Regarding gifted and talented students, the textbook suggests:
a. Special needs also include gifted and talented students who need assistance making the most of their unique abilities.
b. Special needs do not include gifted and talented students because they have intellectual skills to work on their own.
c. Gifted and talented students are not a problem for classroom managers these children usually demonstrate behaviors that reflect their intellectual ability.
d. Gifted and talented students should not receive special treatment if they also have a limiting trait, e.g., hearing impaired.
Question 2
Ms. French, a high school teacher, tells you that she doesn't develop or go over rules with her students because they quickly learn her standards for behavior. Her decision is
a. an unwise one, because research indicates that all students, grades K-12, benefit from clear and detailed coverage of teacher expectations.
b. an unwise one, because the Safe Schools Act requires that all teachers clearly communicate their behavioral expectations to students both orally and in writing.
c. areasonable one, because research indicates that some high school students resent being told what to do and discussing rules with them tends to make them feel as though they're being treated as juveniles.
d. areasonable one, because research indicates that in high schools, unlike in elementary and middle schools, time spent on teaching rules and procedures has little positive impact.
Organisms exhibit a diversity of behaviours, which include (clockwise from upper left), foraging and
Organisms exhibit a diversity of behaviours, which include (clockwise from upper left), foraging and
During World War I, advancing armies unloosed ferocious artillery barrages to destroy deeply entrenc
Children with disabilities used to be sent to special schools. In a process called mainstreaming or ...
A Tough Economy ...for students
An example of continuous variation: biology students organized according to height.