Discuss the guidelines and curriculum adaptations you would use to include a child with autism in your class. Give concrete examples for how you would modify your class day and 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. Give concrete examples from 4 to 5 different curriculum areas to support your adaptations and guidelines.
8 Clearly detail 6 to 8 guidelines and curriculum adaptations you would make for a child with autism. Give examples from 3 to 5 different curriculum areas to support your adaptations and guidelines.
6 Detail 4 to 8 guidelines and curriculum adaptations you would make for a child with autism. 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 autism. Give vague examples for 1 or 2 guidelines or adaptations.
2 Vaguely mention a few guidelines and curriculum adaptations that might be useful for a child with autism. Give examples that may or may not support these guidelines.
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Which one of the following statements accurately describes an aspect of sensory development in newborns?
a. The do not have a sense of smell at birth. b. They do not have a sense of touch at birth. c. They have a preference for sweet and salty flavors at birth. d. They have sharp visual acuity at birth.
Of the following, the most important reason for developing an effective assessment plan is that assessment measures are needed to
a) rank students. b) award academic honors. c) determine athletic eligibility. d) plan instruction.
. According to your text, there shouldn't be continued debate over whether early intervention should be offered. Instead, we should be asking ______.
A. how cost effective intervention is and who should benefit from it B. how we can create quality intervention programs that are cost-effective and worthwhile C. what criteria we should use to establish intervention plans for at-risk children and their families D. who should receive intervention, under what conditions, and toward what outcomes
What are three ways test anxiety can surface?
a. As beliefs, questions, or certainty b. As findings, wagers, or critical thinking c. As energy, experience, or sensation d. As anger, blame, or fear