Discuss the use of technology by people with intellectual disabilities
What will be an ideal response?
ANSWER: For individuals who cannot communicate vocally, technology can help them
communicate. Technology may be used to aid in finding directions, guiding users to
destinations. Computerized cueing systems and robots have also been used to guide
users with intellectual disabilities. Technology is assisting people with disabilities to
successfully complete everyday tasks of self-care. Assistive technology can help
people with severe or multiple disabilities to control electrical appliances, operate
audio/video equipment such as home entertainment systems, or perform basic tasks
such as locking and unlocking doors. Technology is used in education to aid
communication, support activities of daily living, and to enhance learning. Technology,
such as video-assisted training, is being used for job training and job skill development
and to teach complex skills for appropriate job behavior and social interaction. Toys
can be adapted with switches and other technologies to facilitate play for children.
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What should be done first when constructing any test item?
a. determine the number of items to write b. review item difficulty c. examine previous test d. align item with objectives
. Which one of the following statements best characterizes how reinforcement of incompatible behavior helps reduce inappropriate behavior in the classroom?
a. When a teacher reinforces different students for different behaviors, they begin to discover which behaviors are appropriate and which are not. b. Negative reinforcement of an incompatible behavior can ultimately reduce the frequency of that behavior. c. An undesirable behavior will decrease when a student is reinforced for behaving in an opposite manner. d. A teacher can reduce serious behavior problems by allowing students to engage in less serious misbehaviors.
With this type of instruction, students may be given visual representations to complete/solve math problems.
a. abstract instruction b. discreet instruction c. representational instruction d. concrete instruction
The most powerful determinants of children's reading are
a. Accessibility, readability, and interest. b. Theme, plot, and style. c. Inference, point of view, and conflict. d. Theme and analysis.