Difficulty coordinating hands and eyes
Inability to climb stairs with alternating feet
Falling frequently while running
Making involuntary hand movements
Trembling and irritability
A high fever
Muscle and joint pain
An increased level of thirst
The IEP objectives should be identical to the TEKS with modifications in grade level only
The IEP objectives should be developed independently and then correlated to the TEKS
The IEP objectives for any given student should reflect the TEKS as closely as possible
The IEP objectives should be developed to meet student needs with no reference to the TEKS
Pair the student with an employee who can work beside him or her and model the required tasks
Make a list of job tasks for the student to refer to as necessary throughout his or her shift
Explain the steps of the job to the student carefully and check on him or her at regular intervals
Simulate the work environment and practice the job sequence in the classroom
In such situations, it is generally best to let the students work the issues out 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.
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 imperative to institute a program specifically designed to build a learning community in which all students feel safe and accepted.
Prompt the child to support himself or herself during the lift to the greatest extent possible
Maintain a straight back and lift with the legs
Perform the lift as quickly as possible in a way consistent with the child's safety and comfort
Initiate the lift by bending from the waist