Marcus is a student who is hearing impaired. His speech is difficult to understand but he knows sign language. Other students are uncomfortable communicating with him, which limits Marcus's participation in group activities and social situations. How can you encourage peer interaction for Marcus?
A. Arrange instruction for peers to learn some sign language.
B. Tell the peers that Marcus has a problem but they must communicate with him.
C. Arrange for speech therapy for Marcus.
D. Force Marcus to practice speech during group activities and social situations.
A
You might also like to view...
An example of a child demonstrating understanding of sequence could be:
a. the completion of a task b. playing a game with a peer c. placing events in order d. recalling a number collected earlier in the day
Mrs. Crosby has been asked to evaluate Hector for a possible communication disorder. Hector's family came from Miami but they speak very little English. Mrs. Crosby has assessed Hector in both English and Spanish. What else can she do to be sure that she has adequately measured his true communicative competence?
A) Interview his parents B) Administer a third test in Spanish C) Listen when Hector is involved in authentic conversational behavior D) Interview his teachers
Explain why using a confirmational strategy alone to test a theory or hypothesis is poor practice.
What will be an ideal response?
Describe an activity that would contribute to the purpose of "Learning and practicing sound nutritional habits and healthy polite eating behaviors."
What will be an ideal response?