The most important question for the teacher to ask when planning curriculum for a child in a wheelchair is:
a. How can I help that child be successful today?
b. What can the parents tell me about the child that will help him fit into the life of the school in a comfortable way?
c. How can I explain to the other children why he needs to be in a wheelchair?
d. What furniture do I need to rearrange so he can get around easily in his wheelchair?
a
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Mrs. Blah is eager to use group work and has divided her class into table groups of 4 students. She wants her students to practice the vocabulary words on this week’s list by writing sentences for each word. She is struggling to figure out how to make this a group task and what each group member would do. How should she solve this problem?
a. Before the groups start work, tell them they’ll need to work together on the sentences. b. Use individual work instead of group work. c. Assign roles to group members: leader, helper, encourager, timer d. Accommodate diversity by varying the size of the groups.
You are attempting to explain the model of human memory and the implications it has for the way we learn to a friend. Describe how your central executive, phonological loop, and visual-spatial sketchpad work together to create the explanation
What will be an ideal response?
Betty, at age 13, conforms to social rules because she believes it is right to do so. She is probably in Kohlberg's _______ stage of moral development
a. preconventional b. conventional c. postconventional d. obedience and punishment
Briefly discuss several ways that families can be involved in their children’s nutritional education experiences.
What will be an ideal response?