Difficulty coordinating hands and eyes
Frequently falling while running
Inability to climb stairs with alternating feet
Making involuntary hand movements
Trembling and irritability
A high fever
Muscle and joint pain
An increased level of thirst
The IEP objectives should be developed to meet student needs
The IEP objectives should be identical to those of the TEKS
with modifications in grade level only.
The IEP objectives should reflect the TEKS as closely as possible.
The IEP objectives should be developed independently and then correlated with the TEKS.
with no reference to the TEKS.
Simulating the work environment and practicing the job sequence in the classroom
Carefully explaining the steps of the job to the student and checking on the student at regular intervals
Pairing the student with an employee who can work beside the student and model the required tasks
Making a list of job tasks for the student to refer to as necessary throughout his or her work shift
in such situations
his or her response should be aimed primarily at bolstering the resilience and self-assertiveness of the children with the lowest social status.
it is generally best to let the students work out the issues among themselves rather than to intervene in their social relationships.
the most effective response would be to ask the parents of the students in the cliques to apply disciplinary measures if their children continue the exclusionary behavior.
it is imperative to institute a program specifically designed to build a learning community in which all students feel safe and accepte
Prompting the child to hold on to the adult during the lift to the greatest extent possible
Maintaining a straight back and lifting with the legs
Performing the lift as quickly as possible in a way that is consistent with the child’s safety and comfort
Initiating the lift by bending from the waist
gives the students tools for taking control of their own learning.
promotes the students’ use of critical-thinking skills.
enables the students to synthesize new information quickly.
encourages the students to relate new information to prior knowledge.
ask Andrew what social activities he would like to participate in outside the home and help him develop the skills for doing so.
help Andrew develop proficiency with electronic media that will both entertain him and allow interactions with others from home.
arrange for Andrew to begin socializing with peers who are blind or visually impaired.
suggest a variety of new and interesting activities that can be done at home and that his friends are likely to enjoy.
Low self-esteem can be a sign of abuse or neglect
General education teachers are often unclear about the special educator’s role and make unfounded demands for assistance
Self-confidence with regard to schoolwork depends primarily on a student’s belief in his or her ability to succeed through effort.
Teachers can misperceive and misunderstand students’ behaviors by interpreting them from a single perspective.
and it is a teacher’s responsibility to report all instances of suspected child abuse.
a preschool environment that strongly emphasizes the development of literacy skills.
a developmentally appropriate program in both preschool and kindergarten that is responsive to individual differences.
a preschool program that stresses the development of independent work habits and the ability to follow directions.
an environment in both preschool and kindergarten that engages children in collaborative planning and problem solving.
printed text corresponds to oral language.
reading is an interactive process between the reader and the text.
letters correspond to individual speech sounds.
different conventions are associated with different genres of literature.
connect new information to the students’ background knowledge.
encourage the students to use metacognitive strategies.
integrate oral and written vocabulary skills.
prompt students to learn more about the topic.
suggest themes for units to the students’ English language arts teachers.
determine students’ instructional reading levels.
help students select books for independent reading.
determine gaps in students’ vocabulary and concept development.
Tapping their feet to the rhythm of the words
Miming the action of the story
Raising their hands when they hear the main character’s name
Making a clay sculpture of their favorite character
Apple App Storeで表示するTopgradeアプリを選択します。