Discuss the guidelines and curriculum adaptations you would use to include a child with a chronic illness in your class. Choose 4 to 6 chronic illnesses and give concrete examples for how you would modify your class day, using examples from several different curriculum areas
What will be an ideal response?
10 Clearly detail 8 to 10 guidelines and curriculum adaptations you would make for a child with a chronic illness. Give concrete examples from 4 to 6 chronic illnesses and 4 to 5 different curriculum areas to support your adaptations and guidelines.
8 Clearly detail the 6 to 8 guidelines and curriculum adaptations you would make for a child with a chronic illness. Give examples from 3 to 6 chronic illnesses and 3 to 5 different curriculum areas to support your adaptations and guidelines.
6 Detail the 4 to 8 guidelines and curriculum adaptations you would make for a child with a chronic illness. Choose 2 to 4 chronic illnesses and give vague examples from 2 to 4 curriculum areas to support your adaptations and guidelines.
4 Detail a few guidelines and curriculum adaptations that might be useful for a child with some degree of developmental delay. Give vague examples of some chronic illnesses and for 1 or 2 guidelines or adaptations.
2 Vaguely mention a few guidelines and curriculum adaptations that might be useful for a child with a chronic illness. Give examples that may or may not support these guidelines.
You might also like to view...
Why should students be aware of problem-solving strategies?
a. So that they can apply same strategies to solve a problem. Problem-solving strategies are tools to solve problems. b. So that they can apply different strategies to solve a problem. Problem-solving strategies are tools to solve problems. c. So that they cannot apply different strategies to solve a problem. d. None of these
Researchers have proposed all of the following reasons for the higher incidence of boys in classes for students with emotional/ behavioral disorders except:
A. Girls are taught proper behavior and boys are not. B. Boys tend to show conduct problems rather than personality problems. C. Girls tend toward withdrawn and internalizing behavior. D. Behavior typical of boys tends to be labeled as disordered. E. Teachers see boys' behavior problems as more disturbing.
The most supportive role that teachers can take during young children's dramatic play is:
a. facilitator of children's dramatic expression b. unobtrusive observer of children's dramatic expression c. documenter of children's dramatic expression d. director of children's dramatic expression
Do teachers have a constitutional right to wear beards and sideburns?
a. Yes. The U.S. Supreme Court has ruled several times that teachers have First Amendment rights to express themselves with a beard or sideburns in public schools. b. Yes. Teachers have the right to privacy under the First Amendment to wear beards or sideburns in public schools. c. Probably not. Most judges do not believe teacher grooming is a major constitutional issue. d. Both a and b are correct. e. None of the above.