Mr. Molina works in a school district with many families who do not have English as a first language. Mr. Molina wants to increase parental involvement, as he knows that this is likely to enhance their children’s engagement, self-efficacy, and intrinsic motivation. All of the following are good culturally responsive suggestions for increasing parental involvement, except:
a. partnering parents of new students with other English learning parents who have greater familiarity with the school.
b. inviting parents to the school to tell the students about their culture.
c. providing information in both English and the parents’ native language.
d. providing parents with information about typical North American educational culture and expectations for student engagement.
d. providing parents with information about typical North American educational culture and expectations for student engagement.
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The TEACCH Program at the University of North Carolina
a. utilizes a communication curriculum that is based on behavioral principles but applied in naturalistic settings. b. uses the principles of applied behavior analysis to teach discrete skills that are chained into functional routines. c. teaches social skills as discrete skills within an integrative setting and uses peer-mediation interventions to promote independent play and social interaction. d. uses incidental teaching, that is, the spontaneous behavior of the child, to teach specific skills such as functional verbal language.
Curricular decisions must be based on the structures that will allow desired outcomes for both general education
and special education students.
Indicate whether the statement is true or false.A theorist who believes in the theory of core knowledge would argue that understanding of the world is due, at least in part, to our natural cognitive structures.
Answer the following statement true (T) or false (F)
Most authorities agree that there should be two dimensions to global education:
a. A substantive dimension, knowledge of various features of the world and its people; and a perceptual dimension, an attempt to have children abandon any stereotypical views they have of other cultural groups b. A substantive dimension, knowledge of various features of the world and its people; and a perceptual dimension, an orientation to consider the global implications of any topic c. A substantive dimension, knowledge of different types of globes; and a perceptual dimension, an orientation to consider the global implications of any topic d. None of the above – global education is about having students in the USA learn about people from all over the world – it is just that simple