Deck 12: Transitions

Question 1

One of the work-related types of personalities and work environments NOT included in Holland's RIASEC theory is:

A) artistic.
B) conventional.
C) natural.
D) enterprising.

Answer 1

C

Question 2

The curricular focus in Adult Basic Education programs is almost exclusively on ____________________ skills.

Answer 2

basic

Question 3

Students with mild disabilities are more likely than their general education peers to:

A) enlist in the military.
B) obtain their GEDs.
C) leave school without graduating.
D) participate in adult basic education programs.

Answer 3

C

Question 4

Those with mild disabilities continue to be unemployed and underemployed up to how many years after leaving high school?

A) 2
B) 3
C) 5
D) 10

Question 5

Estimates of the percent of participants in adult basic education who have disabilities have ranged from ____________________ to ____________________.

Question 6

Self-advocacy builds off ____________________.

Question 7

IDEA regulations plainly state that transition services need to address a student's academic and functional ____________________.

Question 8

In a published research study, Hutchins et al. (2005) noted that only how many of over 100 IEPs they reviewed included transition planning for postsecondary education?

A) 4
B) 14
C) 24
D) 34

Question 9

Employment trends for ____________________ with mild disabilities are worse than for their ____________________ counterparts, both for holding employment and earning comparable wages.

Question 10

Members of agencies and institutions not affiliated with ____________________ cannot be compelled by the IDEA to participate in the transition planning process.

Question 11

In spite of successes in school, some students with mild disabilities still leave school ____________________ for their life ahead.

Question 12

Lindstrom and Benz (2002) identified all of the three phases of career development EXCEPT:

A) unsettled.
B) definitive.
C) exploratory.
D) settled.

Question 13

Halpern (1985; 1993) noted that, in addition to employment, school leavers need to be secure in all of the following domains for a satisfactory quality of life EXCEPT:

A) physical and material well-being.
B) performance of adult roles.
C) personal fulfillment.
D) intellectual achievement.

Question 14

Which of the following may deem an individual ineligible for military service?

A) The person is not enrolled in college.
B) The person is not of a certain socioeconomic status.
C) The person has children.
D) The person is not a high school graduate.

Question 15

Transition goal planning should take into account the student's goals and needs in relation to each of the ____________________ domains.

Question 16

The members of the IEP Team are also members of the ____________________, because transition planning is done in concert with planning and providing a special education.

Question 17

An adjustable factor that has been found to contribute to drop out prevention is:

A) race.
B) sex.
C) academic success .
D) socioeconomic class.

Question 18

In identifying best practices in transition planning, Mellard and Lancaster (2003) included:

A) involvement from the student's employer.
B) interagency collaboration.
C) involvement from the student's siblings.
D) teacher feedback from different disciplines.

Question 19

Transition planning and services must address all of the following areas EXCEPT:

A) financial independence.
B) postsecondary training and/or education.
C) employment.
D) independent living or community participation.

Question 20

Transition planning is done within the ____________________ planning process and should progress from a discussion of interests, strengths and needs, to identifying goals, and steps to meet those goals.

Question 21

One of your students approached you and mentioned she was considering dropping out of school and "just get her GED instead." You know this student is identified as having a learning disability. How would you respond to the student? What might you do after the conversation is over and the student has gone to her next class?

Question 22

Explain the relationship between an individual's academic and functional performance goals and plans and her/his transition goals and plans.

Question 23

Identify one of Halpern's (1985; 1993) domains for a satisfactory quality of life and explain what that domain entails. How would one achieve success in this area?

Question 24

In what ways does enlisting in the military prove challenging to those with disabilities?

Question 25

Why is it important in transition planning to include preparing the student to know her/his disability rights and to self-advocate?

Question 26

Have students evaluate a sample IEP for a secondary student to determine whether the document has evidence of transition planning goals. If there are none, ask them to provide sample statements.

Question 27

Design a mini-lesson that teaches either self-advocacy or self-determination, making sure it addresses the criteria noted in the chapter.