Students with cognitive impairments may require instruction in functional academics rather than the regular curriculum.
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Q3: The goal of curriculum differentiation is to
Q4: The goal of reframing is to celebrate
Q5: The preferred learning style of students with
Q6: In Response to Instruction (RTI), the teacher
Q7: Functional skills can only be accessed once
Q9: In order to use the cognitive and
Q10: A student with a _ impairment will
Q11: The highest level of inclusion is the
Q12: Bloom's taxonomy is hierarchical-the mastery of higher
Q13: Focussing on students' positive characteristics and viewing
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