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A) address academic achievement as well as functional performance.
B) be based on multiple objective measures, not just teacher observations or test results.
C) report a child's class rank as measured against his/her non-disabled peers.
D) be in conformance with any format and content expectations agreed to in the IEP document.
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A) IQ testing
B) psychometric testing-centered evaluation for ADHD
C) emotional/behavioral disturbance diagnoses
D) testing for specific learning disabilities
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A) increased student motivation.
B) higher academic achievement.
C) improved school attendance.
D) lower dropout rates.
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A) parent goals for participation and outcomes of the partnership are established.
B) activities are planned and the plans are implemented.
C) activities are evaluated.
D) the teacher and parent meet to review the goals.
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A) were ashamed of their child's disability.
B) became more confident, assertive and compassionate.
C) accepted their child's disability, but viewed it as a burden.
D) showed favoritism for their child with a disability over their other, non-disabled children.
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A) extracurricular activity supervisors like sports coaches
B) social service agencies.
C) day care and preschool providers.
D) pediatricians.
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A) a blood relative who lives with the child.
B) whomever signs off on the child's IEP.
C) someone who lives in the same household as the child.
D) whoever is a primary caregiver to a child.
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A) problem-solving.
B) reframing.
C) coping.
D) assessing.
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