Teaching Students with Special Needs in Inclusive Settings, 5th Canadian Edition Test Bank

Prepare more efficiently with Teaching Students with Special Needs in Inclusive Settings, 5th Canadian Edition Test Bank, a study guide designed for quick revision and exam mastery.

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ANSWER KEYChapter OneMultiple Choice1.D6.B11.D16.D21.A2.C7.D12.C17.D22.C3.D8.B13.B18.D23.A4.D9.D14.C19.A24.B5.D10.C15.A20.BMatching25B26.C27.AShort-Answer/Short Essay28.Answers will vary; for descriptions refer topage 12.a.consumersc.communicatorsb.producersd.developers29.Descriptions of the following:a.observationc.record or portfolio reviewb.recollectiond.testing30.Answerswill vary; refer to pages 13-15. Norm-referenced tests provide quantitativeinformation comparing the performance of an individual student to others in his or hernorm group. Test results are usually reported in the form of test quotients, percentiles,and age or grade equivalents. Criterion-referenced tests compare a student’s performancewith a criterion of mastery for a specific task, disregarding his or her relative standing ina group. This type of informal assessment can be especially useful when documentationof progress is needed for accountability because the acquisition of skills can be clearlydemonstrated.31.Answers will vary; refer to page 22.IEPs can serve many purposes. They can direst instruction. Well-written goals can pulltogether isolated or marginally related exercises. They can function as the basis forevaluation. Annual goals can serve as standards for student progress. Teacher efficiencyand efficacy can be judged against them. IEPs can improve communication amongmembers of a team.32.Answers will vary; refer to Table 1.2 on page 19. Five from the following:Behavioural and Environmental AdaptationsTake frequent breaksBreak test into shorter tasksProvide list of things to doDifficulty keeping place when reading:

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