Advocacy Connections: Parents And Families: Question Preview (ID: 31840)


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According to research, parents of ELLs are reluctant to get involved in their children's education in US schools due to:
a) illiteracy in all languages b) lack of communication skills c) lack of English and native language skills d) None of the above
According to Shim (2013), researchers predict what percentage of students will be English learners in the year 2025?
a) 25% b) 15% c) 35% d) None of the above
Parents and family members can serve in which of the following roles
a) Partners , Collaborators, and Co-decision makers b) Problem solvers , Supporters , and Advisors c) Advocates, Volunteers, and Communicators d) All of the above
Which federal mandate is identified as focusing on provisions for effective communication with caregivers, including interpreters if they are needed?
a) IDEA b) NCLB c) IEP d) None of the above
According to Shim (2013), a child’s and parents’ proficiency level in English and their accents:
a) cannot be equated with their intelligence level. b) can be equated with their intelligence level. c) can be correlated with their intelligence level. d) None of the above
Home visits should
a) Establish a relationship of trust between the participants b) Only take place once c) Both Answers 1 and 2 d) None of the above
All parents of ELLs are actively involved in school because:
a) They want their children to feel safe b) They want their children to feel supported c) They want their children to learn quickly d) None of the above
Parents of ELLs will feel welcomed in schools if they are:
a) included as participants b) included as contributors of cultural knowledge and skills c) Both Answers 1 and 2 d) None of the above
Which describes a form of bias when immigrant family members are seen as socially and academically flawed?
a) deficit view b) shortage view c) discriminatory view d) None of the above
Based on research and best practices, what is the best approach for students to develop their advocacy leadership skills?
a) Read literature about leadership and advocacy b) Encourage students to have conversations c) Design specific lessons to teach specific leadership skills d) None of the above
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