Four teachers are adapting their instruction to meet the needs of learners with exceptionalities in their classrooms. Mr. Robinson focuses on study strategies, Mrs. Lake provides feedback on math assignments, Mrs. Weber separates students for focused instruction, and Mr. Edwards calls on students carefully to prevent embarrassment. Among them, Mr. Robinson is noted as the most effective in meeting these needs.

1. Four teachers each have learners with exceptionalities in their classrooms, and each is attempting
to adapt instruction to best meet the students' needs. Mr. Robinson works hard to help his
students learn study strategies, such as outlining, highlighting descriptions of examples in the
information his students read, summarizing, and self-questioning. Mrs. Lake goes over each
math homework assignment with her students and gives the students feedback on problems that
are frequently missed. Mrs. Weber separates her students with exceptionalities from the rest of
the class during learning activities and gives them seatwork assignments to complete until she
can work with them in a small group. Mr. Edwards calls on his students with exceptionalities
when he is conducting learning activities, but he avoids calling on them too much to prevent
them from possibly being embarrassed if they're unable to answer. Mr. Edwards calls on his
students with exceptionalities when he is conducting learning activities, but he avoids calling on
them too much to prevent them from possibly being embarrassed if they're unable to answer. The
teacher who is most effective in adapting instruction to meet the needs of his or her students with
exceptionalities is: Mr. Robinson Mrs. Lake Mrs. Weber Mr. Edwards