Which one of the following statements does not apply when regular students go into the special education setting?
A. The special needs children in the class are in the minority.
B. Regular students become more sensitive to their special needs peers.
C. Both student groups begin to make friends with each other.
D. The regular students provide good role models for the special needs children.
So I am wondering if your text defines "special education setting"? And "regular students"? Depending on those definitions, A or D could be Not True.
The issue I see is that all the answers are very general, and could be true or not true depending on a lot of circumstances.
Those are all rather broad generalizations. Would any of them be true in every school?
Think about which 3 are true, in the generalization.
Which one is false, in the generalization?
Let us know what you decide.
The statement that does not apply when regular students go into the special education setting is option A: The special needs children in the class are in the minority.
To determine which statement does not apply when regular students go into the special education setting, we need to analyze each statement and see if it aligns with what typically happens in this context.
A. The special needs children in the class are in the minority: This statement generally applies when regular students enter the special education setting. Special education classrooms are typically designed for a smaller number of students with special needs, allowing for more individualized attention.
B. Regular students become more sensitive to their special needs peers: This statement also aligns with what typically happens. When regular students interact and spend time with their special needs peers, they often develop a greater understanding and empathy towards them.
C. Both student groups begin to make friends with each other: This statement is true in many cases. In inclusive classrooms, where regular students and special needs students are integrated, friendships can develop between students from both groups.
D. The regular students provide good role models for the special needs children: This statement generally applies as well. Regular students can serve as positive influences and role models for their special needs peers by demonstrating appropriate behavior, social skills, and academic abilities.
Therefore, based on this analysis, option A (The special needs children in the class are in the minority) does not apply when regular students go into the special education setting since it is typically true that special needs children are in the minority in these classrooms.