A disproportionate number of students identified as having cognitive, social, or physical disabilities come from low-income families or from certain ethnic minority groups. As educators, we can best address this situation by:
a. Thinking of any labels as being temporary classifications that can help students get the special services they need to maximize growth
b. Realizing that students are apt to make greater gains if they are placed in self-contained classrooms specialized to meet their needs
c. Placing priority on meeting students' physical and medical needs, and working on academic and social needs only after their health improves
d. Campaigning for resources that will enable us to teach these students in highly specialized residential settings
Question 2
Which one of the following teachers is using a strategy recommended in the textbook for working with students who have physical and sensory challenges?
a. Mr. Nishamura keeps an eye on Sarah so that he can anticipate when she needs help. By offering help before she has to ask, he saves her considerable embarrassment.
b. Ms. Sadatmand builds new supply shelves so that Harvey can access all classroom materials from his wheelchair.
c. Ms. Solomon always gives Yolanda a reduced workload. Although Yolanda is capable of doing all the work, she tires easily.
d. Because Jamal is unable to speak, Mr. Christensen allows him to use an augmentative communication device during language arts. Mr. Christensen discourages use of the device during lessons in other subject areas because he doesn't want Jamal to become overly dependent on technology.
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