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Question
Develop a philosophy of grading for your classroom by integrating the content discussed in the textbook. A part of your philosophy should address the purposes of grading. In your philosophy, be sure to address those grading practices that are acceptable to you (and state why they are acceptable) and those that are unacceptable to you (and state why they are unacceptable). The end result of your philosophy should be a delineation of grading practices that you are willing to implement in your classroom.Answer
Answers will vary.Related questions
Q:
Annual goals on the IEP should be
A) measurable.
B) positive.
C) student-oriented.
D) relevant.
E) all the above
Q:
Bobby using a calculator for mathematics calculations is an example of a(n)
A) modification.
B) accommodation.
C) behavioral intervention
D) on-grade-level goal.
Q:
Identify and briefly describe five (5) different types of communication to collaborate effectively with parents.
Q:
Effective communication should
A) be regular and useful.
B) include both informal and formal means.
C) be characterized by a sensitivity to cultural and linguistic differences.
D) all of the above
Q:
Teachers must be sensitive to the background of the family to ensure that cultural differences do not interfere with school-family relationships. They can best do this by
A) focusing communication efforts on the mother.
B) designing an interagency coordinating family plan
C) putting aside preconceived notions they have about various lifestyles.
D) focusing efforts on the child when the parents speak a different language.
Q:
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
Q:
Prior to the passage of Public Law 94-142
A) Parents were actively involved in the IEP process for their children with disabilities.
B) Many schools did not encourage parents to participate in the education of their children with disabilities.
C) Parents had significant due process rights when they disagreed with their children"s IEP.
D) School personnel were only required to involve parents in the IEP process.
Q:
Identify and briefly describe three (3) due process requirements mandated by the IDEA.
Q:
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.
Q:
In 1990, Public Law 94-142 was retitled as ________.
Q:
True or False
For the majority of students with disabilities and other special needs, placement in general education classrooms for at least a portion of each school day is the most appropriate option.
Q:
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.
B) Administrators do not support inclusion.
C) Most teachers prefer that students with disabilities be educated in special classes.
D) Satisfaction of general classroom teachers concerning inclusion decreases over time.
Q:
Which of the following would represent the most restrictive setting for a student with disabilities?
A) self-contained classroom
B) resource room
C) residential school
D) indirect support services
Q:
The"Least Restrictive Environment"mandate in IDEA requires that
A) all students with disabilities be educated full-time in general education classrooms.
B) students with disabilities be educated with non-disabled students to the maximum extent appropriate.
C) all schools must provide inclusive education for students with disabilities.
D) none of the above
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?
A) breathing
B) walking
C) learning
D) all of the above
Q:
IDEA 2004 requires that students with disabilities be
A) educated in special schools that can provide the specialized services they require.
B) included in all classes and activities in which general education students participate.
C) educated in resource rooms and/or the general education classroom.
D) educated in the least restrictive environment in accordance with the student"s IEP.
Q:
The"Child Find"mandate in IDEA requires that school personnel
A) engage in activities that locate and identify students with disabilities.
B) provide services to all students with disabilities.
C) make use of federal funding to meet the needs of parents of children with disabilities.
D) all of the above
Q:
Which of the following was not a major contributor to the inclusion movement?
A) parental advocacy
B) legislation/litigation
C) compensatory education
D) the civil rights movement
Q:
Which of the following students would not qualify for services under the Individuals with Disabilities Education Act?
A) Bobby, who has a learning disability
B) Janet, who is labeled an"at-risk"student
C) Susan, who has a hearing impairment
D) Betty, who has diabetes
Q:
What are some ways to enhance comprehension in struggling students?
Q:
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.
Q:
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.
Q:
_______ 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.
Q:
________ 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.
Q:
True or False
Behavioral differentiation must include developmentally appropriate practices that address the individual needs of a student.
Q:
Content differentiation includes all the following except
A) Reducing content coverage
B) Compacting
C) Preferential seating
D) Acceleration
Q:
The response to intervention approach to working with struggling students means that
A) teachers differentiate instruction for students who are labeled only as special education.
B) special education teachers assist students in a special education classroom.
C) teachers address individual needs of students by making key adjustments across a number of instructionally-related areas and provide effective instruction.
D) teachers measure each attempt to intervene with students who have behavioral problems.
Q:
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
A) problems related to maintenance of behavior.
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
B) differential reinforcement of lower rates of behavior
C) natural and logical consequences
D) group contingencies