by the specialist during the referral process because this will assist the teacher in understanding the test results as well as whether the child's responses during the test reflect the child's behavior and responses in the classroom. Since the diagnostic test will be used in developing an intervention program which will involve classroom and curricular adaptations, it is important that the classroom teacher be familiar with the diagnostic assessment that was used.
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A. A record of homework B. A collection of your best work C. Work that you must resubmit to your instructor for grading D. Examples of your work that must be improved
The Civil Rights Act of 1872, section 1983, allows students to seek monetary damages from school officials that willfully violate their constitutional rights
Indicate whether this statement is true or false.
Which one of the following examples most clearly illustrates a cognitive apprenticeship?
a. A junior high school English class is reading Robert Frost's "Stopping by Woods on a Snowy Evening." At the end of each verse, the teacher describes the visual images and feelings that the poem elicits for him, and he encourages his students to do likewise. b. An elementary school teacher gives his students lots of practice doing addition, subtraction, multiplication, and division problems so that they will be able to solve word problems more effectively later in the school year. c. In a high school chemistry lab, a teacher clearly describes the steps she expects her students to complete as they conduct the day's laboratory experiment. She also lists the things that students should do when they clean up after the experiment. d. A middle school physical education teacher puts her students in pairs as they practice their forward and backward rolls. She asks the students in each pair to observe each other and give each other feedback about how to improve.
When are preschoolers most likely to produce indirect requests?
a. when speaking to each other b. when acting out imaginary situations with stuffed animals c. when speaking to adults and peers of higher status d. preschoolers have not yet learned to make indirect requests appropriately