Biology Forums - Study Force

The best way to address children with special needs is to
 
  a. provide comprehensive services based on childrens needs.
  b. have more social services and medical personnel in schools.
  c. offer teachers more training and special education courses.
  d. have a variety of materials and curricular programs.

Question 2

Some standardized assessment instruments used by schools and districts
 
  a. are not easy to administer.
  b. contain cultural biases.
  c. do not measure child development.
  d. contain items that cannot be assessed.

Question 3

What young children learn in their early years
 
  a. is basic skills for building future knowledge.
  b. is language and motor skills.
  c. shapes the nature of their moral character.
  d. influences their relationship with family members.

Question 4

The most effective early childhood curriculum emerges from
 
  a. parental input.
  b. the child.
  c. teachers.
  d. local community.

Question 5

A positive classroom environment is an important part of multicultural education because it
 
  a. nurtures and reaffirms the child.
  b. contains many diverse materials.
  c. is the place were all teaching takes place.
  d. is a setting for children to interact.

Question 6

According to the DAP concept, planning for young children
 
  a. is based on the teachers knowledge about the curriculum.
  b. must focus on the developmental needs of each child.
  c. is a detailed and extensive process.
  d. reflects the needs of the historically proven knowledge.

Question 7

A committed multicultural teacher believes in
 
  a. the developmental potential of all children.
  b. developmental standards and guidelines.
  c. theories and models as curriculum frameworks.
  d. social justice and advancement of democracy.

Question 8

In additional to developmental and cultural needs, learning experiences in the early years must reflect
 
  a. parental requests.
  b. school district requirements.
  c. values and needs of society.
  d. local and national culture.

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