Question 1

What is the primary difference between the service delivery model associated with early intervention and that of preschool?

Accepted Answer

A)  Early intervention programs are typically home-based, occurring four to five times per week. Preschool programs are center-based, operating up to three times per week. 
B)  Early intervention programs are usually center-based. Preschool programs are typically home-based. 
C)  Early intervention programs typically provide a home-based program. Preschool programs are center-based. 
D)  Early intervention programs are typically center-based, operating three times per week. Preschool programs are home-based, operating four or five days per week. 
A)  Early intervention programs are typically home-based, occurring four to five times per week. Preschool programs are center-based, operating up to three times per week. 
B)  Early intervention programs are usually center-based. Preschool programs are typically home-based. 
C)  Early intervention programs typically provide a home-based program. Preschool programs are center-based. 
D)  Early intervention programs are typically center-based, operating three times per week. Preschool programs are home-based, operating four or five days per week.

Question 2

What are the steps for the transition process?

Accepted Answer

Develop a transition plan; assist famili

Question 3

What program is designed to help students with fall birthdays become more successful in kindergarten as well as future years of their schooling?

Accepted Answer

A)  Preschool 
B)  Transitional kindergarten 
C)  Special education 
D)  Early intervention 
A)  Preschool 
B)  Transitional kindergarten 
C)  Special education 
D)  Early intervention

Question 4

When visiting a potential school or placement, parents should:

Accepted Answer

A)  not mention their child with a disability. 
B)  observe a number of classrooms to understand the variation of teaching styles. 
C)  pick the teacher they want. 
D)  bring a camera and videotape so they can share it at the meetings. 
A)  not mention their child with a disability. 
B)  observe a number of classrooms to understand the variation of teaching styles. 
C)  pick the teacher they want. 
D)  bring a camera and videotape so they can share it at the meetings.

Question 5

Most children receiving early intervention services will not need special education services provided by public schools.

Accepted Answer

A) True 
 B)False

Question 6

Developing a planning team is one of the most critical components of a successful transition.

Accepted Answer

A) True 
 B)False

Question 7

How can early childhood services help children with disabilities move more easily into a new environment?

Accepted Answer

A)  Discuss transitions 
B)  Carefully plan transitions 
C)  Arrange a party 
D)  Give a gift 
A)  Discuss transitions 
B)  Carefully plan transitions 
C)  Arrange a party 
D)  Give a gift

Question 8

Childcare, preschool, or kindergarten staff may need to redesign some activities or routines to meet the needs of a new child.

Accepted Answer

A) True 
 B)False

Question 9

Who serves as the major support system for the child and family during the transition?

Accepted Answer

A)  The receiving program 
B)  The sending program 
C)  The case manager 
D)  The pediatrician 
A)  The receiving program 
B)  The sending program 
C)  The case manager 
D)  The pediatrician

Question 10

The transition from early intervention to preschool is the first significant transition many families encounter.

Accepted Answer

A) True 
 B)False

Question 11

It is important for the teacher to communicate with the parents:

Accepted Answer

A)  after eight weeks to give the child and teacher an opportunity to bond. 
B)  by calling them every day for the first three weeks. 
C)  daily, if possible, with an informal journal or notebook to encourage and support both the parent and child. 
D)  in emergency situations only. 
A)  after eight weeks to give the child and teacher an opportunity to bond. 
B)  by calling them every day for the first three weeks. 
C)  daily, if possible, with an informal journal or notebook to encourage and support both the parent and child. 
D)  in emergency situations only.

Question 12

A child who is receiving services in an early intervention program has an IFSP that may be replaced with an IEP.

Accepted Answer

A) True 
 B)False

Question 13

Transition planning must take place even when a child is not expected to be eligible for continuing special education services.

Accepted Answer

A) True 
 B)False

Question 14

For children who are eligible for services, the IFSP must be developed and implemented by the third birthday.

Accepted Answer

A) True 
 B)False

Question 15

When children are able to generalize previously learned skills to an unfamiliar setting or new classroom, they have:

Accepted Answer

A)  readiness skills. 
B)  prerequisite skills. 
C)  transfer skills. 
D)  transitional skills. 
A)  readiness skills. 
B)  prerequisite skills. 
C)  transfer skills. 
D)  transitional skills.

Question 16

Why do some educators advocate that school districts provide services for preschoolers in community-based programs?

Accepted Answer

A)  It is more economical. 
B)  They are closer to the children's homes. 
C)  Few districts provide preschool programs for typically developing children. 
D)  They are better than district programs. 
A)  It is more economical. 
B)  They are closer to the children's homes. 
C)  Few districts provide preschool programs for typically developing children. 
D)  They are better than district programs.

Question 17

Kindergarten teachers can help in transitions by:

Accepted Answer

A)  avoiding free-time activities. 
B)  having children copy each other's work so that it will all be the same. 
C)  avoiding talking about the rules until children are comfortable. 
D)  pairing up children as buddies. 
A)  avoiding free-time activities. 
B)  having children copy each other's work so that it will all be the same. 
C)  avoiding talking about the rules until children are comfortable. 
D)  pairing up children as buddies.

Question 18

List who might be included on a planning team and explain why.

Accepted Answer

A planning team includes parents, repres

Question 19

Explain three differences that children and families encounter when moving from an intervention program at age three to a preschool program.

Accepted Answer

The model of service delivery;

Question 20

The model of service delivery to children with disabilities is legislated and, therefore, does not change.

Accepted Answer

A) True 
 B)False

What is the primary difference between the service delivery model associated with early intervention and that of preschool?

What are the steps for the transition process?

What program is designed to help students with fall birthdays become more successful in kindergarten as well as future years of their schooling?

When visiting a potential school or placement, parents should:

Most children receiving early intervention services will not need special education services provided by public schools.

Developing a planning team is one of the most critical components of a successful transition.

How can early childhood services help children with disabilities move more easily into a new environment?

Childcare, preschool, or kindergarten staff may need to redesign some activities or routines to meet the needs of a new child.

Who serves as the major support system for the child and family during the transition?

The transition from early intervention to preschool is the first significant transition many families encounter.

It is important for the teacher to communicate with the parents:

A child who is receiving services in an early intervention program has an IFSP that may be replaced with an IEP.

Transition planning must take place even when a child is not expected to be eligible for continuing special education services.

For children who are eligible for services, the IFSP must be developed and implemented by the third birthday.

When children are able to generalize previously learned skills to an unfamiliar setting or new classroom, they have:

Why do some educators advocate that school districts provide services for preschoolers in community-based programs?

Kindergarten teachers can help in transitions by:

List who might be included on a planning team and explain why.

Explain three differences that children and families encounter when moving from an intervention program at age three to a preschool program.

The model of service delivery to children with disabilities is legislated and, therefore, does not change.

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

Exam 19: Planning Transitions to Support Inclusion

What is the primary difference between the service delivery model associated with early intervention and that of preschool?

What are the steps for the transition process?

What program is designed to help students with fall birthdays become more successful in kindergarten as well as future years of their schooling?

When visiting a potential school or placement, parents should:

Most children receiving early intervention services will not need special education services provided by public schools.

Developing a planning team is one of the most critical components of a successful transition.

How can early childhood services help children with disabilities move more easily into a new environment?

Childcare, preschool, or kindergarten staff may need to redesign some activities or routines to meet the needs of a new child.

Who serves as the major support system for the child and family during the transition?

The transition from early intervention to preschool is the first significant transition many families encounter.

It is important for the teacher to communicate with the parents:

A child who is receiving services in an early intervention program has an IFSP that may be replaced with an IEP.

Transition planning must take place even when a child is not expected to be eligible for continuing special education services.

For children who are eligible for services, the IFSP must be developed and implemented by the third birthday.

When children are able to generalize previously learned skills to an unfamiliar setting or new classroom, they have:

Why do some educators advocate that school districts provide services for preschoolers in community-based programs?

Kindergarten teachers can help in transitions by:

List who might be included on a planning team and explain why.

Explain three differences that children and families encounter when moving from an intervention program at age three to a preschool program.

The model of service delivery to children with disabilities is legislated and, therefore, does not change.

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