What is a foundational belief of the school development program?
A. Policy makers are responsible for creating learning environments that support students’ development.
B. Children are a product of the interactions among their contexts.
C. Schools are obligated to help build families and communities.
D. All children’s needs must be met before they can learn and succeed.
D. All children’s needs must be met before they can learn and succeed.
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Which of the following is not typically acquired as part of a developmental history?
A. Prenatal and perinatal conditions, divorce and remarriage issues, and general activity level. B. Relationships with peers, overall physical condition, and allergies. C. Unusual eating habits, mental health problems of relatives, and a standardized test of intelligence. D. Developmental milestones, sleep patterns, and problems experienced by parents or siblings. E. Effective discipline methods and the child's reaction to discipline.
Often, teachers who attribute student misbehavior or academic failure to student shortcomings (poor attitude, inadequate parental support, inadequate ability)
a. are successful classroom managers because they have identified the factors most likely to be problematic. b. see themselves as powerless to impact behavior and performance. c. focus their energies on making changes by engaging in activism, mentoring, and parent support. d. believe that all students, regardless of their circumstance, can behave and achieve at above-average levels.
Students should prepare to participate in their own IEP by:
A) Conducting self-evaluations B) Listening to what is being said C) Asking peers to speak on their behalf D) Doing their school work
Because language delays are difficult to examine in young children, professionals assess __________ as a means of identifying ASD
A) receptive language only B) the ability to imitate motor movements C) expressive language only D) fine motor skills