Question 1

Adult service agencies should begin to work with schools on the transition planning process as soon as possible after the student graduates.

Accepted Answer

A) True 
 B)False  False

Question 2

More than 90 percent of students with disabilities exiting school leave with a diploma.

Accepted Answer

A) True 
 B)False  False

Question 3

is the ability of an individual with disabilities to consider options and make appropriate choices.

Accepted Answer

A)  Self-advocacy 
B)  Natural supports 
C)  Self-determination 
D)  Developmental learning 
A)  Self-advocacy 
B)  Natural supports 
C)  Self-determination 
D)  Developmental learning C

Question 4

Why is it important for students with disabilities to receive instruction in self-determination?

Accepted Answer

Self-determination skills help

Question 5

The focus of adult-service agencies should be

Accepted Answer

A)  placing graduates in protected work and congregate care living environments. 
B)  providing individuals with total income support throughout their lifetime. 
C)  monitoring and tracking students after leaving school to ensure that they have appropriate services available during adulthood. 
D)  tracking students' academic progress during their school years. 
A)  placing graduates in protected work and congregate care living environments. 
B)  providing individuals with total income support throughout their lifetime. 
C)  monitoring and tracking students after leaving school to ensure that they have appropriate services available during adulthood. 
D)  tracking students' academic progress during their school years.

Question 6

Available research indicates that students with disabilities are

Accepted Answer

A)  doing as well as can be expected in the academic content of high school programs. 
B)  doing as well as can be expected in postsecondary education. 
C)  are not faring as well as they could be in the academic content of high school programs or in postsecondary education. 
D)  All of the answers are correct. 
A)  doing as well as can be expected in the academic content of high school programs. 
B)  doing as well as can be expected in postsecondary education. 
C)  are not faring as well as they could be in the academic content of high school programs or in postsecondary education. 
D)  All of the answers are correct.

Question 7

What do we know about the post school outcomes for students with disabilities?

Accepted Answer

1) Many leave without standard diploma.

Question 8

Adaptive and functional life skills are described as

Accepted Answer

A)  skills to help students solve problems or consider options. 
B)  academic skills to help students meet graduation requirements. 
C)  skills that help students learn daily living and social skills. 
D)  employment preparation. 
A)  skills to help students solve problems or consider options. 
B)  academic skills to help students meet graduation requirements. 
C)  skills that help students learn daily living and social skills. 
D)  employment preparation.

Question 9

Transition requirements in IDEA are designed to

Accepted Answer

A)  ensure that all students with disabilities receive a high school diploma. 
B)  provide employment for all students with disabilities. 
C)  help students successfully leave school to live and work in the community, or go on to further education. 
D)  increase challenges in finding work, housing, employment, or education . 
A)  ensure that all students with disabilities receive a high school diploma. 
B)  provide employment for all students with disabilities. 
C)  help students successfully leave school to live and work in the community, or go on to further education. 
D)  increase challenges in finding work, housing, employment, or education .

Question 10

Nearly percent of students with disabilities go on to further education, such as college, university, or applied technical school

Accepted Answer

A)  60 
B)  20 
C)  25 
D)  30 
A)  60 
B)  20 
C)  25 
D)  30

Question 11

Why is it important for students with disabilities to receive instruction in employment preparation?

Accepted Answer

Employment preparation during

Question 12

You are a teacher engaged in transition planning and need to identify the preferences of Raquel who is nonverbal and has recently moved into the district. What is the most comprehensive source of information about this student?

Accepted Answer

A)  Peers 
B)  Family 
C)  Records 
D)  Past teachers 
A)  Peers 
B)  Family 
C)  Records 
D)  Past teachers

Question 13

Of the students with disabilities fourteen and older exiting high school, approximately what percentage leave with a high school diploma?

Accepted Answer

A)  25 percent 
B)  38 percent 
C)  56 percent 
D)  90 percent 
A)  25 percent 
B)  38 percent 
C)  56 percent 
D)  90 percent

Question 14

What is one purpose of the person-centered transition plan?

Accepted Answer

A)  To limit the type and range of transition services that the school is responsible for in meeting the needs of students with disabilities 
B)  To identify personnel responsible for completing the plan and establish transition planning timelines 
C)  To require schools to have the student with disabilities employed prior to exiting special education 
D)  All of the answers are correct. 
A)  To limit the type and range of transition services that the school is responsible for in meeting the needs of students with disabilities 
B)  To identify personnel responsible for completing the plan and establish transition planning timelines 
C)  To require schools to have the student with disabilities employed prior to exiting special education 
D)  All of the answers are correct.

Question 15

Which of the following outcomes are expected for students with disabilities as they enter adulthood?

Accepted Answer

A)  Function independently in daily life 
B)  Make choices where they live and spend their time 
C)  Minimize reliance on others to meet their needs 
D)  All of the answers are correct. 
A)  Function independently in daily life 
B)  Make choices where they live and spend their time 
C)  Minimize reliance on others to meet their needs 
D)  All of the answers are correct.

Question 16

Discuss the role of students, parents, and adult service providers in the transition planning process.

Accepted Answer

The student and the parents must be educ

Question 17

The principal components of an effective transition system include

Accepted Answer

A)  educational programs linked to valued post-school outcomes. 
B)  a cooperative system of transition planning. 
C)  availability of formal supports. 
D)  educational programs linked to valued post-school outcomes, a cooperative system of transition planning, and availability of formal supports. 
A)  educational programs linked to valued post-school outcomes. 
B)  a cooperative system of transition planning. 
C)  availability of formal supports. 
D)  educational programs linked to valued post-school outcomes, a cooperative system of transition planning, and availability of formal supports.

Question 18

Why is it important for students with disabilities to receive instruction in academic and functional skills?

Accepted Answer

Academic skills are essential in meeting

Question 19

As mandated by IDEA 2004, transition services for students with disabilities do not need to begin until age eighteen.

Accepted Answer

A) True 
 B)False

Question 20

The School to Work Act identifies students with disabilities as a target population.

Accepted Answer

A) True 
 B)False

Adult service agencies should begin to work with schools on the transition planning process as soon as possible after the student graduates.

More than 90 percent of students with disabilities exiting school leave with a diploma.

is the ability of an individual with disabilities to consider options and make appropriate choices.

Why is it important for students with disabilities to receive instruction in self-determination?

The focus of adult-service agencies should be

Available research indicates that students with disabilities are

What do we know about the post school outcomes for students with disabilities?

Adaptive and functional life skills are described as

Transition requirements in IDEA are designed to

Nearly percent of students with disabilities go on to further education, such as college, university, or applied technical school

Why is it important for students with disabilities to receive instruction in employment preparation?

You are a teacher engaged in transition planning and need to identify the preferences of Raquel who is nonverbal and has recently moved into the district. What is the most comprehensive source of information about this student?

Of the students with disabilities fourteen and older exiting high school, approximately what percentage leave with a high school diploma?

What is one purpose of the person-centered transition plan?

Which of the following outcomes are expected for students with disabilities as they enter adulthood?

Discuss the role of students, parents, and adult service providers in the transition planning process.

The principal components of an effective transition system include

Why is it important for students with disabilities to receive instruction in academic and functional skills?

As mandated by IDEA 2004, transition services for students with disabilities do not need to begin until age eighteen.

The School to Work Act identifies students with disabilities as a target population.

Understanding Exceptionalities in the 21st Century

Inclusion and Multidisciplinary Collaboration in the Early Childhood and Elementary School Years

Education for All

Cultural and Linguistic Diversity

Exceptionalities and Families

Learning Disabilities

Emotionalbehavioral Disorders

Intellectual and Developmental Disabilities

Communication Disorders

Autism Spectrum Disorders

Severe and Multiple Disabilities

Sensory Disabilities: Hearing and Vision Loss

Physical Disabilities and Other Health Disorders

Gifted, Creative, and Talented

Filters

Exam 4: Secondary Education and Transition Planning

Adult service agencies should begin to work with schools on the transition planning process as soon as possible after the student graduates.

More than 90 percent of students with disabilities exiting school leave with a diploma.

is the ability of an individual with disabilities to consider options and make appropriate choices.

Why is it important for students with disabilities to receive instruction in self-determination?

The focus of adult-service agencies should be

Available research indicates that students with disabilities are

What do we know about the post school outcomes for students with disabilities?

Adaptive and functional life skills are described as

Transition requirements in IDEA are designed to

Nearly percent of students with disabilities go on to further education, such as college, university, or applied technical school

Why is it important for students with disabilities to receive instruction in employment preparation?

You are a teacher engaged in transition planning and need to identify the preferences of Raquel who is nonverbal and has recently moved into the district. What is the most comprehensive source of information about this student?

Of the students with disabilities fourteen and older exiting high school, approximately what percentage leave with a high school diploma?

What is one purpose of the person-centered transition plan?

Which of the following outcomes are expected for students with disabilities as they enter adulthood?

Discuss the role of students, parents, and adult service providers in the transition planning process.

The principal components of an effective transition system include

Why is it important for students with disabilities to receive instruction in academic and functional skills?

As mandated by IDEA 2004, transition services for students with disabilities do not need to begin until age eighteen.

The School to Work Act identifies students with disabilities as a target population.

Understanding Exceptionalities in the 21st Century

Inclusion and Multidisciplinary Collaboration in the Early Childhood and Elementary School Years

Education for All

Cultural and Linguistic Diversity

Exceptionalities and Families

Learning Disabilities

Emotionalbehavioral Disorders

Intellectual and Developmental Disabilities

Communication Disorders

Autism Spectrum Disorders

Severe and Multiple Disabilities

Sensory Disabilities: Hearing and Vision Loss

Physical Disabilities and Other Health Disorders

Gifted, Creative, and Talented

Filters