Deck 11: Characteristics of Effective Teachers in Inclusive Programs

Question 1

Teaching in an inclusive early childhood setting is challenging and seldom rewarding.

Answer 1

False

Question 2

Not every teacher can meet the needs of every type of child.

Answer 2

True

Question 3

The most effective programs for young children with disabilities are delivered within the context of a highly specialized program.

Answer 3

False

Question 4

In most inclusive settings, the teacher is a member of a team that works together for the benefit of all children.

Question 5

Any teacher who really understands the development of the young child can work with children with disabilities in an inclusive environment.

Question 6

An emerging trend in early childhood teacher training is a blend of the best practices of early childhood and special education.

Question 7

Using the applied developmental approach to education, an early childhood teacher would see the development of the child as the same for all children.

Question 8

The transactional process recognizes the child as a dynamic individual who is affected by and affects everyone.

Question 9

Rules that tell the child what not to do are the most effective type of rules.

Question 10

A teachable moment occurs when maturation, motivation, and opportunity come together for the child.

Question 11

In understanding the interrelatedness of development, a teacher must recognize:

A) that all children are alike.
B) that each area of development affects the others.
C) growth patterns in all children.
D) that chronological age is not important.

Question 12

It is common for some children to experience disequilibrium when:

A) they cannot stand up for very long.
B) they cry one minute then continue to tantrum.
C) rapid development is followed by an unsettling period.
D) they seem to advance beyond their age.

Question 13

It is important for teachers to recognize that children learn:

A) both intentionally and unintentionally.
B) from only direct instruction.
C) in the same way.
D) only when they can get individualized instruction.

Question 14

The process in which adults react to infants cooing and the infant continues cooing in a give-and-take manner is:

A) facilitative learning.
B) contingent stimulation.
C) transactional awareness.
D) mutual unresponsiveness.

Question 15

When adults respond to what infants and children say and do:

A) cognitive development is accelerated and is richer.
B) language development decreases, and cognition increases.
C) they are interfering and meddling.
D) they restrict growth.

Question 16

Some effective character traits for teachers are:

A) enthusiasm, structure, and inflexibility.
B) flexibility, enthusiasm, and inconsistency.
C) trustworthiness, permissiveness, and being loving.
D) enthusiasm, flexibility, and consistency.

Question 17

Consistency in teaching provides:

A) children with a sense of accomplishment.
B) children with a sense of security and self-confidence.
C) structure and limit setting.
D) rigidity with purpose.

Question 18

Setting limits for children can:

A) foster dependent behavior.
B) allow children to relax and develop trust in their surroundings.
C) cause rigidity in a classroom setting.
D) discourage autonomy.

Question 19

When a teacher is facilitative, they should:

A) provide a range of interesting activities and plan structured group lessons.
B) plan activities for each center and carefully direct children.
C) offer a balanced amount of assistance.
D) respond to children by telling them the next step in the process.

Question 20

At the mention of inclusion, many teachers are concerned about:

A) children getting sick on them.
B) taking care of the other children, as well as the child with the disability.
C) what other parents might think.
D) having to work unassisted with children with challenging behaviors or disabilities.

Question 21

When making accommodations to a program so that all children can successfully participate, teachers must evaluate the various components of their program, including their own personal biases, to see where changes might be needed.

Question 22

No single professional can meet the needs of all the diverse learners in an inclusive program. Early childhood teachers will make their jobs much easier if they seek the assistance of:

A) volunteers.
B) specialists.
C) pediatricians.
D) the Internet.

Question 23

At the mention of inclusion, many teachers are unconcerned about having to work unassisted with children with challenging behaviors or disabilities.

Question 24

Four-year-old Chloe approaches her teacher, holding a crayon and paper. She announces to her teacher that she wants to write a letter to her mom, who is away on a trip. The teacher helps her write the letter. This is an example of:

A) readiness.
B) cooperative teaching.
C) a teachable moment.
D) developmentally appropriate practice.

Question 25

A teacher carefully arranges the classroom to encourage child initiation. They place additional materials and some toys out of reach. This teacher is planning for:

A) transactional learning.
B) incidental learning.
C) facilitated sharing.
D) teachable moments.

Question 26

A period of inconsistent behavior that often follows a spurt of rapid development is called developmental inconsistency.

Question 27

Low-key teacher participation can go a long way toward fostering relationships between children with and without disabilities, especially when the teacher quietly fades in and out depending on the quality of the interactions.

Question 28

A teacher provides decreasing levels of support while placing higher demands as the child progresses toward the goal of independent social and cognitive problem solving. This is an example of a teacher:

A) serving as a limit setter.
B) being patient.
C) serving as a mediator.
D) facilitating experiences.

Question 29

Which of the following is an example of how a rule should be stated to set limits?

A) Remember, we don't run in class.
B) We walk inside. We can run outside.
C) If you run, someone will get hurt.
D) Running inside is not safe.

Question 30

A child who has learned to label the color of crayons joyfully wanders the room, labeling all the colors they can see. This is an example of:

A) teachable moments.
B) consolidation.
C) generalization.
D) mediated learning.

Question 31

Which of the following team members brings the expertise to create a classroom environment and learning activities that are fun, motivating, safe, interesting, responsive, and supportive for every child?

A) A speech pathologist
B) An occupational therapist
C) A psychologist
D) An early childhood educator

Question 32

In many cases, it may be the responsibility of the early childhood education teacher to seek out the knowledge they need to serve a child with a disability

Question 33

The best source of information about a child and their disability is/are:

A) specialized coursework.
B) the Internet.
C) the parents.
D) the previous teacher.

Question 34

According to the text, effective teachers operate on the principle that it is more useful to know that a child is moving steadily forward than to know that the child:

A) is developmentally delayed.
B) is above or below the norm.
C) has a diagnosis.
D) is younger than his or her peers.

Question 35

Early childhood teachers require extensive specialized training to teach in an inclusive early childhood setting.

Question 36

Learned behavior(s) that may come and go before final consolidation into a child's overall behavior pattern is/are called:

A) developmental disequilibrium.
B) developmental sequences.
C) developmental inconsistency.
D) developmental interrelationships.

Question 37

Responding to a child's first labels of favorite pictures in an animal book in a way that prompts further learning, such as describing the color and sounds the animals make, is an example of:

A) holistic instruction.
B) readiness to learn.
C) teachable moments.
D) contingent stimulation.

Question 38

Teachable moments are points in time associated with critical periods when the child is most likely to learn something new. They are a combination of maturation, motivation, and:

A) developmentally appropriate.
B) stimulation.
C) opportunity.
D) holistic.

Question 39

The number of rules in an early childhood classroom should be kept to a minimum because enforcing rules is a productive role for a teacher.

Question 40

The ability to improvise, adapt an activity to a specific child, or cut an activity short that is too difficult for the group is an example of which characteristic?

A) Patience
B) Sense of humor
C) Flexibility
D) Consistency

Question 41

Learning activities based on teachers' knowledge of developmental theory are called:

A) teachable moments.
B) developmentally appropriate practice.
C) incidental teaching.
D) multidimensional.

Question 42

Introducing new skills built on already acquired skills is called:

A) scaffolding.
B) task analysis.
C) mediated learning.
D) generalization.

Question 43

Providing a range of interesting materials and activities in a way that is attractive and conducive to a child's learning recognizes that experiences, not teachers, are the best instructors. This statement provides support for the importance of which teacher characteristic?

A) Consistency
B) Trustworthiness
C) Limit setting
D) Facilitates experiences

Question 44

Sequencing developmental tasks into small incremental steps is called:

A) task completion.
B) task analysis.
C) scaffolding.
D) mediated learning.

Question 45

A facilitative teacher recognizes that _____ is/are the best instructor(s) for young children.

A) teachers
B) parents
C) experience
D) nature

Question 46

Explain the developmental principles all teachers should be aware of.

Question 47

Explain scaffolding in the teaching-learning process.

Question 48

Summarize the mediated learning model.

Question 49

List the characteristics of an effective teacher and explain why those characteristics are important for a teacher to possess.

Question 50

The concepts of readiness and teachable moments are easily translated into classroom practice by observant teachers attuned to developmental differences. Every day, in many ways, every child shows interest in working at new learnings. Provide one example of a teachable moment for a two-year-old, four-year-old, six-year-old, and eight-year-old.