List and describe four of the six strategies for working with families from diverse backgrounds identified in Chapter 6
What will be an ideal response?
1) Show time consideration.
This includes when and where to meet with parents and families.
2) Develop information sharing and parent preferences for involvement in the process or discussion.
It may be helpful to send an informal note home prior to the first meeting with a family to ask them to identify some of their concerns about their child and some of their preferences for involvement in the meeting.
3) Understand family structure and lines of authority.
Family structure can vary greatly.
Learn what family members will be responsible for attending an IEP meeting and who provides the most educational support to the child at home.
4) Be aware of family dynamics.
When meeting with each family, consider how raising a child with a disability has affected them.
5) Develop an exclusive relationship with each family.
Awareness of cultural and linguistic differences among families increases a professional's probability of developing successful relationships with those families.
6) Honor cultural diversity and strive to be culturally competent.
Professionals must be sensitive to and respectful of the different lifestyles, cultural backgrounds,
family needs, and concerns posed by parents and family members.
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True participation means performance
Indicate whether the statement is true or false.
Kagan uses the term student position to refer to:
a) location in the room. b) overall frame of mind. c) views on social morality. d) type of consequence for misbehavior.
Martin Greenway presented his students with the following objective: Students will participate in a jigsaw activity to investigate the reasons for the great depression. After giving a test that three-quarters of the students failed, Martin was heard to say, "Well I did my job. No one can say that the objective wasn't met during class." Which of the following best describes the situation outlined?
A) Martin is correct since the objective is an output statement. B) Martin is not correct since the objective is an output statement. C) Martin is correct because the objective is an input statement. D) Martin is not correct because the objective is an input statement.
Some cognitive-related areas that may be affected by a TBI include
A. physical limitations, aggression, and conduct disorders. B. concentration, impulsivity, and aggression. C. language comprehension, attention, and concentration. D. social skills, behavior, and moodiness.