Under the personal strengths models for service coordination, the educational pro-fessional takes the lead role in service coordination, with the consumer taking a supporting role
Indicate whether the statement is true or false.
F
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________ includes working collaboratively, following rules, waiting in line, and
a. Inclusion b. Social emotional learning c. Having an exceptionality d. Prosocial behavior
Mr. Wilson lets his students know that the current lesson is ending and that in five minutes, they'll transition to the next activity. After the allocated time has passed, Mr. Wilson gives the students a verbal cue and turns the classroom lights on and off one time. Mr. Wilson's students quietly put away the materials they've been using and get out the materials for the next activity, which are
listed on the board. Mr. Wilson gives the students two minutes to be ready, during which time they can sharpen pencils, get water, or throw away trash, as long as they do what they're doing quietly, not letting their voices rise above whispers. Mr. Wilson a. is overly rigid with students and should remember that students need more freedom during transitions. b. should attend to his pacing, as most students cannot do the sort of stage-setting needed for a new activity in such a limited amount of time. c. has established a routine that is not sensitive to individual student needs. d. has apparently established, taught, and reinforced a set of procedures.
Which of the following teachers is using the computer most effectively?
A. "I believe that my preschool children learn more if they only use hands-on manipulatives. The computer is too likely to just be
a plaything. Therefore, I don't use the computer for math."
B. "I use the computer to manipulate figures and place the actual hands-on manipulatives nearby."
C. "I use the computer primarily for math practice and drill."
D. "I use the computer so that children can manipulate geometric figures."
When using peer-initiated interventions, activities should be ______.
A. low-priority or noncomplex activities so all children can comprehend them B. complex and challenging for all children with or without a delay or disability C. high-priority or preferred activities of the child who is acting as the peer mentor D. high-priority or preferred activities for the child with a delay or disability