Simon, a 10th grade student, has been profoundly hearing impaired since birth. Rather than being schooled at a facility for students with special needs, Simon attends public school and takes classes that are part of the regular 10th grade curriculum. His local school district pays for an adult sign language interpreter to attend classes with Simon and translate the teachers’ spoken language into sign language. In sociological terms, Simon is part of the educational program known as __________.A.No Child Left BehindB.trackingC.“Race to the Top”D.mainstreamingSubmit

As a result of the policy of __________, Daniel, who does not do well on standardized tests, will be placed in less challenging classes as he goes through school.A.special educationB.educational mainstreamingC.No Child Left BehindD.educational tracking

Based on the article, the reader can infer that __________.A.Laurent Clerc and Thomas Gallaudet did not agree on the most effective methods for teaching people with hearing lossB.passing legislation to protect the rights of people with hearing loss was a simple and quick task to accomplishC.children with hearing loss living in the U.S. preferred to use their own forms of hand signs at school rather than ASLD.there was no single widespread method of communication among people in the U.S. with hearing loss prior to the creation of ASL

Ethical Dilemma. As standardized testing looms, Mr. Collins, a dedicated special education and morally upright teacher, faces a difficult situation that will affect his high school. His commitment to inclusive education runs counter to the administration's obsession with raising test results generally. The issue's main focus is Mark, a student with severe disabilities whom the administration is determined to keep off the examinations to boost results. Collins fervently defends Mark's inclusion in a heated conversation with the Director, stressing the fundamental ideas of inclusive education. However, the Director emphasizes the importance of prioritizing test results so Collins should do all he can to convince Mark not to take part in the standardized testing, something which he sees as against his moral beliefs, or face sanctions when the results of the standardized test is poor. Collins seeks advice from colleagues as the weight of this decision presses down on him, considering the moral ramifications of his choices. It is a struggle not only between his convictions and official orders but also between firmly held principles. If Collins disobeys his superiors, he will suffer personal consequences, complicating his decision-making even more. Collins finds himself divided between his commitment to inclusive education and morals and the need to abide by administrative expectations as the days go by and the exam dates get closer. He feels torn and unsure about what to do next because of the uncertainty that he bears with him. Collins finds himself at a crossroads in this moral situation, uncertain of the best course of action. He finds himself in a perplexed state of hesitation due to the conflict between his principles, morals, and outside forces, considering the severe ramifications of his decisions for Mark and his integrity as a teacher. Reflection Questions 1. Considering the possible effects of his choice on the student and his professional position, how can Mr. Collins balance his dedication to inclusive education with the temptation to prioritize test results? 2. What moral principles must direct Mr. Collins in balancing the conflicting demands of accountability and inclusion, and how may his personal convictions affect his choices?

Well-designed inclusive schooling focuses on the instructional needs of all students, whether or not they have been identified for special services.      Group of answer choicesTrueFalse

How can a Teacher Identify a child with difficulty with attention in the classroom?