Frequently falling while running
Difficulty coordinating hands and eyes
Inability to climb stairs with alternating feet
Making involuntary hand movements
Trembling and irritability
Muscle and joint pain
A high fever
An increased level of thirst
with no reference to the TEKS.
The IEP objectives should reflect the TEKS as closely as possible.
The IEP objectives should be developed independently and then correlated with the TEKS.
The IEP objectives should be developed to meet student needs
with modifications in grade level only.
The IEP objectives should be identical to those of the TEKS
Simulating the work environment and practicing the job sequence in the classroom
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
Carefully explaining the steps of the job to the student and checking on the student at regular intervals
it is imperative to institute a program specifically designed to build a learning community in which all students feel safe and accepte
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.
in such situations
Maintaining a straight back and lifting with the legs
Initiating the lift by bending from the waist
Performing the lift as quickly as possible in a way that is consistent with the child’s safety and comfort
Prompting the child to hold on to the adult during the lift to the greatest extent possible
encourages the students to relate new information to prior knowledge.
enables the students to synthesize new information quickly.
gives the students tools for taking control of their own learning.
promotes the students’ use of critical-thinking skills.
help Andrew develop proficiency with electronic media that will both entertain him and allow interactions with others from home.
suggest a variety of new and interesting activities that can be done at home and that his friends are likely to enjoy.
ask Andrew what social activities he would like to participate in outside the home and help him develop the skills for doing so.
arrange for Andrew to begin socializing with peers who are blind or visually impaired.
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.
General education teachers are often unclear about the special educator’s role and make unfounded demands for assistance
Low self-esteem can be a sign of abuse or neglect
Self-confidence with regard to schoolwork depends primarily on a student’s belief in his or her ability to succeed through effort.
a preschool environment that strongly emphasizes the development of literacy skills.
a preschool program that stresses the development of independent work habits and the ability to follow directions.
a developmentally appropriate program in both preschool and kindergarten that is responsive to individual differences.
an environment in both preschool and kindergarten that engages children in collaborative planning and problem solving.
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.
printed text corresponds to oral language.
prompt students to learn more about the topic.
connect new information to the students’ background knowledge.
encourage the students to use metacognitive strategies.
integrate oral and written vocabulary skills.
determine students’ instructional reading levels.
determine gaps in students’ vocabulary and concept development.
help students select books for independent reading.
suggest themes for units to the students’ English language arts teachers.
Making a clay sculpture of their favorite character
Miming the action of the story
Raising their hands when they hear the main character’s name
Tapping their feet to the rhythm of the words
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