transition

According to Texas IDEA regulations, IEP/ARD teams must begin transition planning for students with Autism beginning not later than the first IEP to be in effect when the child turns

12

According to Texas IDEA regulations, students with disabilities are required to be invited to their IEP/ARD meetings beginning not later than the first IEP to be in effect when the child turns

14

According to national IDEA regulations, students with disabilities are required to be invited to their IEP/ARD meetings beginning not later than the first IEP to be in effect when the child turns

16

Transition as an IDEA service requirement was added in:

1990 re-authorization

Gary Greene's Transition Pathways model has __________ distinct pathways

4

The definition of transition services is:

A coordinated set of activities for a child with a disability that (A) is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation, (B) is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and (C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation."

The definition of transition services is:

A coordinated set of activities for a child with a disability that—(A) is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation(B) is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and (C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation."

What is a measureable postsecondary goal?

A goal statement based on age appropriate transition assessment and an outcome that will occur after leaving high school. It is a statement of what the student will do.

Which of the following is NOT a measurable postsecondary goal?

After graduation, Kallie plans to enroll in a four year university.

According to Sociability: Social Media for People with a Disability, which of these can be considered a benefit of social media?

All of the above

Postsecondary education important because it

All of the above

Transition services include:

All of the above

Which of the following is NOT a barrier for individuals with disabilities who want a postsecondary education?

All of the above are barriers for individuals with disabilities who want a postsecondary education

The acronym APIE in the APIE model stands for

Assess, Plan, Instruct, Evaluate

What role does transition assessment in the transition planning process?

Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP

The term universal design for learning means a scientifically valid framework for guiding Educational practice that:

Both a & b

Social media allows people with disabilities to

Both a and b

List three benefits that come from employment or work

Builds important skills, Provides opportunity to better one's economic situation, Leads to opportunity for career advancement, Leads to perception of self-worth, Allows for opportunity to establish social network

Which of the following is not a curriculum for promoting self-determination?

Circles

The definition of interagency collaboration is:

Collaboration within multiple agencies to achieve the common goal for a student AND A mutually beneficial and well-defined relationship entered into by two or more (individuals or) organizations to achieve common goals

What do circles of support provide to students with disabilities?

Comfortable opportunities to refine goals, explore interests and strengths, practices self-determination behaviors and skills, and receive invaluable peer feedback

List three employment options for persons with disabilities

Competitive employment, Sheltered Workshops, Supported Employment, Customized Employment

Transition Planning Steps are:

Conduct age-appropriate transition assessments, develop measurable post-secondary goals, identify transition services, develop at least one measureable annual IEP goal that will enable the student to meet the post-secondary goals for education/training, employment, and independent living when appropriate

An example of employment development connected to transition services is

Meet with Vocational Rehabilitation to determine eligibility for services

Which of the following is NOT an example of customized employment?

Mobile work crew

What are the historical roots of self-determination for people with disabilities?

Normalization, independent living, disability rights, and self-advocacy movements

FCLA rules require that students participating in structured work experiences must not provide an advantage to the business. This means:

There must not be displacement of employees by the student

Which of the following is an attitude or behavior characteristic of voluntary minorities?

They hold children, not the schools, responsible for academic performance

Today, a continuum of residential services exists to support individuals with disabilities which includes:

institutions, group homes, ICF/MR programs, and supported living programs

To increase student involvement:

Follow transition-planning requirements regarding timelines for student involvement Invest time needed to develop effective IEP goals and objectives that reflect student preferences and values (person centered planning??) Teach self-determination skills so student participates actively in the process Promote self-determination by having student take active role

According to Ed O'Leary, an example of related services connected to transition services is

Identify potential post-school providers of related services and funding sources

Cultural Reciprocity Steps include:

Identify the cultural values that are embedded in the professional interpretation of a student's difficulties or in the recommendation for service • Find out whether the family being served recognizes and values these assumptions, and if not, how their view differs from that of the professional • Acknowledge and give explicit respect to any cultural differences identified, and fully explain the cultural basis of the professional assumptions • Through discussion and collaboration, set about determining the most effective way of adapting professional interpretations or recommendations to the value system of this family

What are the benefits of PCP for transition?

Increased activities and opportunities Fresh look at person and his or her life Person feels confident, happy Empowerment, control Improved choice More people involved in life and planning Improved quality of life Facilitates communication Gives person direction Improved behavior Improved social life/social contact Increased independence Structure and consistent approach Addressed health issues Improved skills Altered perception of participant Increased or improved service receipt Community presence Changing staff attitudes/ motivation Helps family

The five categories associated with Paula Kohler's taxonomy are:

Interagency Coordination, student-focused planning, program structure, student development, and family involvement

Youth transitioning to postsecondary education and employment move from an entitlement system to an eligibility system under 504 and ADA law.

True

Which of the following is NOT true regarding universal design?

Universal design and assistive technology are the same things

According to Ed O'Leary, an example of instruction connected to transition services is

Walk through registration for and provide information about clubs available within the school environment

The concept of transition

Was built upon the career education movement of the 1970s

Under the supported living model, disability is viewed as a natural part of life rather than an abnormality.

False

The most effective way of convincing an employer to hire a student with a disability is to promote meeting the community need of helping youth become productive citizens.

False

According to IDEA 2004, in which areas must a student have measurable postsecondary goals?

Education, training, employment, and independent living skills, where appropriate

List three barriers to employment connected to people with disabilities

Employers' misperception of costs associated with hiring and legal liability, Employers' fears that the work will not get done, Individuals lack experience, Lack of reliable transportation

How can student and family participation be promoted in the transition planing process?

Encourage the student and family to bring lists of transition goals to the planning meeting

The MAIN benefit of universities using Facebook identified by Woodley et al. (2012) is:

Engagement of students who are isolated or disengaged

What can teachers do to help students with disabilities learn the skills to advocate on their own behalf?

Ensure opportunities for students to practice and learn self-advocacy skills within the context of the educational planning process

List 3 principles of Universal Design.

Equitable Use: The design is useful and marketable to people with diverse abilities, Flexibility in Use: The design accommodates a wide range of individual preferences and abilities, Simple and Intuitive Use: Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level, Perceptible Information: The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities, Tolerance for Error: The design minimizes hazards and the adverse consequences of accidental or unintended actions, Low Physical Effort: The design can be used efficiently and comfortably and with a minimum of fatigue, Size and Space for Approach and Use: Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility

According to Ed O'Leary, an example of post school adult living connected to transition services is

Explore guardianship issues and estate planning

A formal assessment is any published assessment.

False

According to Noonan, Morningstar, and Erickson, young adults with disabilities most likely will achieve high-quality adult outcomes without interagency collaboration if the transition process in high school is done properly.

False

According to a recent survey by the Rehabilitation Engineering Research Center (RERC), 83% of individuals with disabilities are using social media.

False

According to the ADAAA, an employer does has to remove essential functions, create new jobs, or lower production standards as an accommodation.

False

According to the study by Landmark and Zhang (2013) on compliance for IEP's regarding transition services, 57.6% of the IEP documents examined met compliance for the transition services category

False

An enclave is an example of customized employment.

False

Cooperative education was designed specifically for students with disabilities.

False

Which of the following is NOT true regarding Indicator 13?

It is the percentage of youth who had IEP documents, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school

What is a frequent misinterpretation of self-determination?

It means "doing it yourself."

Which of the following is NOT true about transition assessment?

It must be conducted by a transition specialist

Which of the following is NOT true about transition assessment?

It must be conducted by a transition specialist.

List three types of structured work experiences

Job Shadowing, Community Service, Service Learning, School Based Enterprises, Work-based Learning, Internship

Which of the following is NOT a barrier to postsecondary education for students with disabilities?

Lack of desire for a postsecondary education

The Circles of Support, The MAPS Mandala, and the PATH tools are examples of:

Person Centered Planning Tools

There are different conceptualizations of self-determination. Which conceptualization does the special education field promote?

Persona

In Wehmeyer's lecture on the definition of self-determination, he notes self-determination is defined in many ways. However, he asserts the fundamental characteristic of self-determination is:

Self-caused action

When used to individualize the transition process, person-centered planning approaches place the student in the driver's seat. This is why it is crucial to develop:

Self-determination skills

Which of the following is not an element of self-determination?

Self-efficacy

Which of the following is NOT a reason parent involvement is important in the transition process?

Students with disabilities are not allowed to provide input until they have reached the age of majority

"Nothing about me without me" is a slogan connected to

Supported Living Concept

Which of the following statements regarding IDEA 2004 and transition are NOT true?

Transition services should be focused on improving the academic and vocational achievement of the child with a disability

A person can work and continue to receive Social Security and SSI benefits.

True

According to DCDT, transition assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP.

True

According to Edyburn, in order to achieve the promise of UDL, the profession must recognize that the essence of UDL lies in the field of instructional design rather than architecture.

True

Because participation in recreational community activities is related to a greater quality of life, educators should consider facilitating involvement in extracurricular activities for students with disabilities.

True

Career and Technical Education (CTE) differs from vocation education in that CTE focuses on the dual roles of family member and wage earner, while vocational education focuses only on learning occupations and need occupational skills.

True

Educators with a deficit mentality believe that students who come from "deprived" or "disadvantaged" backgrounds have parents who do not stress education.

True

Historically, disability has been presumed to reside within the person.

True

IDEA regulations requires that all special education students who leaving secondary education through graduation or aging out must be provided with a SOP to use.

True

In Universal Design diversity in human beings is thought about at the forefront of design.

True

Indicator 14 collects data concerning the percent of youth who had IEP documents, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.

True

Individuals with disabilities have a right to be able to attend postsecondary school if they are "otherwise qualified." This means they must meet the essential eligibility requirements for admission and participation with or without reasonable accommodations that students without disabilities must meet.

True

Informal assessments allow for assessment of student performance over time.

True

Job accommodation needs often can be reduced by Employers if they purchase technology with Universally Designed features.

True

Job-carving is the process of task analyzing a job and then reassigning the components of the job in a more efficient or understandable way; thus, resulting in job restructuring or job creation.

True

One difference between supported employment and customized employment is that supported employment often is for groups of individuals and customized employment is for individuals.

True

One of the differences between high school and postsecondary education is that high school special education services are provided as an entitlement while postsecondary disability services are provided after eligibility

True

Person Centered Planning can increase independence, provide direction for transition planning, and empower a person with a disability.

True

Postsecondary transition goals should be driven by the student and family choice rather than by available resources and funding.

True

Successful job development planning is individualized and person-centered.

True

Supplemental Security Income (SSI) provides money to individuals with disabilities to meet their basic needs for food, clothing, and shelter.

True

Through programs such as Facebook, Google+, Twitter, and blogging, people with disabilities can voice the change they want to see in inclusion, education, and transition beyond high school.

True

Transition assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP.

True

According to Ron Mace, UD is the design of products and environments to be usable by all people, without the need for adaptation or specialized design (CUD). UD is:

a goal, proactive not reactive, and accessible and usable

Key Elements of Transition include

all of the above

Several barriers to interagency collaboration have been identified through research as:

all of the above

Social Security Income Programs include:

all of the above

List three concerns with the use of social medias by persons with disabilities.

relationships formed on social media may not be "real" relationships, the use of social media may actually deter an individual with a disability from forming real relationships, Individuals maintaining privacy, possibly disclosing inappropriate personal information, accessibility to social media applications

To increase parent involvement:

• Improve parental ability to make informed choices • Encourage participation and collaboration • Show appreciation by acknowledging parental knowledge about child • Provide or direct to parent advocacy training to maximize knowledge of system and rights • Learn about and implement strategies to support more involvement • Consider other possibilities for parent involvement besides volunteering • Eliminate the "us-them" attitude • Inform and communicate personally and frequently with parents (take the time to establish a rapport; ask open-ended questions) o Low context communication: emphasizes exactly what is said during the interaction; communication is straightforward, specific, and logical (middle class, White Americans typically use low context communication) o High context communication: is heavily dependent on the subtle messages of the interaction (body language, facial expression, timing of silence); the verbal message does not really convey the genuine meaning (many minority groups use high context communication) • Educate the parents about the special education system (e.g., training sessions, role-playing, observing other IEP meetings) • Communicate in the family's language and use the same interpreter for all interactions • Conduct a home visit prior to IEP meeting to discuss child care, transportation, and importance of attendance • Consider the parents' goals and desires for their children • Collaborate in areas that parents know best (e.g., student interests, amount of structure/freedom) • Share decisions about budget, staffing, general operating procedures with parents • Include parents as members of advisory councils that help set priorities, improve the school, and provide systemic change