What forms of instruction are most effective for teaching discourse types to students with disabilities?
What will be an ideal response?
Effective strategies for teaching discourse types to students with disabilities include dynamic assessment and mediated teaching, in which assessment is an integral part of the teaching process. The approach begins with asking the student to look through a wordless picture book and then tell the story the pictures tell.
• For students who struggle with narrative discourse, comic books and graphic novels offer two advantages: they exhibit a less complex narrative structure than novels, and they use visual images to convey a significant portion of the meaning. The visual images convey setting and character information that, because it is present visually, does not need to be described linguistically.
• One approach to teach expository discourse is to show students how to differentiate between narrative non-narrative genres. This requires that students first understand what constitutes a good narrative, or story. Once students can discriminate the narrative from non-narrative, they can begin to learn the characteristics of the non-narrative discourse genres.
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Emic perspectives concerns
a. the views of the study’s participants only. c. Neither of these. b. the views of the study’s researcher(s). d. Both of these
Most students who have mild disabilities are identified
a. During elementary school b. During middle school c. During preschool d. During infancy
Cochlear implants
A) make a person's hearing normal. B) make a person's oral language normal, as long as he or she is prelingually deaf. C) send electrical signals to the ossicles and cochlea that simulate sound waves, passing information through the auditory nerve to the brain. D) are inexpensive and used by most children with hearing loss.