Discuss the guidelines and curriculum adaptations you would use to include a child who is educationally blind in your class. Give concrete examples for how you would modify your class day, using examples from 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 who is blind. 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 who is blind. 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 who is blind. 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 some degree of visual impairment. 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. Give examples that may or may not support these guidelines.
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When confronting difficult issues, use negative commands first to allow the child to identify, explore, and express feelings related to the situation
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______ designs involve two or more ______ variables, at least one of which is manipulated.
A. Single-variable; independent B. Single-variable; dependent C. Factorial; independent D. Factorial; dependent
All of the following are traits associated with ADHD EXCEPT
A) creativity. B) intuitiveness. C) emotional awareness. D) positive self-image.
Briefly explain how to know if materials are developmentally appropriate.
What will be an ideal response?