Compare and contrast the four different types of ability grouping. Which type of ability grouping ...

Answer to #1

The different types of ability grouping are discussed on pages 195-196.
a.Between-class ability grouping: Classes are homogeneous in standardized intelligence or achievement test scores. Students in one ability group have little contact with children in another ability group.
b. Regrouping: This is narrower in scope than between-class ability grouping. Children of the same grade and same ability in specific subjects (usually math and reading), but from different classrooms, come together for instruction for that period during the day.
c. Joplin Plan: Similar to regrouping but occurs across grade levels. One grouping may consist of fourth, fifth, and sixth graders all of whom have grade equivalent scores of 5.5.
d. Within-class ability grouping: Similar to the Joplin Plan, except that students form ability groups only from within one classroom, usually for reading and math. Studies have demonstrated that both the Joplin Plan and within-class ability grouping have produced moderate increases in learning. The difficulty with the Joplin Plan is that it requires cooperation among several different teachers, which is not always feasible. Its advantage, though, is that children from several grades come together and each child may benefit from this heterogeneous approach. For example, even though they are at the same grade level, older children may be able to guide younger children, simply because of being more mature. However, if this approach requires too much schedule juggling from teachers, the within-class ability grouping is probably the most promising approach to use. This is discussed on page 186.

Answer to #2

B

Answer to #3

An assistive technology refers to any item or device that is used to affect the functional abilities of disabled persons. A visually impaired student could use a speech synthesizer to have selected portions of text read aloud, eliminating the need
for a live reader. Other technologies and their uses are described on pages 230232 . Government action in the form of federal legislation has led to the development of these technologies that make it possible for students to compensate for their disabilities.

Answer to #4

C

Answer to #5

Given the diverse nature of many classrooms because of such factors as geographic location, immigration, and full inclusion policies, a UDL approach to instruction seeks to remove whatever barriers to learning exist because of students' backgrounds and characteristics by: (1) using multiple methods and modalities to represent the
concepts and principles that make up daily lessons, (2) allowing students to demonstrate what they have learned in a variety of ways, and (3) using a variety of means to motivate students.

Answer to #6

D

Answer to #7

It is believed that minorities are underrepresented in gifted and talented classes because of an overreliance on test scores for entry into such special programs.

Answer to #8

E

Answer to #9

The best general rule for dealing with disruptive behavior is to prevent it from occurring. A few preventive techniques include
a.Formulate clear rules for classroom behavior that specify the penalties for infractions, and
make sure these rules are consistently applied.
b. Place objects and materials that may stimulate disruptive behavior out of reach.
c. Break tasks into small, easy-to-manage pieces, provide clear directions, and give positive reinforcement for correct responses.

Answer to #10

B

Answer to #11

Teachers can foster interpersonal contact among students with behavior disorders to improve their social development. They can do this by encouraging such activities as peer tutoring, cooperative learning, or other appropriate social interactions.