Question 1:

An IEP is an agreement between parents and the school about the services that will be provided
to the student. It is written by a team that includes the student’s parent or guardian, general
education teacher who works with the student, special education teacher, a qualified person to
interpret the evaluation results, the student, and a representative of the school district. The
program is usually updated each year. There are 6 things that the IEP must state in writing.
These thing include:
1. The student's present level of academic achievement and functional performance
2. Annual goals. A plan must be made that tells the progress towards these goals and
objectives.
3. Parents must get get progress reports as often as report cards are sent home.
4. A statement of specific special education services to be provided to the student and
details of when and where those services will be, when they start, and when they end.
5. An explanation of how much of the student's program will not be in the general education
classroom and school settings.
6. A statement of how the child will participate in state and district wide assessments.
Beginning at age 14 and by age 16 a statement of needed transitional services to move
the student towards further education, work, or adult life.
As stated above, the parents or guardians help create the IEP and frequently get updates about
how their child is doing in school. Parents have all rights to see the records of testing,
placement, and teaching of their child. They have the right to challenge the program developed
for their child

Question 2:

1. One thing the teacher can do to accommodate for him is not assigning long
assignments.
2. She can combine instruction and memory strategies with motivational training.
3. Look for times when the student is engaged so they can capitalize on those times to get
the student involved in class.
4. Make changes in your teaching style while the student tries to change their learning style
so they can learn better.
5. Use lots of pictures
Teachers should know when Jace is paying attention and shows interest in something so that
you can strive to get him more involved. Teachers should also allow students to work in small
groups to complete tasks. This will allow Jace to be in groups with friends that will encourage
him to stay on task rather than get distracted by other things.

Question 5:

Operant conditioning is students learning to behave in certain ways through how they operate
their environment. From the first consequence (everyone laughs), Jerrod would continue to
invoke laughter in the classroom. When everyone continues to laugh at him and his behaviors,
he is getting the attention that he wants and maybe needs. Because Jerrod continues to get the
same reaction that he is looking for from his peers, he is going to continue these actions. This is
called an Antecedent. For the second consequence (everyone ignoring), students will eventually
get enough of Jerrod’s behavior because the Antecedent has been repeated so many times that
the other students begin to get tired or annoyed. For example, if you are told the same joke
multiple times, you may think it is funny at the beginning, but as time passes and you hear the
joke more often, you will begin to ignore it and not think that it is as funny. Once Jerrod noticed
that his classroom peers are ignoring his behaviors, he will most likely do one of two options;
one being that he would stop the behaviors all together, two being that he will find something
new to do to invoke classroom laughter and the process would start over.

Question 7:

1. One thing that Mrs. Gomez could do to foster Gabe’s creativity and encourage her other
students to be creative is to give students a piece of paper divided into sections and ask
them to draw out all of the classroom rules. This will require the students to use their
creativity to draw out the skills as well as reminding all of them to remember and think
about what the classroom rules are.
2. If a student acts out or behaves in an inappropriate way, you can pull the student aside
and have then draw out the correct way to be acting in class. Once they draw their
picture and have discussed it with you, have the student present their work to the class.
In doing this, students will have a friendly reminder of how they are supposed to act and
the child who acted out has a little bit of a consequence. This is a learning opportunity
for everyone.
3. Split the class into small groups and assign each group one of the class rules. Give the
class about 15-20 minutes to find a way to act out the rules like a play or a skit. Every
group will give their own interpretation of how the rules should be played out.
4. With the classroom completely silent, give each students 4 different colors of paper.
Without any talking the students have to create a masterpiece by only ripping the paper
into smaller pieces and gluing the pieces onto another paper. They cannot share their
ideas with each other and their eyes should be kept on their own creations so they only
use their own ideas. Once the students have created their works of art, they can share
what they created with a partner and they should be hung throughout the classroom to
be displayed.

Question 10:
1. Exercise to increase brain power
a. Our brains were made for walking
b. Exercise improves your thinking skills
c. Gets blood to your brain which stimulates the protein that keeps the neurons
connecting.
2. Human brain has evolved
a. We don't have one brain, we have three. lizard, cat, and human.
b. Going from walking on all fours to using only two legs saves energy and helps
develops our brain and make it more complex.
c. Symbolic reasoning is a unique human talent that rose from our need to
coordinate within a group.
3. Every brain is wired differently
a. What you do and learn in life physically changes what your brain looks like
b. Regions of your brain develop at different rates than the regions of other people
c. No two people's brains store information
4. People do not pay attention to boring things
a. Brain attentional spotlight can only focus on one thing at a time. There is no way
you can multi task
b. We are better at seeing patterns and abstracting the meaning of the event better
than we are at recording details.
c. Emotional arousal helps the brain learn
d. Audiences check out after 10 minutes
5. Repeat to remember
a. Many types of memory systems; encoding, storing, retrieving, and forgetting
b. You can improve your chance of remembering something if you reproduce the
environment in which you first put it into your brain.
6. Remember to repeat
a. Most memories disappear within minutes but those that survive strengthen with
time
b. Our brain gives us only an approximate view of reality.
c. The way to make long term memory more reliable is to incorporate new
information gradually and repeat it in timed intervals.
7. Sleep well, think well.
a. Your brain is in a constant state of tension between cells that try to put you to
sleep and keep you awake.
b. The neurons of your bbrain show vigorous rhythmical activity when you’re
asleep.
c. Loss of sleep hurts attention, executive function, working memory, mood,
quantitative skills, logical reasoning, and motor dexterity.
8. Stressed brains don’t work the same.
a. Chronic stress regulates your body's defence system built only to deal with short
term responses.
b. Under chronic stress cortisol damages the cells of the hippocampus which
cripples your ability to learn and remember
9. Stimulate more senses at the same time
a. We absorb information about an event through our senses.
b. Our senses evolved to work together- we learn best if we stimulate several
senses at once.
10. Vision trumps all other senses
 a. W learn and remember best through pictures
11. Male and female brains are different
a. Men and women's brains are different structurally and biochemically
b. Men and women respond differently to acute stress.
12. We are powerful and natural explorers.
a. Babies are the model of how we learn
b. We can recognise and imitate behavior because of mirror neurons.
c. We can create neurons and create new things through our lives.