In an inclusive classroom, exit tickets serve as a quick, efficient way to check for student understanding at the end of a lesson. Describe how you would adapt exit tick

Paragraph with at least 150 words each explaining the following which should include a reference for each paragraph.

1. In an inclusive classroom, exit tickets serve as a quick, efficient way to check for student understanding at the end of a lesson. Describe how you would adapt exit tickets to meet the diverse needs of students with exceptionalities, such as autism or dyslexia. Consider how you would modify exit tickets to offer multiple means of expression and include discussion about how you would adjust the timing and structure of exit tickets to ensure that students who need more time or alternative formats can still effectively demonstrate their understanding.

2. You have just finished a lesson and hand students a worksheet to complete silently. While the students were working independently, you decided to check your email, not realizing that your computer screen was still being projected to the class. You open an email from the principal Mrs. Russell, who is following up on a student, Rebecca Johnson, who was recently referred to receive services on an Individual Education Program (IEP). You realized what had occurred once you heard the students giggling at the screen. You quickly unplugged the computer from the projector and told the students to get back to work. What should you do next to protect the student’s privacy? Include evidence from "Model Code of Ethics for Educators (MCEE)" and "Professional Dispositions of Learners."