To guide children with ability differences and their peers effectively, we need to
a. tell parents exactly what disability accommodations their child will and won't need.
b. write up a plan of action (IEP) for the child without any help from the parents
c. treat them the same as typically developing children.
d. learn how ability differences affect children and classrooms.
e. all of these.
d
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Relate why there seems to be controversy about the exclusion policy
What will be an ideal response?
What should students know about dictionary guide words?
a. They represent the first and last entry words on a page. b. They represent the first two entry words on a page. c. They are found in the preface of the books. d. None of these are important to know.
An end-of-unit test to estimate students’ skills or knowledge on all content is an example of
a. norm-referenced assessment b. criterion-referenced assessment c. domain-referenced assessment d. portfolio assessment
Children, adolescents, and adults with Autism Disorder (AD) have deficits in more than one aspect of social functioning, and these deficits are in the areas of:
a. gaze and social speech b. joint attention, imitation, and play c. attachment, peer relations, and affective development d. None of the above e. All of the above