Deck 19: Planning Transitions to Support Inclusion

Question 1

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

Answer 1

True

Question 2

Entry into a new program may require the child to make accommodations.

Answer 2

True

Question 3

Transitioning from one program to another is based on age, according to legislation.

Answer 3

False

Question 4

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

Question 5

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

Question 6

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

Question 7

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

Question 8

All IEPs and IFSPs must include transition plans.

Question 9

A meeting between the sending and receiving schools is only necessary if it is stated in the IEP.

Question 10

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

Question 11

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

Question 12

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

Question 13

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

Question 14

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

Question 15

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.

Question 16

Early intervention teachers and the early childhood teacher:

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 17

Interagency agreement may facilitate transitions by:

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 18

Transitions to kindergarten may be:

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 19

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

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 20

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

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.

Question 21

When visiting a potential school or placement, parents should:

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 22

Kindergarten teachers can help in transitions by:

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 23

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

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 24

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

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.

Question 25

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?

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 26

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

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

Question 27

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

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

Question 28

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

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

Question 29

Why do some educators advocate that school districts provide services for preschoolers in community-based 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 30

Which of the following is a legal requirement of transitions for children turning three?

A) Services must change to year-round.
B) The IFSP must be amended to include transition plans.
C) A vision and hearing screening must occur.
D) The parents must be offered a choice of at least two program options.

Question 31

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

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

Question 32

A least restrictive environment is defined as which of the following?

A) A setting with ample opportunity for play and recess
B) The most normalized setting in which the needs of the child can be met
C) A setting with a positive intervention plan
D) A setting with a flexible and individualized curriculum

Question 33

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

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

Question 34

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

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

Question 35

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

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

Question 36

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

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

Question 37

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

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 38

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

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 39

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.

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 40

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

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 41

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

Question 42

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

Question 43

What are the steps for the transition process?

Question 44

What should parents observe during a kindergarten transition?

Question 45

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