A main task of classroom-level curriculum planning is:

a. helping to achieve broad school outcomes
  b. support and develop skills to compensate for student needs
  c. capitalize on refining student strengths
  d. all of the above

a. a district standard
  b. a close-ended curriculum benchmark
  c. an open-ended, broad curriculum benchmark
  d. a learning strategy

a. general education students
  b. special education students
  c. teachers in the building or district
  d. all of the students in the school community

a. traditional subject area disciplines
  b. back-to-basics
  c. child-centered
  d. social reform

a. goals
  b. standards for professional practices
  c. both a and b
  d. neither a nor b

a. to make the best decisions possible for students needs, interests and goals
  b. to minimize teacher decision-making
  c. to design curriculum for the district
  d. all of the above

Which of the following approaches is based on the development of skills and behaviors that permit or allow
  students to perform in arenas of every day life?

a. career education
  b. developmental
  c. remedial
  d. functional

a. it focuses only on student deficits
  b. children with disabilities do not develop in the same manner as children without disabilities
  c. skills are often taught in isolation
  d. students often fall behind in content

Briefly describe the process for assessing a child for eligibility into special education and the program planning
  that follows.9

What are the advantages for establishing a pre-referral committee for the assessment of a child?
  3.