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Question
Arrange in sequential order the level of restrictiveness relative to the"special education continuum-o-services"model. Use"1"as the least restrictive placement and"4"as the most restrictive environment.a. Self-Contained Special Classroom
b. Indirect Educational Services Provided in the General Education Classroom
c. Resource Room
d. Residential School
Answer
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Related questions
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B) positive.
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Identify and briefly describe five (5) different types of communication to collaborate effectively with parents.
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Which of the following IDEA 2004 provisions is required for involving parents in the special education process?A) Parents must be involved in the decision-making process for their children with disabilities.B) Parents must be informed of any impending actions regarding their children with disabilities.C) School personnel must make due process rights available to parents of children with disabilities.D) Parents have the right to a due process hearing, or engage in mediation or resolution if there is a disagreement with schools.E) all of the above
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Prior to the passage of Public Law 94-142
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Compare and contrast the self-contained special education approach and resource room approach to educating students with disabilities. Be sure to describe the advantages and disadvantages of each approach.
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In 1990, Public Law 94-142 was retitled as ________.
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True or False
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True or False
In the nineteenth century, the special schools that were established primarily served students with sensory impairments.
Q:
Which of the following is a current perception of inclusion?
A) Teachers have a positive attitude toward inclusion.
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Q:
Which of the following would represent the most restrictive setting for a student with disabilities?
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Q:
The"Least Restrictive Environment"mandate in IDEA requires that
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Q:
Which of the following would be considered a major life activity under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act?
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IDEA 2004 requires that students with disabilities be
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The"Child Find"mandate in IDEA requires that school personnel
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Which of the following was not a major contributor to the inclusion movement?
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B) legislation/litigation
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Q:
Which of the following students would not qualify for services under the Individuals with Disabilities Education Act?
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C) Susan, who has a hearing impairment
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What are some ways to enhance comprehension in struggling students?
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Throughout this chapter, the authors of your textbook spent considerable time addressing the need to create positive, nurturing environments. Describe how you plan to create such an environment in your own classroom by synthesizing the content in this chapter.
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As a first-year-teacher, you are having difficulty with many of your students in terms of talking out and out-of-seat behavior. Design a self-management program for your classroom. Describe your program in detail, including how you plan to implement and monitor the program.
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_______ is a process to approach teaching and learning for students of differing abilities in the same class that maximizes each student's growth by meeting each student where he/she is to move forward.
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________ involves the assessment and re-engineering of environments so that students with problem behaviors experience a reduction in undesirable behaviors and an increase in the social and personal quality of their lives.
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True or False
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Content differentiation includes all the following except
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Constance is a seven-year-old whose behavior management plan has resulted in an increase in academic productivity and a concomitant decrease in talking-out behavior. Given this satisfactory outcome, Constance"s teacher discontinues the behavior management program. Unfortunately, Constance once again fails to complete tasks and begins talking out at an unacceptable level. This occurrence may be due to
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B) problems related to generalization of behavior.
C) problems related to a"rebound effect."
D) behavioral inflexibility.
Q:
Which of the following is not an example of a behavioral intervention designed to decrease undesirable behaviors?
A) extinction
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D) group contingencies