WorksheetsSecondary Education and Transition Planning
Total questions: 20
Worksheet time: 13mins
Transition planning should culminate with the transfer of support from the school to adult service agency.
true
false
Transition planning should culminate with the transfer of support from the school to access to pre-secondary education.
false
true
Transition planning should culminate with the transfer of support from the school to life as an (a) adult.
The planning process involves a series of (a) about which experiences in their remaining school years will best prepare SWD for the adult world.
A successful transition requires both formal and informal supports.
true
false
This kind of support that is needed for a successful transition includes health care, employment preparation, & supported living.
(a)
This support that is required for a successful transition involves the learner's family and friends.
natural support
formal support
informal support
social support
This unit is the single most powerful force in preparing adolescents with disabilities for the adult years according to Drew and Hardman (2007).
(a)
This Principal Component of an Effective Transition System includes public education, adult services, and an array of natural supports in order to ensure access to valued post-school outcomes.
cooperative system of transition planning
effective middle and high school programs
availability of formal government-funded programs
This Principal Component of an Effective Transition System ensures that the school meets the unique educational, employment, residential, and leisure needs of people with disabilities in a community setting.
effective middle and high school programs
cooperative system of transition planning
availability of formal government-funded programs
This Principal Component of an Effective Transition System links instruction to further education (such as college or trade schools) and to value postschool outcomes (employment, independent living, recreation & leisure activity).
Effective middle (junior high) and high school programs
availability of formal government-funded programs
cooperative system of transition planning
According to IDEA (2004), this is a coordinated set of SWD activities designed to facilitate the move from school to employment, further education, vocational training, independent living, and community participation.
(a)
Which among these is NOT an attribute of a transition service?
Designed to be within a result-oriented process focused on improving the academic and functional achievement of the child with a disability
Consideration of the individual child’s needs, strengths, preferences, and interests
Improving the social media followers of the child.
Designed to include instruction, related services, community experiences, the development of employment and other postschool adult living objectives, acquisition of daily living skills, and functional vocational evaluation
Transition services begins at age 13 and updated monthly.
true
false
A learner's IEP must include a statement of transition services related to various courses of study.
This is based on the understanding of and commitment to each student’s needs and preferences, and must be developed and implemented within each student’s IEP.
Person-Centered Transition Planning
Individualized Education Plan
Student-Centered Transition Planning
Individualization
To fully prepare for the transition from school, students and parents must be educated about critical components of adult service systems, including the characteristics of service agencies and what constitutes a good program, as well as current and potential opportunities for employment, independent living, or further education (Margolis & Prichard, 2008; Payne-Christiansen & Sitlington, 2008; Winn & Hay, 2009)
Student and Parent Involvement
Student and Parent Inclusion
Student and Parent Exclusion
Student and Parent
They assist individuals with disabilities in accessing postsecondary education, employment, supported living, and/or leisure activities.
(a)
The Role of Secondary Schools during the transition process includes participating with parents and students in the planning process.
true
false
Some of these are functions of an adult service agency except...
should become involved early in transition planning to begin targeting the services that will be necessary once the student leaves the school
Adult service professionals should collaborate with the school in establishing transition goals and identifying appropriate activities for the student during the final school years
Adult service professionals must be involved in developing information systems that can effectively track students as they leave school
Monitors the availability and appropriateness of services to be provided during childhood
