Question 1

A successful transition from school to adult years requires

Accepted Answer

A)  formal supports. 
B)  natural supports. 
C)  both formal and natural supports. 
D)  None of the answers are correct. 
A)  formal supports. 
B)  natural supports. 
C)  both formal and natural supports. 
D)  None of the answers are correct.

Question 2

What are the basic steps in formulating a person-centered transition plan?

Accepted Answer

1) Convene IEP team; 2) Review assessmen

Question 3

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

Accepted Answer

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

Question 4

Which of the following principles should guide adult services for people with disabilities?

Accepted Answer

A)  Services based on the provision of direct income support from the government 
B)  Collaboration with the school in establishing transition goals 
C)  Services driven by the availability of large congregate care facilities and sheltered workshops 
D)  All of the answers are correct. 
A)  Services based on the provision of direct income support from the government 
B)  Collaboration with the school in establishing transition goals 
C)  Services driven by the availability of large congregate care facilities and sheltered workshops 
D)  All of the answers are correct.

Question 5

Discuss why teaching self-determination plays a critical role in successful transition from school to adult life.

Accepted Answer

Teaching effective decision-making and p

Question 6

Which federal law provides students with disabilities greater access to vocational education experiences?

Accepted Answer

A)  The Carl Perkins Act 
B)  The Americans with Disabilities Act 
C)  Public Law 99-457 
D)  The Individuals with Disabilities Education Act 
A)  The Carl Perkins Act 
B)  The Americans with Disabilities Act 
C)  Public Law 99-457 
D)  The Individuals with Disabilities Education Act

Question 7

Creating opportunities for decision making is an important element in the school-to-adult life transition of students with disabilities.

Accepted Answer

A) True 
 B)False

Question 8

The National Longitudinal Transition Study-2 reported that the percentage of young adults with disabilities working full time was

Accepted Answer

A)  90%. 
B)  67%. 
C)  55%. 
D)  25%. 
A)  90%. 
B)  67%. 
C)  55%. 
D)  25%.

Question 9

Researchers have found that youth characterized as experience the greatest number of positive adult outcomes.

Accepted Answer

A)  dependent 
B)  self-determined 
C)  self-centered 
D)  passive 
A)  dependent 
B)  self-determined 
C)  self-centered 
D)  passive

Question 10

List three of the elements of a community-referenced approach to employment training.

Accepted Answer

1) Primary focus on student and family n

Question 11

Contrast formal and natural supports.

Accepted Answer

Formal supports are government funded pr

Question 12

In the past, high schools were very active in preparing students with disabilities for employment.

Accepted Answer

A) True 
 B)False

Question 13

Transition services are

Accepted Answer

A)  only for those students with disabilities who won't go to college. 
B)  focused exclusively on academic content to prepare for post-secondary education. 
C)  a coordinated set of activities that are outcome-oriented. 
D)  None of the answers are correct. 
A)  only for those students with disabilities who won't go to college. 
B)  focused exclusively on academic content to prepare for post-secondary education. 
C)  a coordinated set of activities that are outcome-oriented. 
D)  None of the answers are correct.

Question 14

IDEA 2004 mandates that the transition planning process for students with disabilities begin

Accepted Answer

A)  during the same year the student is expected to graduate (ages eighteen to twenty-one). 
B)  by age sixteen. 
C)  immediately following graduation from high school. 
D)  as soon as the multidisciplinary team determines that the student is ready for a job. 
A)  during the same year the student is expected to graduate (ages eighteen to twenty-one). 
B)  by age sixteen. 
C)  immediately following graduation from high school. 
D)  as soon as the multidisciplinary team determines that the student is ready for a job.

Question 15

Instruction for students with moderate or severe disabilities concentrates on skills that are functional and compensatory.

Accepted Answer

A) True 
 B)False

Question 16

Person-centered transition planning for students with disabilities is primarily related to

Accepted Answer

A)  parents' desire to keep their children in school longer. 
B)  the commitment to each student's needs and preferences. 
C)  professionals' overestimation of the capabilities of people with disabilities once they leave school. 
D)  None of the answers are correct. 
A)  parents' desire to keep their children in school longer. 
B)  the commitment to each student's needs and preferences. 
C)  professionals' overestimation of the capabilities of people with disabilities once they leave school. 
D)  None of the answers are correct.

Question 17

Researchers have suggested that students with disabilities can

Accepted Answer

A)  receive a high school diploma or certificate. 
B)  achieve in academic content beyond their current performance. 
C)  have the essential skills necessary for the work place. 
D)  receive a high school diploma or certificate, achieve in academic content beyond their current performance, and have the essential skills necessary for the work place. 
A)  receive a high school diploma or certificate. 
B)  achieve in academic content beyond their current performance. 
C)  have the essential skills necessary for the work place. 
D)  receive a high school diploma or certificate, achieve in academic content beyond their current performance, and have the essential skills necessary for the work place.

Question 18

Schools can promote the development of self-determination skills for students with disabilities by

Accepted Answer

A)  giving parents more opportunities to speak in IEP meetings. 
B)  spending more time in academic subject areas. 
C)  teaching choice-making and problem-solving skills. 
D)  All of the answers are correct. 
A)  giving parents more opportunities to speak in IEP meetings. 
B)  spending more time in academic subject areas. 
C)  teaching choice-making and problem-solving skills. 
D)  All of the answers are correct.

Question 19

The educational opportunities afforded under IDEA have not yet led to full participation of special education graduates in the social and economic mainstream of their local communities.

Accepted Answer

A) True 
 B)False

Question 20

James's teachers have made it clear that his specific needs, preferences, and values should come first in the transition planning process. This is an example of a

Accepted Answer

A)  person-centered approach. 
B)  circle of friends. 
C)  peer support. 
D)  person-first language. 
A)  person-centered approach. 
B)  circle of friends. 
C)  peer support. 
D)  person-first language.

A successful transition from school to adult years requires

What are the basic steps in formulating a person-centered transition plan?

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

Which of the following principles should guide adult services for people with disabilities?

Discuss why teaching self-determination plays a critical role in successful transition from school to adult life.

Which federal law provides students with disabilities greater access to vocational education experiences?

Creating opportunities for decision making is an important element in the school-to-adult life transition of students with disabilities.

The National Longitudinal Transition Study-2 reported that the percentage of young adults with disabilities working full time was

Researchers have found that youth characterized as experience the greatest number of positive adult outcomes.

List three of the elements of a community-referenced approach to employment training.

Contrast formal and natural supports.

In the past, high schools were very active in preparing students with disabilities for employment.

Transition services are

IDEA 2004 mandates that the transition planning process for students with disabilities begin

Instruction for students with moderate or severe disabilities concentrates on skills that are functional and compensatory.

Person-centered transition planning for students with disabilities is primarily related to

Researchers have suggested that students with disabilities can

Schools can promote the development of self-determination skills for students with disabilities by

The educational opportunities afforded under IDEA have not yet led to full participation of special education graduates in the social and economic mainstream of their local communities.

James's teachers have made it clear that his specific needs, preferences, and values should come first in the transition planning process. This is an example of a

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Exam 4: Secondary Education and Transition Planning

A successful transition from school to adult years requires

What are the basic steps in formulating a person-centered transition plan?

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

Which of the following principles should guide adult services for people with disabilities?

Discuss why teaching self-determination plays a critical role in successful transition from school to adult life.

Which federal law provides students with disabilities greater access to vocational education experiences?

Creating opportunities for decision making is an important element in the school-to-adult life transition of students with disabilities.

The National Longitudinal Transition Study-2 reported that the percentage of young adults with disabilities working full time was

Researchers have found that youth characterized as experience the greatest number of positive adult outcomes.

List three of the elements of a community-referenced approach to employment training.

Contrast formal and natural supports.

In the past, high schools were very active in preparing students with disabilities for employment.

Transition services are

IDEA 2004 mandates that the transition planning process for students with disabilities begin

Instruction for students with moderate or severe disabilities concentrates on skills that are functional and compensatory.

Person-centered transition planning for students with disabilities is primarily related to

Researchers have suggested that students with disabilities can

Schools can promote the development of self-determination skills for students with disabilities by

The educational opportunities afforded under IDEA have not yet led to full participation of special education graduates in the social and economic mainstream of their local communities.

James's teachers have made it clear that his specific needs, preferences, and values should come first in the transition planning process. This is an example of a

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