Guided discussion encourages the group to stay focused on the issue. What are some examples for guided discussions?
a. Focus Discussion – I wonder if we have spent enough time on these issues. Should we move on?
b. Broaden Participation – What other phases of the problem should be explored?
c. Limit Participation – I am wondering if someone else might like to make some remarks?
d. All of the above
B
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The text suggests that you use "I" messages to communicate with emotional intelligence
Indicate whether the statement is true or false
The commitment to high standards in the educational reform movement (such as those promoted by NCLB and CCSS)
a. will help students with intellectual and developmental disabilities perform better in school by providing greater supports and sevices. b. is problematic for students with intellectual and developmental disabilities because they have difficulty with high-level conceptual material. c. has caused regional districts to refuse to test students with intellectual and developmental disabilities. d. does not apply to students with intellectual and developmental disabilities because the legislation and standards acknowledges student differences.
Which of the following is NOT true of learned helplessness and outer-directedness?
A) They may be caused by frequent failure. B) They are often seen as a lack of motivation. C) They often result from dependency on other people. D) They are an inherent characteristic of intellectual disabilities.
If you listen to your friend’s story and simultaneously listen to the television, you are using
a. focused attention b. selective attention c. divided attention d. sustained attention