Answer:
Always address a student with a disability directly. Speak clearly, at a moderate pace and volume, and allow the student time to respond. Do not address the student's companions, including interpreters and aides, rather than the student. Also avoid exaggerating or slowing your speech.
Answer:
It was raining hard that night. In my hurry to get back into the house, i didn't notice the black car parked across the road. I realized something was wrong when I decided to grab an umbrella and walk down the road to see if they were there to follow me or stalk me. It was rainy, dark, and cold that night. I grabbed the first umbrella in my reach and quickly started walking the opposite way the car was parked. I got around the corner, ducked behind a bush, and watched. The car quickly flipped around and almost raced down the street as quietly as possible without losing sight of me. I quickly got up, ran a little so it didn't look like I'd stopped, and continued on my walk. I had turned here and there, wound around several places, and the car was still following me from quite a distance. I had gone so far that I was near a friends house. I decided to avoid a conflict with the strange person, I would have to go see my friend Jen in the late hours of the night. I would explain to her what had happened, and just in case the person could see me through the window, I would act like I went there for a reason. Maybe pretend I was late for something. I got to her house and the bedroom light was on. All I could think to myself was <em>thank god</em>. I got up to the door and....
Explanation:
Answer:
Alvarez shows how she was able to finally speak for her parents generation
Explanation:
Answer: umm my qestion is whats the point of this
Explanation: because its fun and educational and yea
