Paraeducator Training in Communication Support

What term is used to refer to students with significant cognitive disabilities in the text?

Under which of the following categories can students with significant cognitive disabilities qualify for special education services according to IDEA?

What percentage of students with significant cognitive disabilities are estimated to be deaf or hard of hearing?

What is a common characteristic of students with significant cognitive disabilities mentioned in the text?

Where are students with all kinds of disabilities often educated according to the text?

What term is used to describe disabilities that occur in low numbers as per the text?

What does IDEA guarantee to students with disabilities?

Who is involved in developing an individualized education program (IEP) for a student?

What is the main aim of FAPE according to the text?

What is the role of the IEP team in determining a student's LRE?

What can lead to a student being placed into a separate special education setting according to the text?

How is the decision made about removing a student from the general education classroom?

What is the responsibility of an IEP team regarding the general education setting?

What should be considered when deciding where a student will receive special education services?

Who should be active participants in the decision-making process according to the text?

What is FAPE meant to be provided alongside according to the text?

What is one of the key principles that teachers can use to maintain high expectations for all students?

Why is it important for students with disabilities to have access to the general education curriculum?

What impact do high teacher and family expectations have on students with disabilities?

Why do students with significant cognitive disabilities often take an alternate assessment instead of standardized state assessments?

What is the purpose of alternate assessment for students with significant cognitive disabilities?

How can teachers help students with significant cognitive disabilities succeed in inclusive classrooms?

What is the purpose of general education curriculum according to the text?

Why is it important for teachers to presume competence in all students?

Why do some states have alternate achievement standards for students with significant cognitive disabilities?

What is the impact of holding high expectations for students with disabilities, according to the text?

Who is responsible for determining if a student is appropriate for the alternate assessment based on alternate achievement standards?

What are the three overarching learning components that IEPs designed to promote inclusion prioritize?

What are IEP goals driven by for students with significant cognitive disabilities?

Which type of professional provides related services to meet the learning needs of students with disabilities?

What is the maximum percentage of all students being assessed that can take the alternate assessment based on alternate achievement standards?

How many learning components are vital for ensuring belonging, participation, and progress in the general education classroom for students with significant cognitive disabilities?

What is intended to be a fluid document that lays out what is needed for a student to meet her individualized goals?

What percentage of students with significant cognitive disabilities spent most of their school day in inclusive settings in the 2018-19 school year?

Who collaborates with the general educator to design instruction aligned with IEP goals and content standards?

What is the concept of inclusion in education according to the text?

Which component includes engaging in grade-level academics and other essential skills?

What is a key benefit of educating students with disabilities in inclusive environments?

What must IEP goals balance with academic instruction to lead to greater independence in the general education classroom?

How do students without disabilities benefit from inclusive educational practices?

What is the purpose of inclusive education, as described in the text?

What does meaningful inclusion involve according to the text?

What do inclusive educators embrace according to the text?

How do students with significant cognitive disabilities compare to their peers with other disabilities in terms of inclusion?

What can be said about the majority of students with significant cognitive disabilities' educational setting?

What is one of the benefits that students with disabilities might receive across a combination of settings?

What is the primary difference between traditional teaching methods and Universal Design for Learning (UDL)?

How does Universal Design for Learning (UDL) enable students to demonstrate their knowledge?

What instructional framework is designed to engage and challenge all students according to the text?

How can evidence-based practices be effectively combined with Universal Design for Learning (UDL) for students with significant cognitive disabilities?

What has an online literacy instructional platform aligned with UDL principles been shown to increase for middle school students with intellectual disabilities?

How does Universal Design for Learning (UDL) differ from a traditional lesson plan?

What is the main purpose of modifications in an educational setting?

Which of the following is an example of an accommodation?

What is the role of paraeducators in inclusive classrooms?

In Ethan's case, what service is NOT included in his IEP plan?

How do collaborative practices benefit students with significant cognitive disabilities?

What is the main difference between accommodations and modifications in education?

What do paraeducators do under the supervision of teachers in inclusive classrooms?

'Returning to the Challenge young boy with manipulative', what could 'manipulative' refer to in this context?

'The team designates services and supports on his IEP', what does 'IEP' stand for?

What is the primary reason for educators to collaborate when planning, implementing, and evaluating IEPs?

What is the instructional purpose of alternate achievement standards?

How do alternate achievement standards differ from grade-level content standards?

What is the potential consequence of teaching students using an alternate curriculum?

How do alternate achievement standards promote high expectations for students?

What is the main purpose of alternate achievement standards in relation to the general education curriculum?

Why should instruction not be limited by alternate achievement standards?

What is a key difference between alternate achievement standards and alternate curriculum?

How do alternate achievement standards promote access to general education curriculum?

What is a potential implication for students using an alternate curriculum exclusively?

How do alternate achievement standards differ from general education content standards?

What specialized training may paraeducators require as mentioned in the text?

How can excessive assistance from a paraeducator affect a student?

What should collaborative teams in inclusive education focus on according to the text?

How should lessons in the general education classroom be aligned as per the text?

What does effective instruction for students with disabilities in an inclusive classroom address?

What area does Ms. O'Connor plan to focus on with Ethan regarding his limited conceptual understanding of numerical concepts?

What concept should teachers have a strong understanding of to support all students?

What does UDL stand for in the context of the text?

What is a characteristic of effective collaborative teams as per the text?

What is emphasized when aligning lessons in the general education classroom, according to the text?