What is the expanded core curriculum? Identify the domains within it and explain how so many skills can be taught
What will be an ideal response?
Students with visual impairments are to be included in the general education curriculum as much as possible (per the requirements of IDEA); however, their specific needs related to an expanded core curriculum (ECC) must also be addressed. If the general education curriculum is considered to be the "core," or starting point, than all the additional objectives added on to that are elements of the "expanded" curriculum. For students with visual impairments, this ECC is functional and includes the following domains: compensatory skills, including communication modes; social interaction skills; orientation and mobility; daily living; recreation and leisure; career/vocational skills; assistive technology; visual efficiency; and self-determination skills. Within each of these domains, there are many specific skills to be evaluated and taught. With so many special, essential, skills to be taught, educators cannot wait until the "transition period" to suddenly start teaching the skills needed for independent learning. Teaching these skills needs to be done at an age-appropriate time
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When an employment-at-will statement is part of a personnel policy (in states where this is permitted), it means that ____
a. ?the employee must have the will to work for this agency b. ?the employee or the employer may terminate the employment relationship for any reason or without reason c. ?the employer must show cause before terminating an employee d. ?the employer and employer are willing to work with each other
The quality of the caregiving that you received while growing up is an example of ______ and your potential ability to learn how to use language is an example of ______.
a. nature; nature b. nurture; nurture c. nature; nurture d. nurture; nature
Pre-assessment as a classroom-based practice enables educational designers:
a. to ascertain students' readiness for the learning experience and gauge the utility of a given instructional model selected for a certain purpose and specific group of learners. b. to establish baseline data regarding students' level of knowledge and skills to compare their achievement and learning to that of others as a basis for a class ranking. c. to help students to review content covered and should have learned. d. to compare student achievement against ‘norms' and measure students' proficiency against grade-level standards.
Three of the following are accurate statements about factors that affect transfer. Which statement is inaccurate?
a. Students are more likely to transfer what they have learned when they have learned it in a meaningful, rather than rote, fashion. b. Students are more likely to transfer what they have learned when they have studied it for a lengthy period of time. c. Students are more likely to transfer what they have learned when they see it as "belonging" to a particular academic subject area. d. Students are more likely to transfer what they have learned when they have learned general principles rather than specific facts.