When introducing subtraction, the teacher began by demonstrating the concept with a pile of pennies. She then allowed students to practice with pennies. After students mastered the subtraction concepts using pennies, the teacher moved on to using tally marks as representations. This and other types of “hands on” activities generally work well when teaching students with:
a. speech and language impairments.
b. cognitive disabilities.
c. visual impairments.
d. ADHD.
ANSWER: b
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Programs need not be tailored to the needs and characteristics of the parent population.?
a. True b. False
The recognition that society and schools have a responsibility for exceptional students stemmed in large part from the activities of
a. educational diagnosticians. b. the children's parents. c. regular education teachers. d. school counselors.
When following a learning cycle the most effective form of assessment during the expansion phase would be:
A) Inventions, writing activities, and presentations. B) Teacher observations. C) Process skills checklists. D) Asking observation questions. E) None of the above.
Explain this paradox: parents have more educational choice but less time to make use
of the teacher expertise. What will be an ideal response?