EAS Exam Study Guide Exam Questions And Revised Answers
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Course
EAS 1
Institution
EAS 1
EAS Exam Study Guide Exam Questions And Revised Answers
Tips for ELL - answers-Scaffolding
-Heterogeneous classrooms
-Background Knowledge
-Extended discussion
-Use of Culture
Scaffolding - answersSuch as graphic organizers, visual aids, peer help, or home language help, and removing th...
EAS Exam Study Guide Exam
Questions And Revised Answers
Tips for ELL - answers✔✔-Scaffolding
-Heterogeneous classrooms
-Background Knowledge
-Extended discussion
-Use of Culture
Scaffolding - answers✔✔Such as graphic organizers, visual aids, peer help, or home
language help, and removing these supports as students' skills develop.
Heterogeneous Classrooms - answers✔✔ELLs need to be given ample opportunities to have
extended interaction (such as doing 'jigsaw'-type activities) with peers of varying English
proficiency levels, who can provide ELLs with a range of models for how to use English
words or structures appropriately, as well as abundant, personalized feedback on ELLs' own
developing English use. It is best for ELLs if, within their classrooms, teachers sometimes
group students heterogeneously according to English proficiency, and sometimes
homogeneously, depending on the purpose of the task at hand.
Background Knowledge - answers✔✔about a topic to be discussed in class, or activate their
existing knowledge of a topic. Besides increasing student interest, this allows students to
focus more fully on the instructional goals, rather than being overwhelmed with too much
new information at once. It also allows ELLs to bridge new knowledge to old knowledge,
increasing understanding, and it helps some ELLs fill in contextual information (such as
American political history or cultural details) that they may not have due to coming from
different cultural backgrounds.
Extended Discussion - answers✔✔• Though teachers have generally attempted to teach ELLs
difficult vocabulary before having them read texts, ELLs learn new vocabulary best through
extended discussion with their classmates after reading or between multiple readings.
Use of Cultural - answers✔✔Schools and teachers can help ELLs greatly by learning about
ELLs' home cultures and languages, treating cultural and linguistic differences as resources
rather than obstacles, and reaching out to students' homes and communities to build learning
opportunities together.
When students receiving special education for eligible disabilities reach the age of majority
or 18 years, their parents' educational rights transfer to them the same as for students without
disabilities. The 3 exceptions are: - answers✔✔o One exception is when a court assigns a
legal guardian, who holds the student's educational rights.
o Another exception is when the school district assigns an educational representative because
a student is certified unable to make education decisions.
o A qualified adult or the student can always challenge certification.
Included among the rights to which special education students are entitled at the age of 18
years are the rights to receive needed accommodations, not only in classrooms but also -
answers✔✔o during IEP meetings they attend
o to understand how their school district measures their progress toward measurable goals
AND receive periodic progress reports of these measurements
o to receive all needed special education-related services, including not only transportation,
physical therapy, occupational therapy, speech-language therapy, etc., but also counseling
o to request reevaluation and have it completed within 35 school days of giving their written
consent.
At 18, special education students _____ the legal right to membership on their IEP teams and
participation in their IEP meetings. - answers✔✔have
If their rights have not yet transferred from their parents, students _____ participate in their
IEP meetings whenever appropriate. - answers✔✔may
Their rights include - answers✔✔o to have an IEP meeting within 30 calendar days after
eligibility determination, not evaluation completion
o to be informed if an IEP team member cannot attend the meeting, AND agree with the
school to excuse that member
o to invite others to join their IEP team, including those outside home and school.
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