Content Frame
Note for screen reader users: There is text between the form elements on this page. To be sure that you do not miss any text, use item by item navigation methods, rather than tabbing from form element to form element.
Skip Breadcrumb Navigation
Home  arrow Chapter 16  arrow True-False


This activity contains 10 questions.

Question 1.
Transition assessment is ongoing throughout an adolescent's and young adult's school career.

End of Question 1

Question 2.
Transition and vocational education are synonymous.

End of Question 2

Question 3.
Other than PL 108-446, no other federal laws regulate transition assessment and planning for persons with disabilities.

End of Question 3

Question 4.
Although vocational aptitude/ability testing may suggest some aptitude or readiness for certain types of work, actual success or failure may be affected by many other factors.

End of Question 4

Question 5.
Person-centered planning has been found to reduce the number of written IEP goals supported outside of school time.

End of Question 5

Question 6.
Commercially available instruments should be the sole method of gathering data for transition planning.

End of Question 6

Question 7.
Reading is required on the R-FVII-2.

End of Question 7

Question 8.
Transition assessment and planning must take into account the school, home, and community of the student.

End of Question 8

Question 9.
There is a consistently used standardized test battery for students with disabilities who are entering college.

End of Question 9

Question 10.
Academics have emerged as the primary focus for the secondary education of students with disabilities.

End of Question 10

Copyright © 1995 - 2016 Pearson Education . All rights reserved. Pearson Prentice Hall is an imprint of Pearson .
Legal Notice | Privacy Policy | Permissions

Return to the Top of this Page