MARY JOY DELAROSA MARCH – 25 – 22

BECED 1A RATING:

Module 2: LESSON 1-MAKING SCHOOLS INCLUSIVE

Review

1. What is the difference between mainstreaming and inclusion? Answer in terms of philosophy,
teaching practices, services available, and student placement.
 The main difference between mainstreaming and inclusion is that
students who are participating in mainstreaming are expected to keep up
with the other students in the class with little to no assistance. The focus
for students in inclusion is to gain social and life skills, even if they don't
make academic gains.

2. What is differentiation? How different are accommodations from modifications? When should
we accommodate and when do we modify?
 Differentiation refers to a wide variety of teaching techniques and lesson
adaptations that educators use to instruct a diverse group of students, with
diverse learning needs, in the same course, classroom, or learning
environment.
 Accommodations are instructional or test adaptions. They allow a student
to demonstrate what he or she knows without fundamentally changing the
target skill being taught in the classroom or measured in testing situations,
Accommodations do not reduce learning or performance expectations.
Instead, accommodations change the manner in which students respond. In
the other hand modifications are instructional or test adaptations that
allow a student to demonstrate what he knows or can do, but the target
skill is also reduced in some way. Modifications usually lower performance
expectations.
 An accommodation changes how a student learns the material. A
modification changes what a student is taught or expected to learn.
Accommodations can help kids learn the same material as their peers. This
allows them to meet the same expectations.

3. Explain the process of UDL.

 In UDL, teachers are supposed to present information and materials in
many different ways, taking into consideration that some students may
have not fully absorbed the lesson the first time it was presented. The
concept of multiple means of representation is meant to ensure that all
students are able to access and understand learning material. After this,
 teachers allow students to express what they learned in various ways, and
finally, the teacher uses different techniques to reinforce learning at the
students’ optimal levels.

4. Explain differentiation.
 Differentiation means tailoring instruction to meet individual needs.
Whether teachers differentiate content, process, products, or the
learning environment, the use of ongoing assessment and flexible grouping
makes this a successful approach to instruction.

Reflect

1. UDL is a classroom practice that ensures the participation and achievement of all types of
learners and where the teacher assumes diversity and uniqueness for all students in the
classroom. Given this, create a plan for UDL. Assume that you are a grade 2 math teacher
teaching subtraction. Your class is composed of 35 students. Of the 35, one has an official
diagnosis of ADHD and you suspected that another might have a math learning disability.

2. Think about your previous school in highschool and the extent to which it uses inclusive
practices. Using Booth and Ainscow’s (2002) three dimensions-creating inclusive cultures,
evolving inclusive practices, and producing inclusive policies-list down your school’s current
practices that support inclusive education.
 Inclusive practice is an approach to teaching that recognizes the diversity
of students, enabling all students to access course content, fully participate
in learning activities and demonstrate their knowledge and strengths at
assessment. Inclusive practice that are current practicing in our school is
supporting the inclusive education. It is to prevent bullying to the students
with special needs and to raise equality for everyone.

Making sure to follow the UDL framework; create two lesson plans (one good for one week and the
other good for a day that particular week) for a subject and topic if your choices in the:

1. Elementary level
2. Junior high school level
3. Senior high school level

Practice

JUNIOR HIGH SCHOOL LEVEL

A Detailed Lesson Plan in TEACHING TECHNOLOGY FOR LEARNING 2 Learning Objectives:
 Objectives:

Students will learn that the earth has four internal layers: the crust, the mantle, and the inner
and outer cores.
Students will learn that the structures of the internal layers are different. These differences
cause physical phenomena that we can observe on earth's surface.
Students will learn that magma is released from the earth's interior, causing volcanic eruptions
on the surface.
Students will learn the different types of stress that rocks are subjected to. These stresses
cause changes in rock both above and below the surface.

I. Subject Matter
Topic: Earth Structure
Reference:
Technology:
II. Procedure
Teachers Activity Students Activity

Learning Objectives

A. Preliminaries

B. Greetings
Goodmorning Grade 6 Section 2.Goodmorning Teachers and Goodmorning
Classmate.
C. Prayer The students will raise their both hands all the
way up and shake all the way down.
Miss______, kindly lead the prayer.

The students will pick unnecessary things on

the floor and arrange their chair.
D. Classroom Management
Before we get start to our
discussion, please raise your
both hands all the way up.
Thank you
After that, shake your hands all
the way down.

Then, Please put all your

unnecessary litters under you
chair and kindly arrange your
chair properly.
You may take your sit now.
I am glad to say that no one is absent for today
maam.
Before we proceed to our topic, can
anyone please recall our lesson last meeting?
Please raise you hand.

E. Checking of Attendance Yes (name of the student)

Ms. Secretary how many are absent
for today?
Anyone who knows the answer please
raise your hands.

Yes (name of the student)

F. Review Learning
Activity no. 1
Student:
Bow your head and feel the
presence of our Lord God. Very Good Class! It seems that you really listen
Our Father who are in heaven, hallowed well and understand our topic last meeting.
be thy name. Thy kingdom come. Thy will Give yourself a round of applause.
be done, on earth as it is in heaven. Give
us this day on our daily bread; and forgive
us our trespasses, as we forgive those
who trespass against us; and lead us not
into temptation, but deliver us from evil.
 G. Motivation Learning (Students will do as told)
Activity no. 2

Title: DIY Earths Layers Pop

Up Card

To make our new lesson more

exciting and fun, we will make
an activity that would help you
to have an idea on our new
lesson.

Okay class are you getting

excited?

(students will answer)

Instruction:
Yes we are.
(There will be two (2) groups
consist of fourteen (14)
• The teacher will give
members)
the cutted (triangle)
different colored paper art
• The teacher will assign
to the members of both
only one leader each
group 1 and 2.
group
• Each group will be given 5
(student will raise their hand)
minutes to prepare.

• The members that picked

Our topic last meeting are about Solar
System and it has 8 planets and the Earth the same color, ex; orange
is the 3rd planet on the solar system. will fall in line.

• Each colored paper consist

Solar system consists of planets which are of different letters, colors
Mercury, Venus, Earth, Mars, Jupiter, and size will be arrange by
Saturn, Uranus and Neptune. the team leader.

• The activity must be arrange

to biggest into smallest
letters with the same colors
arrangement.
 • Anyone who speaks Another question. What do you notice
except the leader will about our activity?
be disqualified on the
game.
Very good!
The triangle cutted
paper must be What else have you notice?
form into circle
.
• When the given time Yes (name of the student)
ended, the leader will
raise its hand.
What are those words?
• The first group who
show the correct
arrangement will be Yes (name of the student)?
given a bigger prize. The
other group who
participate will be given
a consideration prize.
Very Good!
Please give yourself around of aplause

Did you class enjoy the activity? Okay class, before we proceed to our
Did you have fun? lesson, can you give an idea on what will be
our lesson for today?
(students will answer)
Yes we are Yes (name of the student)

Very Good! Let's give her/him a round of

(Student will raise their hand) applause.
We noticed that it's following a pattern

We noticed that it's following a pattern

We noticed that it's following a pattern H. Presentation

Learning Activity no.3
We noticed that it's following a pattern
which the colored paper must be arrange (The teacher will flash a picture of
Its good to hear that! hard boiled egg)
with the same colors and the letters inside
the triangle colored paper must be What can you say about the
arrange to biggest into smallest letter.
(Student will raise their hand)

We notice that the cutted paper is like a What can you say about the picture?
pizza which we have to form it into circle
so we could read what's inside the circle. Yes (name of the student)

Very good! As you can see, the

picture showing in front was the
layers of an eggs.
Maam the words inside the circles are
Crust, Mantle, Outer Core and Inner Core.

In this picture, what have you

notice and what would be it
related to our topic?
(the student will do as told)
Yes (name of the student)

Very good! Let's give her/him a

round of applause

Our topic for today was all about

Maam i think the lesson would be inside The earth's structure. But first we
the planet Earth. must know what is "earth".

(Students will do as told)

Learning activity no.4 (The
teacher would flash fhe
presentation)

What was Earth? Yes (name of

the student) Very Good!
The Earth is the third planet from the
Sun. We all live on Earth and it is the only
planet where evidence of life exists.
(Student will raise their hand)
 The Earth is the third planet from the Sun. We
all live on Earth and it is the only planet where
evidence of life exists.

As we discover other planets in other

systems, we are finding a variety of
worlds that might support life. Because
of our distance from the Sun and our (Student will raised their hand)
solar system, we exist in a very narrow
temperature range that allows the water
to exist in solid, liquid, and gas states Ma'am it has 4 layers.
Maam, the picture shown was a boiled
egg showing its layers. across the planet.

across the planet.

Maam based on the picture, our lesson across the planet.

for today was all about the parts of the
Earth. Like egg has its layers, the earth
has it too.

across the planet.

(Student will raise their hand)

 In the next slide we will discuss
the earths layers, but before
that how many layers do earth
have?
Yes (name of the student)
Very good!
Earth where we live. Well, it’s thin relative to
the other layers, but don't worry, we're not
going to fall through by accident anytime soon.
Maam the layers are crust, mantle, outer core
and inner core.

And what are those layers?

Yes (name of the student)

Very good!
(Student will raise their hands)
Learning activity no.5
(The teacher will show a Maam you're holding the earth and its showing
mini structure of earth) the layers of the earth with
different colors
What am i holding? And what
have you notice? Yes (name of (Student will do as told)
the student)

Very good!
Lets give him/her a round of
applause

The thinnest, the color black is

the crust. As you can see. And
this is the mantle the yellow
orange is the outer core and the
yellow is the inner core. The
mantle has two parts. It is the
red the upper mantle and the
orange, the lower mantle.

Let’s discuss about the crust!

(student will raise their hand)
(The teacher will show the
presentation)
The continental crust and oceanic crust.
The continental crust or dry land of the
The crust is the thin outer layer
continents consists mostly of granite and other
of the light silicate minerals.
 while the oceanic crust or ocean
floors are made up mostly of a dark,
dense volcanic rock called basalt.
The crust varies from around 5km
thick (in the ocean floor) to around 70km
thick (on land where we live called the
continental crust).
What was the 2 kinds of crust?
Please
read
Yes (name of the student)
Very good!
The crust varies from around 5km thick
in the ocean floor and around 70km thick
on land where we live called the
continental crust.
In the crust there are different kinds of
rocks. And this 3 kind of rocks are
igneous, sedimentary and metamorphic.
Igneous rocks were created when molten
rock cools down and crystallize on
volcanoes or either surface area on the
earth. This happens while the melted
rock is still inside the earth’s crust. And
this melted rock would be called magma.
Next one is metamorphic rock
Please read.
Yes (name of the
student) Very good!
Last but not the least is the sedimentary
rock. Sedimentary rocks is one of the
three main rock groups and is formed in
four main way.
What are this ways? Anyone? Please read Yes
(name of the student)
Now you know what are the three main rocks
of the crust. Let’s proceed to the next slide.
(The teacher will show the Earth's Core
Apps)
The next layer of the Earth is called the
mantle. The mantle is much thicker than
the crust at almost 3000km deep. It's
made up of slightly different silicate rocks
with more magnesium and iron.
(Student will raise their hand)
The second one is the metamorphic rock.
Metamorphic rocks were once igneous or
sedimentary rocks, but have been changed
as a result of intense heat and pressure
with the Earth’s crust. They are crystalline
and often have ‘squashed” texture.
This ways are by the deposition of the
weathered remains of other rocks, by the
accumulation and the consolidation of
sediments by the deposition of the result
of biogenic activity and last by
precipitation from solution.
(Student will raise their hands)
Maam the mantle have two parts. Ok now lets proceed to the next slide. The next
slide is all about the 3rd layer of the earth. It’s
the outer core.
Maam the mantle parts are upper mantle
and lower mantle. The Earth's outer core is made up of iron and
nickel and is very hot (4400 to 5000+
So class, how many parts do mantle degrees C). This is so hot that the iron and
have? Yes (name of the student) nickel metals are liquid! The outer core is
Very good! very important to earth as it creates
(Students will raise its hands)
What are those
parts? (Name of the
student) Very good! Maam i think it will cause an earthquake

Upper mantle begins just beneath the

crust and ends at the lower mantle. This
layer is up to 670 km below the earths
surface. the upper mantle is 1400°C to
3000°C. The lower part of the upper
mantle is made from both solid and
melted rock, while the rock in the upper
region is stiffer because it’s cooler.

Now we already know the first two layers (Student raise its hand)
of the earth. It is the crust and the Maam! Magnet is any material capable of
mantle. And we have already discuss that attracting iron and producing a magnetic
the mantle has two sub types. It is the field outside itself.
upper mantle and the lower mantle.
Before we proceed to the next slide.
I will give you some facts about the crust
and the mantle.

Do you know that the tectonic plates is a

combination of the crust and the outer
mantle, also called the lithosphere. These
plates move very slowly, around a couple
something called a magnetic field.
of inches a year. Where the plates touch
each other is called a fault and when the
Did you know what is
plates bump up against each other what
will happen? Anyone? magnetic ? Yes (name of the
student) Very good!
Yes (name of the student) Very good!
In lithosphere where earthquake
occurs.
In earth's magnetic field where outer
core creates goes way out into space and
makes a protective barrier around the
earth that shields us from the sun's
damaging solar wind.
begin to (Student will raise its hand) Maam
what i see in the picture is earth has protective
shields to the sun's solar winds.

Later I will show you a picture of the

magnetic field but before that let’s
discuss the inner core.

The Earth's inner core is made up of iron

and nickel, just like the outer core,
however, the inner core is different. The
inner core is so deep within the earth
that it's under immense pressure. So
much pressure that, even though it is so
None, maam
hot, it is solid. The inner core is the
hottest part of the Earth, and, at over
5000 degrees C, is about as hot as the
surface of the sun.

Now we are done in discussing the fourth

layer of the earth. A while ago I said that I
(Student will raise their hands) The earth is the
will show you a picture of the magnetic
field after discussing this layer and here I third planet from the sun. it is the planet
will show you this picture.
where we live. Maam earth has 4 layers
What can you in the
picture? Yes (name of the
student) it is the crust mantle outer core and inner
core.
Very good!
As you can see, this is the reason why
Maam the crust has the oceanic crust and
compass needles point to the North Pole
continental crust.
regardless of which way you turn. The
magnetic field creates a protective
barrier around Earth that shields the
planet from the sun’s solar winds which
Maam it is the igneous, sedimentary and
are very damaging. Solar winds are
metamorphic rocks.
streams of charged particles ejected by
the Sun. When the magnetic field traps glow and creates an aurorae, or also called
the solar winds, they collide with air
the northern and southern lights.
molecules above Earth’s magnetic poles.
The air molecules with the solar winds
now we are done to our discussion for
today but before we proceed to the next
activity is there any question? Please
raise your hand. If there’s no question
let’s summarize are discussion for today
for us to remember.
The outer core is the one who creates the
magnetic field and this magnetic field shields
us from the suns solar wind which are very
damaging.

I. Generalization
What can you say about Earth?
Very good!

How many layers have

earth? Very good!

What are those 1. b

layers? Very good! 2. a
3. a
4. b
What are the two types of 5. a
crust? Very good!

In continental crust? what are the three

types of rocks?
Very good!

In earth's layers? What creates the

magnetic field?
Very good!

It seems that you truly understand our

lesson. Let's do have a short quiz.

Evaluation
Lets have a short quiz regarding to our
topic. Get ¼ sheet of paper.

1. It is the thinner layer of the earth

layers
a. Mantle
b. Crust
 c. Inner core

2. It has 3000km deep

a. Mantle
b. Crust
c. Inner core

3. Earths layer where tectonic plates

located
a. Mantle
b. Iner core
c. Outer core

4. It is the hottest part of the earth

a. Outer coreYes maam.
b. Inner core
c. CrustGoodbye teacher, goodbye
classmate!

5. Earth layer where produce

earthquake
a. Mantle
b. Crust
c. Tectonic plates

Are you done answering?

Please exchange your paper

Please copy your assignments.

Answer the following questions

1. What are the 4 layers of Earth?
2. Where the lithosphere located?
3. What produced the magnetic field? And
how magnetic field protects us?
4. Draw the 4 layers of earth.
Remarks
Are you done copying?

Cleaners remain, see you tomorrow.

Goodbye class.
 Course Syllabus: Earth & Space Science
Earth & Space Science: An Overview

Welcome to my Earth & Space Science class! Earth & Space Science is a study of the history
of Earth, our solar system and beyond. It is my hope that you enjoy being in my class as
much as I enjoy the opportunity and pleasure of teaching you this year.

Materials: Earth Science, published by Prentice Hall. We have a classroom set that will be
shared throughout the year. However, arrangements can be made to check out a textbook
on an ‘as needed’ basis. We will also be watching and discussing many lesson-related videos.
Links to these videos will be posted on Google Classroom in the event you are absent.
Bring to class EVERY DAY: Composition book, Earth & Space Science 3-ring binder
w/paper, pencil/pen (blue or black ink ONLY).

Rules and Expectations:

1. Arrive to class ON TIME and PREPARED to participate, work, and learn.

Tardies rob you and others of valuable contact time.
2. Actions which prevent others from learning are NOT allowed. This includes
inappropriate behaviors, horseplaying, excessive talking, tardies, etc.
3. NO FOOD or DRINK in class.

1. NO CELL PHONES are to be out in class UNLESS you have my express permission. If
your cell phone is observed out during class, it will be taken up and it will not be
returned to you until after class.

1. INAPPROPRIATE language is rude, demeaning, and disrespectful. It IS NOT allowed in

class.

1. ALWAYS FOLLOW any and all safety rules. This helps prevent injuries to yourself and
others. Failure to do so may result in you being excluded from labs and other
activities.

1. NO hoodies or backpacks are to be worn in class. Please remove them when you
take your seat.
2. Remain IN YOUR SEAT until dismissed from class.
3. USE THE RESTROOM BEFORE COMING TO CLASS. However, I understand that
 ‘emergencies’ arise.
If you have any questions, refer
RULEto#1
.

Consequences for Misbehavior

1. FIRST OFFENSE:
Student-Teacher conference
2. SECOND OFFENSE:Parent-Teacher conference or phone call home
3. THIRD OFFENSE:Office/Counselor referral
4. BLATANT DISREGARD for AUTHORITY: IMMEDIATE
office referral, administrator/SRO
called to remove you from the classroom.

Homework/Classwork & Assignment Homework/classwork

Policy: is assigned on a regular
basis.I try to allow time in class to get started on homework assignments. There will are
numerous ‘in class’ assignments given. There atwill
least
beONE
project assigned per
grading period, as wellFINAL
as a project
. A minimum of 2 weeks is given per project, with
several months allowed to complete the Final Project.

My grading procedure is listed below:

 Homework/Classwork: 50%

 Exams and Projects: 30%

 Quizzes/Mini-Labs: 20%

 If you are absent it is YOUR responsibility to make up any homework, classwork,

exams, etc that were missed.

Miscellaneous:

o Lesson plans and grades are posted Googleeach

classroom
week.

 I am usually here by 0745 each morning.

If you need extra help, please take
advantage of this as often as needed.
You may also see me during my Planning time
(A:2nd BLK, B:1st) BLK

 You will be required to TAKE NOTES on any class discussions, videos watched, etc.
These notes are to be taken
Composition
in a notebook and will be checked regularly.
 Your notes will come in handy when preparing for exams.

• I frequently assign BONUS POINTS. This is usually in the form of a question posed
during class that may not be covered by our textbook. The answer for the question will
be due the next day. You may use any resources at your disposal to find the correct
answer. These questions are worth (+5pts) added to your next test grade. However,
your posted grade cannot exceed ‘100/A+’.

• PLEASE make sure to put your NAME, date, and assignment information on each paper
that you turn in if you wish to receive a grade on it.

Course Outline:

• CH 1 Introduction to Earth Science

1.1 What is Earth Science?

1.2 A View of Earth
1.3 Representing Earth’s Surface
1.4 Earth System Science 1.5 What is Scientific Inquiry?

• CH 2 Minerals

2.1 Matter
2.2 Minerals
2.3 Properties of Minerals

• CH 3 Rocks

3.1 The Rock Cycle

3.2 Igneous Rocks
3.3 Sedimentary Rocks
3.4 Metamorphic Rocks

• CH 4 Earth’s Resources
 4.1 Energy and Mineral Resources
4.2 Alternate Energy Resources
4.3 Water, Air, and Land Resources
4.4 Protecting Resources

• CH 8 Earthquakes and Earth’s Interior

8.1 What is an Earthquake?

8.2 Measuring Earthquakes
8.3 Destruction From Earthquakes
8.4 Earth’s Layered Structure

• CH 9 Plate Tectonics

9.1 Continental Drift

9.2 Plate Tectonics
9.3 Actions at Plate Boundaries
9.4 Testing Plate Tectonics
9.5 Mechanisms of Plate Tectonics

• CH 10 Volcanoes and Other Igneous Activity

10.1 The Nature of Volcanic Eruptions

10.2 Intrusive Igneous Activity
10.3 Plate Tectonics and Igneous Activity

• CH 11 Mountain Building

11.1 Rock Deformation

11.2 Types of Mountains
11.3 Mountain Formation

• CH 12 Geologic Time

12.1 Discovering Earth’s History

 12.2 Fossils: Evidence of Past Life
12.3 Dating with Radioactivity
12.4 The Geologic Time Scale
• CH 13 Earth’s History

13.1 Precambrian Time: Vast and Puzzling

13.2 Paleozoic Era: Life Explodes
13.3 Mesozoic Era: Age of Reptiles
13.4 Cenozoic Era: Age of Mammals

• CH 14 The Ocean’s Floor

14.1 The Vast World Ocean

14.2 Ocean Floor Features
14.3 Seafloor Sediments
14.4 Resources from the Seafloor

• CH 15 Ocean Water and Ocean Life

15.1 The Composition of Seawater

15.2 The Diversity of Ocean Life
15.3 Oceanic Productivity

• CH 16 The Dynamic Ocean

16.1 Oceanic Circulation

16.2 Waves and Tides
16.3 Shoreline Processes and Features

• CH 17 The Atmosphere: Structure and

Temperature

17.1 Atmosphere Characteristics

17.2 Heating the Atmosphere
17.3 Temperature Controls
• CH 18 Moisture, Clouds, and Precipitation

18.1 Water in the Atmosphere

18.2 Cloud Formation
18.3 Cloud Types and Precipitation
  CH 25 Beyond Our Solar System

25.1 Properties of Stars

25.2 Stellar Evolution
25.3 The Universe

Lesson 2. COMPONENTS OF SPECIAL AND INCLUSIVE EDUCATION

Review

Let us go back to the beginning of the lesson and check if you are able to meet the objectives. This time,
on your own, answer the following questions by using what you have learned from the lesson.

1. What are the different processes as well as strategies used in the pre-referral system in an
inclusive school?
Answer:
 Initial identification • Recognition of potential problem.
• Parent or teacher observation.
• Review of school records, classroom, observation.
 Determimation of • Small group instruction.
Teaching areas and •Direct instruction.
Strategies.
  Implementation • Additional in class or after school support.

Of teaching • Modification of classroom environment and behavior.

Programs • Modification of instruction to adress potential needs.

 Evaluation • Determine effectiveness of programson learning and

Of teaching behavior.
Programs.

2. What are the different assessment methods and tools used to identify the strengths, abilities,
needs, and placement of children with disabilities?

Answer:

1. Interviews
2. Observations
3. Checklists or rating scales
4. Tests

• Tests
• Norm-referenced tests
• Criterion-referenced tests
• Informal assessment
• Authentic assessment
• Developmental Assessment
• Screening Tests
• Intelligence Quotient (IQ) Tests
• Academic Achievement Tests
• Adaptive Behavior Scales
• Behavior Rating Scales
• Curriculum-Based Assessment
• End-of-Grade Alternate Assessments

3. How are accommodations different from modifications?

Answer:

 An accommodation changes how a student learns the material. A

modification changes what a student is taught or expected to learn.

4. Why should parents of children with disabilities be involved in the process of planning and
decision making?

Answer:

 Family involvement in planning and decision making is important because

families know their child best. Family input is instrumental in making sure
that the student receives appropriate support, and that necessary changes
are made so they can be fully included in the classroom.

Reflect
 Schools that abide by highly traditional views of teaching and learning oftentimes view

accommodations, such as time extension in tests and exams or providing an alternative output to
supplement a lengthy written report, as being “unfair” to typically developing children. It is argued that
expectations and provision of whatever support should be the same for all children. Knowing the
different components as well as views on inclusive education, do you agree? Explain your answer

Answer:

 Yes, because even if the student have disability they are still a student who
need to learn. Inclusive education means that all students attend and are
welcomed by their neighborhood schools in age-appropriate, regular classes
and are supported to learn, contribute and participate in all aspects of the
life of the school.

Practice

1. Which of the following statements is false about the pre-referral process in inclusive and
special education?
a. The pre-referral process begins with observations of the child.
b. The final step in the pre-referral process is the diagnosis of a child’s disabilities.
c. Looking into the child’s academic history is a step in the pre-referral process.

d. d. Changing the classroom environment is an example of a pre-referral strategy.

2. Which type of assessment tool compares a child’s performance based on the established
standards and competencies and can be used to describe student performance?
a. Norm-reference tests
b. Portfolio assessments
c. Informal assessments

d. d. Criterion-referenced tests

3. How will an educational team determine the best placement for a child with disabilities?
Create a flowchart or a mind map to show the different aspects to be considered for a
child’s proper placement.

Answer:

 In deciding the child's placement, the group must make sure that the child
has the maximum opportunity appropriate to learn with children who do
not have disabilities—in academic, nonacademic, and extracurricular
activities. This part of IDEA is called Least Restrictive Environment or LRE.
Since its earliest days, IDEA has included a strong preference for children
with disabilities to be educated alongside their peers without disabilities, to
the maximum extent appropria

May not be based

on the child’s May not be based
disabling condition on the location of
or label (such as staff, on the funds
placement in a Different Aspects to be that are available,
special class for Considered for a Child’s Proper or on the
students with Placement convenience of the
intellectual school district.
disabilities just (Rebhorn & Smith,
because a child 2008)
has cognitive
impairments) May not be based on
disability programs
categories (Placement in
an particular program for
students with learning
disabilities(LD) just
4. Five-year-old Renee has been observed by her teachers to show restlessness and
hyperactivity during whole-class activities, but she enjoys singing, dancing, and listening to
stories about animals and unicorns. What steps in the pre-referral process will you suggest
to the team to find ways to help Renee?

Answer:

 Initial Identification, because it will help Renee a lot. Here we will recognize
the potential problems by the help of parent or teacher observation. We
will see Renee’s review of school records, classroom observations.