Question 1

Describe how guided feedback can be used in expressive writing instruction.

Accepted Answer

Answers will vary; refer to p. 342-345.

Question 2

Seven-year-old Tyler has difficulty focusing on relevant detail in his classroom. This is reflective of a problem with

Accepted Answer

A)  focused attention 
B)  sustained attention 
C)  selective attention 
D)  divided attention 
A)  focused attention 
B)  sustained attention 
C)  selective attention 
D)  divided attention

Question 3

Which of the following statements is true regarding the elementary general education curriculum?

Accepted Answer

A)  There is more curricular differentiation at the elementary level than the secondary level. 
B)  Curriculum content at the elementary level is widely disparate, making it difficult to include students with special needs in inclusive settings. 
C)  There is less curricular differentiation at the elementary level than at the secondary level. 
D)  None of the above 
A)  There is more curricular differentiation at the elementary level than the secondary level. 
B)  Curriculum content at the elementary level is widely disparate, making it difficult to include students with special needs in inclusive settings. 
C)  There is less curricular differentiation at the elementary level than at the secondary level. 
D)  None of the above

Question 4

________________________ involve(s) students working in temporary groups of two in which each student takes turns teaching the other.

Accepted Answer

A)  Cooperative learning 
B)  Classwide peer tutoring 
C)  Cooperative projects 
D)  The jigsaw technique 
A)  Cooperative learning 
B)  Classwide peer tutoring 
C)  Cooperative projects 
D)  The jigsaw technique

Question 5

Whereas __________________ facilitate(s) individual interpersonal interactions, ___________________ involve(s) the broader ability to use skills at the right times and places, showing social perception, cognition, and judgment of how to act in different situations.

Accepted Answer

A)  social competence - school adjustment 
B)  social skills - social competence 
C)  adaptive behaviour - social skills 
D)  behaviour - social skills 
A)  social competence - school adjustment 
B)  social skills - social competence 
C)  adaptive behaviour - social skills 
D)  behaviour - social skills

Question 6

Identify and describe the important transition concerns of elementary students with exceptionalities. Describe ways that school personnel can effectively facilitate the transition of these students.

Accepted Answer

Answers will vary; refer to pages 350-35

Describe how guided feedback can be used in expressive writing instruction.

Seven-year-old Tyler has difficulty focusing on relevant detail in his classroom. This is reflective of a problem with

Which of the following statements is true regarding the elementary general education curriculum?

________________________ involve(s) students working in temporary groups of two in which each student takes turns teaching the other.

Whereas facilitate(s) individual interpersonal interactions, _ involve(s) the broader ability to use skills at the right times and places, showing social perception, cognition, and judgment of how to act in different situations.

Identify and describe the important transition concerns of elementary students with exceptionalities. Describe ways that school personnel can effectively facilitate the transition of these students.

Inclusive Education: an Introduction

Designing Inclusive Classrooms

Teaching Students With Communication Disorders

Teaching Students With Learning Disabilities

Teaching Students With Attention Deficithyperactivity Disorder

Teaching Students With Emotional or Behavioural Disorders

Teaching Students With Intellectual Disabilities

Teaching Students With Autism and Fetal Alcohol Spectrum Disorder

Teaching Students With Sensory Impairments, Traumatic Brain Injury, and Other Low-Incidence Disabilities

Teaching Students With Special Gifts and Talents

Teaching Students Who Are at Risk

Classroom Organization and Management

Teaching Students With Special Needs in Secondary Schools

Working With Families of Students With Exceptionalities

Filters

Exam 13: Teaching Students With Special Needs in Elementary Schools

Describe how guided feedback can be used in expressive writing instruction.

Seven-year-old Tyler has difficulty focusing on relevant detail in his classroom. This is reflective of a problem with

Which of the following statements is true regarding the elementary general education curriculum?

________________________ involve(s) students working in temporary groups of two in which each student takes turns teaching the other.

Whereas __________________ facilitate(s) individual interpersonal interactions, ___________________ involve(s) the broader ability to use skills at the right times and places, showing social perception, cognition, and judgment of how to act in different situations.

Identify and describe the important transition concerns of elementary students with exceptionalities. Describe ways that school personnel can effectively facilitate the transition of these students.

Inclusive Education: an Introduction

Designing Inclusive Classrooms

Teaching Students With Communication Disorders

Teaching Students With Learning Disabilities

Teaching Students With Attention Deficithyperactivity Disorder

Teaching Students With Emotional or Behavioural Disorders

Teaching Students With Intellectual Disabilities

Teaching Students With Autism and Fetal Alcohol Spectrum Disorder

Teaching Students With Sensory Impairments, Traumatic Brain Injury, and Other Low-Incidence Disabilities

Teaching Students With Special Gifts and Talents

Teaching Students Who Are at Risk

Classroom Organization and Management

Teaching Students With Special Needs in Secondary Schools

Working With Families of Students With Exceptionalities

Filters

Whereas facilitate(s) individual interpersonal interactions, _ involve(s) the broader ability to use skills at the right times and places, showing social perception, cognition, and judgment of how to act in different situations.