Question 1

If a child is having difficulties in adjusting to a new situation:

Accepted Answer

A)  ignore it because that would give the child negative reinforcement. 
B)  a meeting about the situation should take place, and another placement should be considered. 
C)  it is important to evaluate the planning process. 
D)  parents and school staff should engage in preventive planning to assess the services. 
A)  ignore it because that would give the child negative reinforcement. 
B)  a meeting about the situation should take place, and another placement should be considered. 
C)  it is important to evaluate the planning process. 
D)  parents and school staff should engage in preventive planning to assess the services. D

Question 2

What time of year should planning for a child with an IEP who is transitioning to kindergarten begin?

Accepted Answer

A)  Summer 
B)  Winter 
C)  Fall 
D)  Spring 
A)  Summer 
B)  Winter 
C)  Fall 
D)  Spring D

Question 3

Which of the following is the most common reason for transitions?

Accepted Answer

A)  A family move 
B)  A child's age 
C)  A change in the level of services needed 
D)  Lack of progress in the current program 
A)  A family move 
B)  A child's age 
C)  A change in the level of services needed 
D)  Lack of progress in the current program B

Question 4

Children who are able to transfer skills from home are more likely to succeed in the new program.

Accepted Answer

A) True 
 B)False

Question 5

According to IDEA, how long before a child's birthday or move to a new program should transition planning for infants, toddlers, and children ages three and up begin?

Accepted Answer

A)  Between one and three months 
B)  Between four and five months 
C)  Between six and twelve months 
D)  Between 1 year and 18 months 
A)  Between one and three months 
B)  Between four and five months 
C)  Between six and twelve months 
D)  Between 1 year and 18 months

Question 6

If needed, a child may be placed on a waiting list when they leave early intervention services and are eligible for continued special education services.

Accepted Answer

A) True 
 B)False

Question 7

Which of the following is one of the most critical components of successful transitions?

Accepted Answer

A)  Defining roles 
B)  Setting goals 
C)  Reviewing progress to date 
D)  Developing a planning team 
A)  Defining roles 
B)  Setting goals 
C)  Reviewing progress to date 
D)  Developing a planning team

Question 8

To ease children's adjustment to kindergarten, it is important:

Accepted Answer

A)  for the parents to attend the class prior to the child coming. 
B)  to exchange as much information as possible, as well as plan visits. 
C)  that the child knows the rules before coming in. 
D)  for the parents to meet and talk about challenges with children with disabilities. 
A)  for the parents to attend the class prior to the child coming. 
B)  to exchange as much information as possible, as well as plan visits. 
C)  that the child knows the rules before coming in. 
D)  for the parents to meet and talk about challenges with children with disabilities.

Question 9

What should parents observe during a kindergarten transition?

Accepted Answer

Environment; interac

Question 10

Interagency agreement may facilitate transitions by:

Accepted Answer

A)  setting up policies and procedures that each agency may follow. 
B)  providing early childhood programs. 
C)  training teachers. 
D)  providing funds in addition to resources. 
A)  setting up policies and procedures that each agency may follow. 
B)  providing early childhood programs. 
C)  training teachers. 
D)  providing funds in addition to resources.

Question 11

Early intervention teachers and the early childhood teacher:

Accepted Answer

A)  must develop an IEP for the child. 
B)  must never communicate about the child without the parent present. 
C)  must work out the logistics for the transition. 
D)  may not need to meet if the parent can tell them everything. 
A)  must develop an IEP for the child. 
B)  must never communicate about the child without the parent present. 
C)  must work out the logistics for the transition. 
D)  may not need to meet if the parent can tell them everything.

Question 12

The results of the study conducted by the Pre-Elementary Education Longitudinal Study (PEELS) and funded by the U.S. Department of Education indicate which of the following as significantly associated with how easy the transition to kindergarten was as perceived by parents and teachers.

Accepted Answer

A)  Children transitioning at the age of six 
B)  When the school initiated support to facilitate the transition 
C)  Parents are primarily responsible for the transition 
D)  Showing pictures of the new school to the child 
A)  Children transitioning at the age of six 
B)  When the school initiated support to facilitate the transition 
C)  Parents are primarily responsible for the transition 
D)  Showing pictures of the new school to the child

Question 13

Families will not receive direct intervention when a child transitions to a school-age setting.

Accepted Answer

A) True 
 B)False

Question 14

All IEPs and IFSPs must include transition plans.

Accepted Answer

A) True 
 B)False

Question 15

Which of the following is often one of the most overlooked but extremely important steps in transition planning?

Accepted Answer

A)  Writing the transition plan 
B)  Reviewing the outcome of the transition 
C)  Setting goals 
D)  Developing a planning team 
A)  Writing the transition plan 
B)  Reviewing the outcome of the transition 
C)  Setting goals 
D)  Developing a planning team

Question 16

How does the function of the sending program facilitate the transition for a child and their family?

Accepted Answer

A)  Assists the family in gathering information about the new program(s) and provides recent reports and evaluations to the receiving program 
B)  Meets with the family and child before the child begins program, answers questions, identifies potential issues, shares strategies 
C)  Acts as advocates 
D)  Provides cultural information 
A)  Assists the family in gathering information about the new program(s) and provides recent reports and evaluations to the receiving program 
B)  Meets with the family and child before the child begins program, answers questions, identifies potential issues, shares strategies 
C)  Acts as advocates 
D)  Provides cultural information

Question 17

Transitions to kindergarten may be:

Accepted Answer

A)  more stressful for the parent. 
B)  planned three to six months prior to enrollment. 
C)  more difficult because new regulations are involved. 
D)  more difficult for the teachers. 
A)  more stressful for the parent. 
B)  planned three to six months prior to enrollment. 
C)  more difficult because new regulations are involved. 
D)  more difficult for the teachers.

Question 18

List the factors that may influence how the family participates in transition planning.

Accepted Answer

Characteristics of the family,

Question 19

Which of the following is the role of the sending program?

Accepted Answer

A)  Help identify goals for the IEP 
B)  Arrange play dates with children from the new program 
C)  Identify and supply special materials and equipment needed 
D)  Determine if the child needs to learn a new skill prior to the transition 
A)  Help identify goals for the IEP 
B)  Arrange play dates with children from the new program 
C)  Identify and supply special materials and equipment needed 
D)  Determine if the child needs to learn a new skill prior to the transition

Question 20

If families do not have a choice about public school assignments:

Accepted Answer

A)  it is better to homeschool the child. 
B)  the child will suffer. 
C)  the sending and receiving teachers should provide as much information as possible to the administrator. 
D)  all parties-family, teachers, and specialists-should meet and discuss best placement options to implement the IEP. 
A)  it is better to homeschool the child. 
B)  the child will suffer. 
C)  the sending and receiving teachers should provide as much information as possible to the administrator. 
D)  all parties-family, teachers, and specialists-should meet and discuss best placement options to implement the IEP.

If a child is having difficulties in adjusting to a new situation:

What time of year should planning for a child with an IEP who is transitioning to kindergarten begin?

Which of the following is the most common reason for transitions?

Children who are able to transfer skills from home are more likely to succeed in the new program.

According to IDEA, how long before a child's birthday or move to a new program should transition planning for infants, toddlers, and children ages three and up begin?

If needed, a child may be placed on a waiting list when they leave early intervention services and are eligible for continued special education services.

Which of the following is one of the most critical components of successful transitions?

To ease children's adjustment to kindergarten, it is important:

What should parents observe during a kindergarten transition?

Interagency agreement may facilitate transitions by:

Early intervention teachers and the early childhood teacher:

The results of the study conducted by the Pre-Elementary Education Longitudinal Study (PEELS) and funded by the U.S. Department of Education indicate which of the following as significantly associated with how easy the transition to kindergarten was as perceived by parents and teachers.

Families will not receive direct intervention when a child transitions to a school-age setting.

All IEPs and IFSPs must include transition plans.

Which of the following is often one of the most overlooked but extremely important steps in transition planning?

How does the function of the sending program facilitate the transition for a child and their family?

Transitions to kindergarten may be:

List the factors that may influence how the family participates in transition planning.

Which of the following is the role of the sending program?

If families do not have a choice about public school assignments:

An Inclusive Approach to Early Education

Federal Legislation: Early Intervention and Preventionearly Intervention and Prevention

Inclusive Programs for Young Children

Normal and Exceptional Development

Developmental Disabilities: Causes and Classificationscauses and Classifications

Sensory Impairments: Hearing and Visionhearing and Vision

Physical Disabilities and Health Problems

Learning and Behavior Disorders

Partnership With Families

Assessment and the Ifspiep Process

Characteristics of Effective Teachers in Inclusive Programs

The Developmental-Behavioral Approach

Arranging the Learning Environment

Facilitating Self-Care, Adaptive, and Independence Skills

Facilitating Social Development

Facilitating Speech, Language, and Communication Skills

Facilitating Cognitive Learning

Managing Challenging Behaviors

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Exam 19: Planning Transitions to Support Inclusion

If a child is having difficulties in adjusting to a new situation:

What time of year should planning for a child with an IEP who is transitioning to kindergarten begin?

Which of the following is the most common reason for transitions?

Children who are able to transfer skills from home are more likely to succeed in the new program.

According to IDEA, how long before a child's birthday or move to a new program should transition planning for infants, toddlers, and children ages three and up begin?

If needed, a child may be placed on a waiting list when they leave early intervention services and are eligible for continued special education services.

Which of the following is one of the most critical components of successful transitions?

To ease children's adjustment to kindergarten, it is important:

What should parents observe during a kindergarten transition?

Interagency agreement may facilitate transitions by:

Early intervention teachers and the early childhood teacher:

The results of the study conducted by the Pre-Elementary Education Longitudinal Study (PEELS) and funded by the U.S. Department of Education indicate which of the following as significantly associated with how easy the transition to kindergarten was as perceived by parents and teachers.

Families will not receive direct intervention when a child transitions to a school-age setting.

All IEPs and IFSPs must include transition plans.

Which of the following is often one of the most overlooked but extremely important steps in transition planning?

How does the function of the sending program facilitate the transition for a child and their family?

Transitions to kindergarten may be:

List the factors that may influence how the family participates in transition planning.

Which of the following is the role of the sending program?

If families do not have a choice about public school assignments:

An Inclusive Approach to Early Education

Federal Legislation: Early Intervention and Preventionearly Intervention and Prevention

Inclusive Programs for Young Children

Normal and Exceptional Development

Developmental Disabilities: Causes and Classificationscauses and Classifications

Sensory Impairments: Hearing and Visionhearing and Vision

Physical Disabilities and Health Problems

Learning and Behavior Disorders

Partnership With Families

Assessment and the Ifspiep Process

Characteristics of Effective Teachers in Inclusive Programs

The Developmental-Behavioral Approach

Arranging the Learning Environment

Facilitating Self-Care, Adaptive, and Independence Skills

Facilitating Social Development

Facilitating Speech, Language, and Communication Skills

Facilitating Cognitive Learning

Managing Challenging Behaviors

Filters