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Question
How does IDEA-04 clarify the use of paraeducators for working with students with disabilities?Answer
This answer is hidden. It contains 213 characters.
Related questions
Q:
Describe three types of ethical considerations involving work with paraeducators.
Q:
Describe three reasons for the increasing use of paraeducators in special education.
Q:
It is unethical for paraeducators to disagree with their supervisors.
Q:
Paraeducators may assume an amount of lunchroom supervision, time-out monitoring, or playground duty. Which type of responsibilities does this represent?
A. Clerical duties
B. Direct support for students
C. Instructional delivery
D. Counseling duties
Q:
What is reportedly the biggest obstacle to professional-paraeducator planning?
A. parity
B. training of the paraeducator
C. available time to meet
D. education of the paraeducator
Q:
Define and give examples of conflict.
Q:
The sense of urgency for conflict resolution may vary by culture.
Q:
Homeostasis may result from change fatigue.
Q:
An accommodative style may make one feel taken advantage of by those involved in the conflict.
Q:
Which of the following is not a school administration and organizational variables that influence conflict?
A. Principal leadership style
B. Lack of clarity in procedures
C. Pattern of communication among individuals
D. A pattern of turning away from conflict
Q:
Define and give examples of school consultation, coaching, and mentoring.
Q:
The relationship in mentoring is not evaluative.
Q:
A clinical consultant first considers that the source of a problem is in the environment, not the client/student.
Q:
Clinical consultation is particularly valuable for increasing parent involvement in the child's education.
Q:
Which of the following is not a benefit of consultation?
A. a means to provide job-embedded professional development
B. A preventive role
C. A viable option for educating students with disabilities
D. A low-cost and efficient way of serving students without disabilities
Q:
Discuss six ways school administrators can demonstrate support for co-teaching programs.
Q:
It is suggested that co-teachers routinely discuss certain topics in order to maintain a collaborative relationship. List and explain six of these topics.
Q:
Teaming may not be the best approach for novice co-teachers.
Q:
Which of the following does not describe an appropriate co-teaching arrangement?
A. two or more professionals
B. joint delivery of instruction
C. two professionals teaching separately on alternate days
D. a diverse group of students to teach
Q:
Building-level problem solving teams are designed to assist teachers in accommodating students with behavioral or learning difficulties in their general education classrooms.
Q:
Give three examples of points to consider as you work to incorporate information about problem solving into practice.
Q:
Delineating the positives and negatives of each potential solution is a step in the solution generating process..
Q:
All of the following are questions to ask when encountering problems to resolve except
A. Are the persons who have responsibility and resources for addressing the problem committed to resolving it?
B. What might happen if nothing was done to resolve the problem?
C. Are adequate time and resources available to resolve the problem?
D. What is the reason the solution was not effective?
Q:
Which of the following best describes the purpose of generating potential solutions to a problem?
A. generate a narrowly focused pool of solutions by a small range of participants
B. generate a narrowly focused pool of solutions by a wide range of participants
C. create the maximum number of potential solutions by the smallest range of participants
D. create the maximum number of potential solutions by the widest range of participants
Q:
Which of the following is recommended to facilitate problem identification?
A. phrasing problems as questions
B. phrasing problems as statements
C. narrowing the problem statement
D. using general, broad language to describe the problem
Q:
Bridge cultural differences by using high-context strategies when seeking information.
Q:
In the interview introduction, gather information about the topic and agree on mutual goals for the interview and its outcomes.
Q:
The inverted funnel approach to questioning begins with broad, open questions and proceeds to more narrow and limited questions.
Q:
IDEA requires formal transition planning for students with disabilities beginning at age 16.
Q:
"What do you think would happen if you made an appointment with the literacy coach?" is an example of?
A. a question that provides information
B. a question that modifies information
C. a question that seeks information
D. a question that clarifies information