Z Competency 5

The IEP team is developing a transition plan for a 15 year old student with Down syndrome who will be entering high school. To most effectively engage the parents as collaborative partners in the transition planning process, the service coordinator or special education teacher should do which of the following?

• interview the parents in advance of the meeting and share their comments with the IEP team

• have the parents attend the meeting and observe the planning process

• ask the parents to come prepared to share future visions for the student, including concerns and resources

• refer the parents to an online resource that offer resources and training materials about the transition planning process.

Under part C of the IDEA, an Individualized Family Service Plan (IFSP) helps the family address the developmental needs of their child. For a 2-year-old child the plan is most likely to include

• a transition plan that will prepare the parents and child for the change in services when the child turns 3

• a list of instructional methodologies that the parent can use to teach the skills necessary for preschool

• the full cost of staff training, change in surrounding and equipment, or specially chosen materials to order

• a request for the child’s siblings to receive special education supports

Two 6th grade students with high functioning autism spectrum disorder are attending all general education classes. The students are experiencing difficulty with transitions within in the regular class and between classes. Which of the following strategies would likely be most effective for the special education teacher to try first to improve transitions for the students?

• Meeting the student at the bus/car unloading area to review their schedule including transitions for the day.

• Using timers for in class activities and setting a timer to alarm 5 minutes prior to the end of class to indicate transition time.

• Designing a daily visual schedule for each student that includes the time with daily activities in time order.

• Arrange for a peer buddy to assist each student with verbal prompting to transition.

A student with Asperger’s participates in an inclusive art class at the local afterschool program in their neighborhood. When it is time for her to end an activity to go home, she gets upset and throws things around the room. Her parents would like to see her continue in the program but doesn’t want anyone to get hurt. The family of a student with special needs consults the special education teacher for advice on how to help the student transition when it is time to end an activity. The special education teacher’s best advice in this situation would be to suggest that the family

• Establish and consistently follow a routine with the art class teacher of how they will end an activity when the parent’s come to pick her up

• Review behavior procedures prior to going to the art class and let her know if she behaves, she will get a reward

• Bring a copy of her IEP to the art class and request that they comply with providing her with the supports she needs to be

  successful

• Set up an art class at home and invite some of her friend over to participate in activities with her.

Several students in Mr. Cassidy’s 6th grade class are struggling with reading. He is implementing individual interventions for each student using the district’s Response to Intervention model. To determine if the intervention is effective, Mr. Cassidy should use which of the following?

• Review students’ standardized test scores

• Meet weekly with the parents

• Progress Monitor

• Review reports from the students’ other teachers

A few of Mrs. Young's 2nd grade students are struggling with reading therefore she wants to start using interventions. As she considers interventions, Mrs. Young should choose interventions that are

• used for other students with learning disabilities, since she suspects they may qualify

• the same ones she used with other students in her class

• chosen by her principal

• Research based and validated

Mr. Bailey teaches reading to a group of middle school students with mild intellectual disabilities. He has been teaching them word attack skills and would like to test their ability to transfer these skills to reading a newspaper article. Which of the following options would promote the transfer of these skills?

• plan worksheets exercises using sentences from a newspaper article

• Hand pick articles from the local newspaper for the students to read

• create teacher-made newspaper articles for the students to read

• Generate writing exercises with words from the curriculum

A nonverbal student in Mrs. Johnson's self contained class needs functional language training. Which of the following examples would be most appropriate for Mrs. Johnson to use?

• Praising the student for every vocalization made when she looks at the teacher

• Praising the student for a vocalization approximating sounds the teacher introduce

• Encouraging student to repeat site words daily

• Encouraging student to point to the door when he is ready to leave.

Mrs. Wiltz is teaching whole language to several students with learning disabilities in her reading class. For the students to benefit most from the whole language lesson she will have to also provide direct instruction in which of the following?

• Listening comprehension

• Phonics and word recognition

• Visual perception

• Metacognitive awareness

A special and regular education teacher are co-teaching in a 3rd grade inclusion class. The teachers are collaborating to differentiate reading instruction to ensure all students have access to the curriculum. Which of the following will best allow the teachers to differentiate instruction?

• Small guided reading

• popcorn reading

• Shared read aloud

• Assigned book clubs