Examples of informal parent-teacher communications include
A) scheduled conferences.
B) school newsletters.
C) telephone calls.
D) greeting parents when children arrive and depart.
E) telephone calls and greeting parents when children arrive and depart.
E
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When atypical children are in inclusive programs, they:
a. no longer receive special education services b. receive their special education and support services in their least restrictive enironments c. have to pay more because they need extra services d. must do the same thing that other children do
When writing multiple-choice items you discover that several items have the same options. What is the best thing to do?
(a) Rewrite the items as a matching exercise (b) Consolidate the items as one or two multiple true-false items (c) Replace some options with new ones. (d) Keep the items as they are
When children are young, they may have developmental differences that have not yet
a. Been identified. b. Been diagnosed. c. Been evaluated. d. All of the above.
To remind her first-grade son Kevin to bring his umbrella home from school, his mother pins a drawing of an umbrella to Kevin's jacket collar. Kevin's mother is helping him remember the umbrella through the use of:
a. A superimposed meaningful structure b. A retrieval cue c. The keyword method d. Verbal mediation