Explain the Peer Buddy Program to include the steps for implementation.
What will be an ideal response?
Answer should define and explain the Peer Buddy Program to include steps for implementation. Peer buddy programs are designed to provide academic support as well as an opportunity for peer interactions to occur in natural school settings. Peer buddy programs have many benefits for students with and without disabilities, but they require careful planning and consistent support to succeed.
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Vygotsky's concept of scaffolding is most like the concept of
a. discovery. b. training. c. renewal. d. restoration.
In the read around the room center the children use this center by
A. working in pairs or small groups to write words on note cards all around the room. B. drawing pictures of insects and placing them all around the room. C. selecting a pointer and moving around the room to point at and read all the accessible print. D. taking a book from their book bag and choosing a new place to read rather than at their desk.
Which of the following examples demonstrates a stereotypic behavior?
A. Despite her friend yawning consistently and completely losing the smile, Emma talked endlessly about her favorite insects for another 45 minutes. B. When his out-of-town grandpa came visiting and tried to give him a hug, Liam screamed and immediately ran away from his grandpA. C. When her teacher asked her to match the cards during one-on-one instruction, Olivia covered her ears and made steady humming sounds. D. Mom decided to take another route home due to the road construction; Noah yelled at Mom and redirected her back to the usual route.
Emily took a standardized test of individual ability differences in 8th grade. The test assessed aptitude for a wide range of skills, classified according to career paths. Emily's parents were eager to find out what careers Emily was best suited for
When the results arrived, they were reported in stanine scores. Emily's parents anxiously studied the scores, but found that they were all sevens, from mechanical aptitude, to artistic ability, to language skills, to math computation. Emily's reaction was "I guess I can be anything I want, but that doesn't really help much." What could you tell Emily's parents that might help them make sense of Emily's scores? Is Emily very talented in all areas? How could a different scoring system shed light on Emily's profile of abilities? What will be an ideal response?