D. all of the answers
A. student need for teacher organization.
B. a child’s boundaries as determined by parents.
C. factors to which a student attributes success or failure.
D. physical boundaries set up by the teacher in the class.
A. an external locus of control.
B. an internal locus of control.
C. an auditory learning style.
D. community safety sensitivity and interpersonal intelligence.
A. hearing information spoken aloud.
B. whole body movement and participation.
C. focusing attention on one narrow topic.
D. a slower-paced approach.
A. Technological advances and computer programs are allowing a more precise measure of intelligence.
B. “IQ,” the standard measure of intelligence, has been obscured by “EQ,” which is being used by schools as a replacement for the IQ test.
C. We are broadening our understanding of intelligence beyond traditional language and mathematical-logical factors.
D. The concept of intelligence really hasn’t changed since the late nineteenth century.
Girls’ science and math genes are developed in single-sex schools
Separating boys and girls helps them focus on academics better
The importance placed on the reputation of prestigious single sex schools
Boys’ and girls’ brains are hard-wired differently
At least six areas of intelligence in addition to mathematics and verbal intelligence
The interactive effects of intellectual and emotional intelligences
The persistent gap between theory and research that defies even the most gifted researcher
The five basic bits of intelligence requisite for successful school performance
Managing one’s emotions
In motivating oneself
Procedural due process
Math and science
Learning foreign languages
speech or language impairments
Specific learning disabilities
Students of color
Ensures separate locker rooms for GLBT students.
Allows Gay-Straight Alliance clubs to meet on school grounds.
Gives teachers the right to use the word “homosexual” in the classroom.
Allows GLBT students to sue their schools if they are discriminated against.
Whites are more likely than African-Americans to be labeled mentally retarded.
Few special-education students are likely to be Hispanic because special-education services are not available in Spanish.
Boys are more likely to receive special-educational services than are girls.
Gifted learners receive far more than their share of instructional resources because they often benefit the most from their status as special-education students.
Gifted and talented.
The Brown v. Board of Education decision.
The Lau v. Nichols decision.
The Equal Educational Opportunities Act.
The Bilingual Education Act.
Placing students with disabilities into open, accessible classrooms to better accommodate their needs and equipment.
Allowing students with disabilities to be educated by their parents at home so they do not have to encounter transportation barriers.
Integrating students with disabilities into classrooms with non-disabled students whenever possible.
Providing students with disabilities with specially trained teachers, assistive technologies, and access to other appropriate resources.
The rights of bilingual students to select their language of instruction in an orderly and legal way.
The steps taken to mainstream exceptional learners into regular classrooms.
The rights of children with disabilities to be assessed, placed and taught in highly structured classes.
The rights of children with disabilities and their parents to have access to and input on school decisions.
Be prepared with the child’s parents present.
Closely follow the format specified in the regulations.
Include long-term goals and short-term objectives.
be developed for gifted students.
Schools should emphasize the needs of regular or typical students before making provisions for special-education students.
special-needs students should be provided with the necessary services within the regular classroom.
Instructional methods should not be altered to address the nation’s changing demographics.
Cooperative learning and other new techniques should be implemented in all classrooms.
Exhibiting strengths in at least five of Gardner’s intelligences.
Scoring in the top 2 percent on standardized tests.
Displaying exceptionally high ability, creativity, and persistence.
Are self-motivated and rarely need special programs.
Suffer from feelings of isolation.
Do not benefit from acceleration.
Do not benefit from enrichment.
unique to the individual.
remarkably similar across cultural groups.
Unimportant compared to teaching style.
Based on the time it takes to learn.
Recent studies suggest that almost half of all students have significant learning disabilities