Describe the two major barriers that interfere with the success in inclusive classrooms for students with ASD.
What will be an ideal response?
Two major areas should be discussed: student needs and teacher needs:
• Student needs: The salient characteristics of ASD, which results in social isolation, insistence on rule following, limited self-advocacy skills, and difficulties with transitions between settings interfered with the full inclusion in the classroom for students with ASD
• Teacher needs:General education teachers feel ill-prepared to meet the multifaceted needs of children with ASD in inclusive classrooms because their teacher training program included too little instruction in how to meet the needs of students with ASD.They may also lack of confidence and self-efficacy in working with students with special needs and necessitate greater support in instructional strategies and understanding characteristics of children with ASD.
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Active learning can be implemented through small groups of about 6-8 students
Indicate whether the statement is true or false.
The stages of data analysis in action research include
a. description and sense making. c. reflection and interpretation. b. sense making and reflection. d. description and interpretation.
There are distinctions among graphs depending on the kind of data represented. Mrs. Wilson's fifth-grade class would like to graph how many minutes of daylight there are each day. The most appropriate type of graph would be a
a. bar graph. b. line graph. c. circle graph. d. pictograph.
Psychological punishment is
a. effective, because students do not like to be humiliated. b. effective, as it brings peer pressure to bear on the student. c. ineffective, as it can harm a student’s self-esteem. d. ineffective, as it makes the teacher look foolish.