,CHAPTER 3
Quiz Questions
1. Discuss what the student involvement literature indicates.
2. Describe some ways students can be assisted in preparing for and participating in their transition-related
Individualized Education Program (IEP) meetings.
3. Describe ways to enhance parent involvement.
4. Kohler’s Taxonomy for Transition Programming specifies key areas for successful transition-focused
programming and outcome-oriented planning processes that include
a. Family involvement, student-focused planning, student development, interagency collaboration, and
program structure
b. Family involvement, student involvement, self-determination, and program structure
c. Self-determination, interagency collaboration, and program structure
5. What is a predictor of postsecondary success of young adults with disabilities?
a. Parent involvement
b. Family socioeconomic level
c. Parents’ level of education
6. Quality transition services have been consistently equated with
a. High expectations and person-centered or student-directed goals that support postschool employment or
education outcomes
b. Practices that reflect contracts with community agencies and organizations that might be involved in
supporting students in their future career environments
c. Understanding of cultural differences
7. According to IDEA 2004, which of the following is included in transition planning requirements?
a. Beginning no later than the first IEP is in effect after the student turns 17, or younger if determined
appropriate by the IEP team; must include appropriate measurable postsecondary goals based on age-
appropriate transition assessments, related to postsecondary education and employment and, where
appropriate, independent living skills; and the transition services (including courses of study needed to
help the student reach those goals)
b. Beginning no later than the first IEP is in effect after the student turns 16 or younger if determined
appropriate by the IEP team; must include appropriate measurable postsecondary goals based on age-
appropriate transition assessments, related to training, education, employment and, where appropriate,
independent living skills; and the transition services (including courses of study needed to help the student
reach those goals)
c. Schools must invite vocational rehabilitation counselors to the IEP meetings if transition will be discussed
8. How can student participation in transition planning be enhanced?
a. Schedule meetings after school in the setting of their choice
b. Teach self-determination skills to enable students to participate actively
c. Encourage students to invite peers to attend a planning meeting
9. Which is not a strategy to enable and empower parents?
a. Express high expectations when reporting on student’s progress and be sure to focus on abilities, positive
attributes, and gains
b. Issue a general invitation to all parents with set dates to meet
Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman (page 1 of 2)
Copyright © 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
,CHAPTER 3: Quiz Questions (continued)
c. Inquire about possible barriers to communicate or participate in events (i.e., work, childcare, transportation,
etc.) and as indicated be flexible (i.e., variety of times and modes for communicating) and try to find creative
ways to overcome
10. According to IDEA 2004, what does a measurable goal include?
a. The stimulus material or condition, the target behavior that will be measured, and the criterion for
acceptable performance
b. The target behavior and criterion for success
c. Student “I” statements and criterion for acceptable performance
11. What is required in the effective implementation of goals?
a. Measurable goals and collecting data to monitor a student’s performance
b. Schedule for providing annual reports on a student’s progress toward achieving his or her annual goals; this
is provided to parents
c. Choosing services because this is what is usually done and has worked in the past
12. What is an example of how teachers can support improved outcomes?
a. Obtain a master’s or other advanced-level degree
b. Find ways to enhance and encourage the use of assistive technology among students with disabilities who
have cognitive impairments
c. Indirectly develop opportunities for students to be engaged in work experiences and for those with more
significant disabilities to become employed prior to exiting school
13. Which of the following are not practices that promote successful transition?
a. Parent and family involvement
b. Meaningful curriculum
c. Collaboration with employers to develop volunteer sites to help students get ready to move into unpaid
work-study programs
14. Which of the following is an example of a tip for encouraging active student participation at the IEP planning
meeting related to transition?
a. Explain how transition planning impacts current life or the near future rather than years down the road;
teach self-advocacy or assist student in choosing an advocate
b. Teach the importance and purpose of goals and objectives, rights, and responsibilities related to the
Americans with Disabilities Act and using a variety of nontraditional approaches and fun activities
c. Highlight accomplishments using a student presentation (e.g., handouts, PowerPoint presentations)
15. Which of the following is a requirement for legally correct IEP meetings?
a. An IEP meeting can be held without all members present
b. The IEP must be developed by the special education teacher and signed off by the parents prior to
implementation
c. If the parents and school decide to modify an IEP following an annual meeting within that school year, they
may agree not to convene an actual meeting. Instead, they can elect to develop a written document to
amend the student’s current IEP
16. Which of the following is not an example of information parents need early on to support positive transition?
a. Teaching values
b. Teaching social skills and etiquette
c. Teaching sexuality
Questions and answers may incorporate brief material from other copyrighted sources; see the textbook Life Beyond the Classroom:
Transition Strategies for Young People with Disabilities, Fifth Edition, for full citations and reference information.
Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman (page 2 of 2)
Copyright © 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
, CHAPTER 4
Quiz Questions
1. Discuss how a person-centered approach can be used to enhance transition planning.
2. Describe ways for students to direct their Individualized Education Program (IEP).
3. What are the two goals associated with individualized transition planning?
a. Identify quality-of-life indicators and use data to measure outcomes one year post-exit
b. Identify the postsecondary outcomes desired and expected by students and their families along with the
services and supports desired and needed to achieve these outcomes; use data from State Performance
Plan Indicators 13 and 14 to drive the way transition services are delivered
c. Enhance graduation rates with alternate plans for assessment and inclusion in the general classroom
4. According to O’Brien (2002), what is the goal of all person-centered approaches?
a. Place individuals with disabilities in jobs with career paths
b. Learn about people with disabilities in more effective and efficient ways to help plan and create supports
that can assist them in participating in and experiencing self-directed lives
c. Determine realistic housing, employment, and recreational goals
5. When used to individualize the transition process, person-centered approaches place the student in the driver’s
seat. This is why it is crucial to develop
a. Self-determination skills
b. Vocational skills
c. Social skills
6. How does person-centered transition planning differ from traditional models?
a. Planning focuses on informal assessment rather than standardized testing
b. Planning focuses on the students’ abilities and supports already in place rather than on deficits and any
lacking supports
c. Planning focuses on the families’ abilities and the supports needed to assist students in achieving
independent living goals
7. What are examples of tools and strategies that are common in all person-centered approaches?
a. Circles or networks of formal and informal supports and community resource mapping
b. Map-assessment tools and co-teaching support strategies
c. Informal planning tools and situational assessments
8. What kind of data do assessment maps offer?
a. Grade-equivalency scores about students at risk for dropout
b. Preferred lifestyle about those students who are at risk for living at home
c. Capacity-building data about those students for whom traditional assessment tools typically provide more
data on deficits than on abilities
9. What do circles of support provide to students with disabilities?
a. Insight into the culture of high school settings and rituals of adolescence that help enhance social skills
b. Comfortable opportunities to refine goals, explore interests and strengths, practice self-determination
behaviors and skills, and receive invaluable peer feedback
c. Opportunities to explore vocational goals or postsecondary education
Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman (page 1 of 2)
Copyright © 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
Quiz Questions
1. Discuss what the student involvement literature indicates.
2. Describe some ways students can be assisted in preparing for and participating in their transition-related
Individualized Education Program (IEP) meetings.
3. Describe ways to enhance parent involvement.
4. Kohler’s Taxonomy for Transition Programming specifies key areas for successful transition-focused
programming and outcome-oriented planning processes that include
a. Family involvement, student-focused planning, student development, interagency collaboration, and
program structure
b. Family involvement, student involvement, self-determination, and program structure
c. Self-determination, interagency collaboration, and program structure
5. What is a predictor of postsecondary success of young adults with disabilities?
a. Parent involvement
b. Family socioeconomic level
c. Parents’ level of education
6. Quality transition services have been consistently equated with
a. High expectations and person-centered or student-directed goals that support postschool employment or
education outcomes
b. Practices that reflect contracts with community agencies and organizations that might be involved in
supporting students in their future career environments
c. Understanding of cultural differences
7. According to IDEA 2004, which of the following is included in transition planning requirements?
a. Beginning no later than the first IEP is in effect after the student turns 17, or younger if determined
appropriate by the IEP team; must include appropriate measurable postsecondary goals based on age-
appropriate transition assessments, related to postsecondary education and employment and, where
appropriate, independent living skills; and the transition services (including courses of study needed to
help the student reach those goals)
b. Beginning no later than the first IEP is in effect after the student turns 16 or younger if determined
appropriate by the IEP team; must include appropriate measurable postsecondary goals based on age-
appropriate transition assessments, related to training, education, employment and, where appropriate,
independent living skills; and the transition services (including courses of study needed to help the student
reach those goals)
c. Schools must invite vocational rehabilitation counselors to the IEP meetings if transition will be discussed
8. How can student participation in transition planning be enhanced?
a. Schedule meetings after school in the setting of their choice
b. Teach self-determination skills to enable students to participate actively
c. Encourage students to invite peers to attend a planning meeting
9. Which is not a strategy to enable and empower parents?
a. Express high expectations when reporting on student’s progress and be sure to focus on abilities, positive
attributes, and gains
b. Issue a general invitation to all parents with set dates to meet
Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman (page 1 of 2)
Copyright © 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
,CHAPTER 3: Quiz Questions (continued)
c. Inquire about possible barriers to communicate or participate in events (i.e., work, childcare, transportation,
etc.) and as indicated be flexible (i.e., variety of times and modes for communicating) and try to find creative
ways to overcome
10. According to IDEA 2004, what does a measurable goal include?
a. The stimulus material or condition, the target behavior that will be measured, and the criterion for
acceptable performance
b. The target behavior and criterion for success
c. Student “I” statements and criterion for acceptable performance
11. What is required in the effective implementation of goals?
a. Measurable goals and collecting data to monitor a student’s performance
b. Schedule for providing annual reports on a student’s progress toward achieving his or her annual goals; this
is provided to parents
c. Choosing services because this is what is usually done and has worked in the past
12. What is an example of how teachers can support improved outcomes?
a. Obtain a master’s or other advanced-level degree
b. Find ways to enhance and encourage the use of assistive technology among students with disabilities who
have cognitive impairments
c. Indirectly develop opportunities for students to be engaged in work experiences and for those with more
significant disabilities to become employed prior to exiting school
13. Which of the following are not practices that promote successful transition?
a. Parent and family involvement
b. Meaningful curriculum
c. Collaboration with employers to develop volunteer sites to help students get ready to move into unpaid
work-study programs
14. Which of the following is an example of a tip for encouraging active student participation at the IEP planning
meeting related to transition?
a. Explain how transition planning impacts current life or the near future rather than years down the road;
teach self-advocacy or assist student in choosing an advocate
b. Teach the importance and purpose of goals and objectives, rights, and responsibilities related to the
Americans with Disabilities Act and using a variety of nontraditional approaches and fun activities
c. Highlight accomplishments using a student presentation (e.g., handouts, PowerPoint presentations)
15. Which of the following is a requirement for legally correct IEP meetings?
a. An IEP meeting can be held without all members present
b. The IEP must be developed by the special education teacher and signed off by the parents prior to
implementation
c. If the parents and school decide to modify an IEP following an annual meeting within that school year, they
may agree not to convene an actual meeting. Instead, they can elect to develop a written document to
amend the student’s current IEP
16. Which of the following is not an example of information parents need early on to support positive transition?
a. Teaching values
b. Teaching social skills and etiquette
c. Teaching sexuality
Questions and answers may incorporate brief material from other copyrighted sources; see the textbook Life Beyond the Classroom:
Transition Strategies for Young People with Disabilities, Fifth Edition, for full citations and reference information.
Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman (page 2 of 2)
Copyright © 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
, CHAPTER 4
Quiz Questions
1. Discuss how a person-centered approach can be used to enhance transition planning.
2. Describe ways for students to direct their Individualized Education Program (IEP).
3. What are the two goals associated with individualized transition planning?
a. Identify quality-of-life indicators and use data to measure outcomes one year post-exit
b. Identify the postsecondary outcomes desired and expected by students and their families along with the
services and supports desired and needed to achieve these outcomes; use data from State Performance
Plan Indicators 13 and 14 to drive the way transition services are delivered
c. Enhance graduation rates with alternate plans for assessment and inclusion in the general classroom
4. According to O’Brien (2002), what is the goal of all person-centered approaches?
a. Place individuals with disabilities in jobs with career paths
b. Learn about people with disabilities in more effective and efficient ways to help plan and create supports
that can assist them in participating in and experiencing self-directed lives
c. Determine realistic housing, employment, and recreational goals
5. When used to individualize the transition process, person-centered approaches place the student in the driver’s
seat. This is why it is crucial to develop
a. Self-determination skills
b. Vocational skills
c. Social skills
6. How does person-centered transition planning differ from traditional models?
a. Planning focuses on informal assessment rather than standardized testing
b. Planning focuses on the students’ abilities and supports already in place rather than on deficits and any
lacking supports
c. Planning focuses on the families’ abilities and the supports needed to assist students in achieving
independent living goals
7. What are examples of tools and strategies that are common in all person-centered approaches?
a. Circles or networks of formal and informal supports and community resource mapping
b. Map-assessment tools and co-teaching support strategies
c. Informal planning tools and situational assessments
8. What kind of data do assessment maps offer?
a. Grade-equivalency scores about students at risk for dropout
b. Preferred lifestyle about those students who are at risk for living at home
c. Capacity-building data about those students for whom traditional assessment tools typically provide more
data on deficits than on abilities
9. What do circles of support provide to students with disabilities?
a. Insight into the culture of high school settings and rituals of adolescence that help enhance social skills
b. Comfortable opportunities to refine goals, explore interests and strengths, practice self-determination
behaviors and skills, and receive invaluable peer feedback
c. Opportunities to explore vocational goals or postsecondary education
Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman (page 1 of 2)
Copyright © 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
