Without extra help in the form of therapies or educational stimulation, the child with disabilities may develop
a. at a normal rate but reach a much lower level of functioning than possible.
b. very slowly, reaching a much lower level of functioning than possible.
c. at a normal rate, reaching the best level of functioning than could be expected. d. faster than normal but reaching a much lower level of functioning than possible.
b
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Identify a general theme and create an integrated-curriculum web for that topic. Identify the level of the children for whom the unit is being planned
What will be an ideal response?
Which of the following would provide the most useful and valid information about the student's instructional situation?
A. case history B. a survey such as the Benchmark School Interactive Learner Profile C. an observation guide such as the Functional Assessment of Academic Behavior D. an interview with the student
A colleague is concerned about the possibility of the placement in his general education classroom of students with low-incidence disabilities like physical and health impairments, visual or hearing impairments, or traumatic brain injury. He says that he doesn't have the specialized skills to handle such students; he doesn't know Braille or sign language, and his classroom isn't suitable for
wheelchairs. How would you reassure him about such placements? In your response address the incidence of such learners and the probable level of impairment, as well as the skills needed for working with such learners in the milder ranges of impairment. What will be an ideal response?
Why is there caution required when using tangible reinforcement?
a. They are very expensive. b. They are well-known for becoming ineffective as a rapid rate and require switching. c. There are health issues attached to them. d. They only work with older students.