A key attribute of individuals with ASD relates to disruptions of social relationships. Why might this be an important understanding to a general education teacher, and what implications might it have for instructional planning?
What will be an ideal response?
Answer:
As social learning theorists (e.g., Vygotsky and Bandura) suggest, learning is a socially-imbedded function. When social relationships are disrupted, learning will be impacted. When learners have problems relating to instructional staff (e.g., teachers, speech therapists, paraprofessionals), their learning will be compromised. Difficulty interacting with peers will make peer-mediated learning difficult if not impossible.
The implications of these barriers for educators (in both general and special education) are that development of social interaction skills must be explicitly addressed. Learners with ASD (and potentially others!) need help learning skills for interacting with others; they need monitoring and coaching to refine those behaviors, and they need help assessing and regulating their own level of functioning. Instructional planning must include skill development as well as activities specifically designed to give the learners an opportunity to use these developing skills.
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Which of the following statements is true with respect to using copyrighted materials when teaching at a
distance? a) Copyrighted materials can be put on the Web without permission as long as it is for use in a course. b) Copyrighted materials can be used without permission by both for-profit and non-profit institutions. c) Only non-dramatic literary and musical works can be used when teaching at a distance. d) Copyrighted works must be limited by technological means only to officially enrolled students.
Four statements are listed below. Three are statements of opinion. Select the one that is a statement of fact
A. Tape recording a student's oral reading allows the teacher to mark and code errors later when the student is not present. B. When using IRIs, employing retelling to assess comprehension is more effective than asking questions. C. Students' comprehension scores after silent reading of an IRI passage provide truer pictures of student functioning than do comprehension scores after students have read passages orally. D. At higher reading levels, comprehension should be assessed on informational passages rather than narrative ones.
During a focus group, a teacher says, “My principal really doesn’t know how to evaluate teachers. I mean, she never gives me any observation-based feedback!” Which of these might be an in-vivo code a researcher would apply to this focus group data?
a. teacher evaluation b. observation-based feedback c. principal effectiveness d. classroom data
With a possible range of scores between 10 and 50, Keisha notices that all of the scores in her dataset are 40 and greater. Keisha’s dataset appears to contain:
a. no range b. at least one outlier c. a floor effect d. a ceiling effect