Describe four ways that special and general education teachers can collaborate to serve students with ADHD
What will be an ideal response?
Ideas from "Responsive Instruction: Planning for Students with ADHD in the General Education Classroom" include how the special education teacher could help the general education teacher divide instruction into meaningful chunks; introduce instructional objectives; use think aloud, modeling, and feedback strategies; provide guided practice; provide opportunities for independent practice; and end lessons with review and closure. Ideas from "Responsive Instruction: The Benefits of self-Monitoring and Group-Contingency" include self-monitoring, self-management, and group-contingency. Ideas from "How Can I Help" include strategies for co-teaching such as one teach, one drift; station teaching; parallel teaching; alternative teaching; and team teaching.
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a. True b. False Indicate whether the statement is true or false
The highest level of Bloom's taxonomy that ordinarily can be reasonably assessed with multiple choice items is
a. Knowledge b. Comprehension c. Application d. Analysis
Interfaith dialogues promoted by some colleges and universities
a. Have resulted in reduced numbers of Anglo-Protestant undergraduate applications. b. Demonstrate the importance of providing opportunities for students to sample faiths so that they might make more committed decisions about their own faiths. c. Have come under scrutiny for not promoting dialogues between all faiths. d. Demonstrate the importance of engaging students in religious discussions so as to foster understanding of faiths different than one's own.
A hybrid course is a class that
A. is part of a learning community. B. blends face-to-face instruction and distance learning. C. combines films, videos, and assigned readings. D. combines class meetings and independent study.