Deck 4: Secondary Education and Transition Planning

Question 1

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

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

Answer 1

A

Question 2

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

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

Answer 2

A

Question 3

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?

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

Answer 3

B

Question 4

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

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 5

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

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

Question 6

Researchers have suggested that students with disabilities can

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 7

Evidence suggests that progress has been made for students with disabilities in post-secondary education.

Question 8

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

Question 9

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

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

Question 10

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

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

Question 11

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

Question 12

The principal components of an effective transition system include

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 13

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

Question 14

Transition requirements in IDEA are designed to

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 15

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

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

Question 16

David is in an employment training program. While on the actual job site, David receives direct instruction and ongoing support that will culminate in employment. He is receiving

A) career education.
B) community-referenced instruction.
C) work experience.
D) a special school.

Question 17

involve(s) on-the-job-training and ongoing support as necessary at a community employment site.

A) Community-referenced instruction
B) Career education
C) Work activity centers
D) Work experience

Question 18

Adaptive and functional life skills are described as

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 19

The focus of adult-service agencies should be

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 20

Research suggests that the may be the single most powerful force in preparing adolescents with disabilities for adult years.

A) education system
B) social system
C) family unit
D) mental health system

Question 21

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

Question 22

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

Question 23

For many years, the potential of adults with disabilities has been .

A) significantly overestimated
B) significantly underestimated
C) estimated accurately
D) None of the answers are correct.

Question 24

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

Question 25

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

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

Question 26

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

Question 27

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

Question 28

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

Question 29

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

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

Question 30

Students with disabilities may need basic instruction on how to develop positive interpersonal relationships.

Question 31

What is the basic purpose of a person-centered transition plan?

Question 32

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.

Question 33

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

Question 34

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

Question 35

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

Question 36

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

Question 37

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

Question 38

Contrast formal and natural supports.

Question 39

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

Question 40

Compare and contrast career education, work experience, and community-referenced instruction.

Question 41

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

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 42

Available research indicates that students with disabilities are

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 43

Transition services are

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 44

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

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 45

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

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 46

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

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 47

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

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 48

A successful transition from school to adult years requires

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

Question 49

During the transition from school to adult life, parents may come to realize that

A) the entitlement to services during school remains during the adult years.
B) their son or daughter will have little difficulty accessing needed supports and services during adult years.
C) they have little knowledge regarding how the adult service system works.
D) All of the answers are correct.