Describe ways that teachers of students with multiple and severe disabilities can collaborate with others to provide services
What will be an ideal response?
Specially trained teachers of students with low-incidence, multiple, and severe disabilities can share their expertise with others. Answers will vary, with ideas from: "Responsive Instruction: The Importance of Establishing Structured Routines" (applying the research to teaching); "Making It Work" (successful strategies for collaboration); and "Responsive Instruction: Positive Behavioral Support"
You might also like to view...
Researchers who make cross-cultural comparisons of youngsters' mathematical abilities have found that:
a. Cultural differences exist and seem to be the result of genetic differences among various groups. b. Cultural differences exist and seem to be related to children's involvement in family businesses. c. Cultural differences exist and may be partially the result of how numbers are represented in language. d. A basic understanding of number (including, at a minimum, numbers 1 through 10) is universal across all cultures.
Which of the supervisory behaviors is depicted by this example, "This is how I see it. What can be done is . . .?"
a Negotiating b Problem Solving c Encouraging d Presenting
Within the problem solving process, which describes problem identification?
A. The establishment of a goal for interaction B. The physical and psychological beginning of a series of interactions C. Carrying out the planned intervention D. The determination of intervention success
According to the PRESS steps, which of the following is an action you would take in the read and review process?
A. Look for headings, diagrams and other features B. Speak to someone about what you have read C. Take notes in the margins D. Stop and think after each paragraph about what the author is saying