Deck 17: Transition and Education: Addressing the Needs of Adolescents With Disabilities

Question 1

According to estimates, what percentage of children diagnosed with Attention Deficit Hyperactivity Disorder continue to have significant symptoms in adolescence and adulthood?

A) 70 percent
B) 50 percent
C) 90 percent
D) 60 percent
E) 80 percent

Answer 1

70 percent

Question 2

Jim is 19 years old but still has severe problems with basic math facts. At this level, the well- informed teacher should try to compensate by

A) using manipulatives.
B) downplaying the problem.
C) teaching functional calculator skills.
D) drilling math facts.
E) assigning homework.

Answer 2

teaching functional calculator skills.

Question 3

Some educators argue against inclusion for adolescents with disabilities. Which ONE of the following does NOT support the anti- inclusion case?

A) the regular curriculum does not match the future needs of these students
B) needed skills may not be taught
C) adolescents are vulnerable to the negative impact of having no friends
D) teachers do not make curriculum adaptations for these students
E) students do not have the academic skills to compete in the regular classroom

Answer 3

adolescents are vulnerable to the negative impact of having no friends

Question 4

Sex education is critical for adolescent students with intellectual disabilities for each of the following reasons EXCEPT

A) students may hold unfounded myths and misconceptions.
B) more people with intellectual disabilities now live in the community.
C) promiscuity is prevalent in special education classrooms.
D) sexual activity is a normal part of human experience so sex education assists normalization.
E) students with disabilities are at greater risk for sexual abuse.

Question 5

In the United States, the transition process for adolescents with disabilities was mandated initially under

A) PL 94- 143.
B) PL 102- 569.
C) PL 99- 457.
D) PL 94- 142.
E) PL 101- 476 (IDEA).

Question 6

Transition in the educational system is BEST described as

A) moving from one service delivery system to another.
B) moving a student's records from one system to another.
C) progressing to employment.
D) moving from preschool to the regular system.
E) relocating a student to another agency.

Question 7

It seems that the MOST important aspects of the transition from school to the adult world are

A) daily living skills and recreational skills.
B) cooperation among agencies.
C) parental intervention and influence.
D) a pay cheque and insurance.
E) community living and employment.

Question 8

When we discuss persons who are mentally disabled in the context of sexual activity and conventions, we can say that

A) most mentally- disabled people have little need for sexual outlets.
B) little interest in the opposite sex develops.
C) people with mental disabilities tend to be asexual.
D) sex education takes place in the home.
E) sexual development generally follows chronological development.

Question 9

Special programs for secondary level students with disabilities tend to be

A) rooted in the normalization and academic goals.
B) virtually nonexistent across Canada.
C) non- existent because students outgrow their problems.
D) compensatory rather than developmental.
E) unimportant because students are reaching the end of their school careers.

Question 10

At the secondary level a functional program for students with disabilities would include all BUT which one of the following?

A) leisure time activities
B) vocational skills and strategies
C) social studies courses
D) mobility and safety practices
E) social interaction

Question 11

Studies show that the largest group of disabled persons entering post- secondary institutions are those with

A) learning disabilities.
B) physical disabilities.
C) visual impairments.
D) deafness.
E) Traumatic Brain Injury.

Question 12

A teacher is working with Desmond, a moderately intellectually disabled student, on answering the telephone. This is an example of

A) self- determination.
B) teaching social skills.
C) compensatory work.
D) vocational training.
E) work experience.

Question 13

The major goal of special education for secondary students with disabilities is to

A) provide peer experiences.
B) develop skills critical for adult living.
C) earn credits in a limited number of courses.
D) teach reading and literacy skills.
E) compensate for intellectual and academic deficits.

Question 14

Mr. Kane, the school counsellor, is using an assessment to determine the after- school needs and interests of a student with a disability. This is an example of

A) academic assessment.
B) needs assessment.
C) vocational evaluation.
D) adaptive behaviour evaluation.
E) testing mental ability.

Question 15

Some disabled students have problems in attaining and retaining employment. Research indicates that the type and nature of employment is narrower for those who are

A) mentally disabled.
B) conduct disordered.
C) behaviourally disabled.
D) visually impaired.
E) learning disabled.

Question 16

An outline of the adaptations needed for an exceptional student to function in the community is known as

A) an aptitude test.
B) an environmental inventory.
C) a functional analysis.
D) a concept map.
E) an Individual Education Plan.

Question 17

In educational circles, a dropout is a person who

A) does not decide on a career.
B) does not go on to tertiary education.
C) lives on the street.
D) does not graduate from high school.
E) decides to enter a commune.

Question 18

Which of the following statements does not describe supported employment?

A) they are designed solely for intellectually disabled individuals
B) they provide paid, productive employment
C) they serve to assess, improve, and stabilize vocational functioning
D) personal differences are tolerated
E) much supervision and input are provided

Question 19

With regard to the visually handicapped adolescent, important considerations for school programs should be

A) job and career counselling.
B) increasing competition with peers.
C) sex education.
D) controlling the homework load.
E) increasing pressure for academic performance.

Question 20

Which of the following is NOT an example of transition for students with disabilities?

A) defense to offense
B) elementary to junior high school
C) hospital to home
D) preschool to school
E) school to work

Question 21

Which of the following BEST describes characteristics of the learning disabled in secondary school?

A) tests produce minor levels of anxiety
B) maturation usually overcomes the difficulties
C) manifestations of childhood traits multiply in adolescence
D) literary skills plateau at the grade- three level
E) learning disabilities change form as the student gets older

Question 22

Transition services for young adults with disabilities can be described as

A) effective.
B) publicly funded.
C) still in their infancy.
D) widespread.
E) firmly entrenched.

Question 23

The major reason behind unemployment for mildly disabled youths is

A) dropping out of school.
B) hyperactivity.
C) type of handicap.
D) degree of disability.
E) parental influence.

Question 24

Job success for adolescents with disabilities is a function of all EXCEPT which one of the following?

A) attitudes
B) experience
C) IQ
D) social skills
E) personality

Question 25

Secondary school work experience programs have each of the following attributes EXCEPT which one?

A) link school work and vocational experiences
B) are noncredit extracurricular programs
C) teach students how to adapt to changes in the work environment
D) allow individuals to try things in an atmosphere that gives a second chance
E) train students in acceptable levels of work performance

Question 26

Independent living curricula focus on learning

A) basic numeracy and literacy.
B) personal management skills.
C) religious and spiritual welfare.
D) speech and language.
E) grade six reading standards.

Question 27

Which ONE of the following adolescent problems and challenges is MOST LIKELY to be more problematic to the student with a disability?

A) intense peer- group relationships
B) identity crisis
C) acute self- awareness
D) social anxiety
E) problems in self- concept

Question 28

The extent to which youth with disabilities achieve desired goals of self- management are MOSTLY dependent upon

A) the effectiveness and appropriateness of secondary school experiences.
B) the quality of school counselling services.
C) standards reached in the academic curriculum.
D) whether or not they graduate from an inclusion program.
E) the influences of both disabled and nondisabled peer groups.

Question 29

An effective transition process will focus on

A) fundamental literacy skills.
B) the standards and skills the student needs to cope at school.
C) addressing the student's weaknesses.
D) basic acquisition of knowledge.
E) skills needed to be successful after the student leaves schools.

Question 30

Which of the following is NOT a component of the school's role in a transition program?

A) functional academics
B) counselling
C) work experience
D) vocational training
E) supervising employment

Question 31

Which of the following is NOT an emotional characteristic of the disabled adolescent?

A) has reduced motivation
B) shows poor self- concept
C) exhibits poor adaptive strategies for coping with stress
D) high degree of anxiety
E) has high expectations of future success

Question 32

Research suggests that approximately what percentage of students with disabilities have difficulty completing homework?

A) 55%
B) 40%
C) 90%
D) 15%
E) 75%

Question 33

Secondary students classified as learning disabled tend to plateau academically at

A) grade 6 or 7.
B) grade 5 or 6.
C) grade 4 or 5.
D) grade 3 or 4.
E) grade 7 or 8.

Question 34

A secondary school program for a student with disabilities should focus on all BUT which one of the following?

A) future career
B) success in daily life
C) critical thinking
D) citizenship
E) adulthood skills .

Question 35

The process of moving from one service delivery system to another is defined as____ .

Question 36

Protected and controlled work situations and vocational rehabilitation programs is known as ___ ____.

Question 37

When a student's skills, interests, and career aspirations are assessed, the procedure is known as a ____ evaluation.

Question 38

According to research by Robert Slavin and his colleagues, the two best predictors in grade 3 of not completing school are ___ ___ and ____ ____ .

Question 39

A person who does not graduate from high school is defined as a ____.

Question 40

Young women with disabilities are likely to work in ___ ___ occupations.

Question 41

The three major reasons that students themselves give for dropping out of school are alienation, irrelevant courses, and____ .

Question 42

The two types of counselling necessary for secondary students with disabilities are ____counselling and ___counselling.

Question 43

Between the ages of six and twelve, children spend an average of_____ percent of their time with peers.

Question 44

An individual's transition plan should be incorporated into the____ planning process.

Question 45

Job counselling is an important consideration for the adolescent hearing- impaired student.

Question 46

Exposure to exceptional individuals in the work force positively modifies attitudes of persons in the general public.

Question 47

Persons with intellectual disabilities and those who are physically disabled have little need for sexual expression.

Question 48

As students with visual disabilities mature and become increasingly aware of the limiting aspects of their condition, they may need counselling to aid in the development of social skills.

Question 49

Cooperative planning among schools and outside agencies underlie successful transition initiatives.

Question 50

A functional program for secondary students has a heavy emphasis on intense remedial instruction for skill deficits.

Question 51

In persons with intellectual disabilities, sexual development follows intellectual development so these individuals mature sexually much later than do normally developing individuals.

Question 52

While the cognitive and psychosocial development of persons with intellectual disabilities may lag, sexual development generally matches that of normally developing individuals.

Question 53

List areas that may be assessed on a vocational evaluation.

Question 54

Describe the experiences of parents of visually- impaired students in terms of the transition process.

Question 55

List four reasons proposed for students with disabilities dropping out of school before graduating.

Question 56

Explain the basic premise of community- based instruction.

Question 57

Briefly discuss the difficulties that students with mild intellectual disabilities have infinding and maintaining employment.

Question 58

Describe the key components of transition programs in secondary schools.

Question 59

Detail the major areas that should appear on a transition plan (as part of an IEP) for an adolescent student with behaviour disorders.

Question 60

Explain self- management and self- determination and how these approaches can assist a disabled person's quest for independence.