Explain what it means to take a holistic approach to educating students who have multiple or dual sensory disabilities. Explain at least three practices, accommodations, or guidelines that can be used to help accomplish that goal.
What will be an ideal response?
Answers should explain that a holistic approach is an approach in which the student is viewed as a whole person. In determining educational goals and teaching strategies, professionals consider factors such as the student's emotions, cognitive processes, and other factors that interact with the environment to produce behavior. Practices, accommodations, and guidelines will vary, but should address those factors.
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By the age of 10, the typical child has ____________________ synaptic connections in their brain.
Fill in the blank(s) with the appropriate word(s).
What best represents the authors' stance toward curriculum integration
a. Integration is always the best approach b. Integration has too many pitfalls to do regularly c. Integration should be used in the service of achieving important learning goals d. Integration inevitably trivializes learning
Which of these can be a positive effect of stress?
a. Your weight stays down because you can't eat. b. You have more energy because you sleep less. c. Your energy is mobilized and you can devote your full attention to a task. d. You feel better about yourself because of stress. e. You are in a better mood than usual.
Ms. MacIver asked her senior math students to solve the following problem:
Make three rows of three dots on a piece of paper. Without lifting your pencil, and using four straight lines, connect all of the dots. The students tried to solve the problem, but could not. Ms. MacIver then said to her students, "I'll show you how to connect the dots." She then drew the following solution on the overhead. "You have to go outside the boundaries of the dots in order to solve the problem," explained Ms. MacIver. How did the students initially represent the problem? In other words, state how the students described the problem to themselves—how they pictured it, interpreted it or defined it? Explain how the students' representation of the problem interfered with finding the solution. What could students learn from this experience that might help in solving problems in the future? What will be an ideal response?