quick test

Directions: Read each question carefully. Answer each question tho roughly and
comprehensively with essential details, examples, and appropriate grammar, punctuation
and spelling. Some questions have multiple components and ALL parts must be
answered to earn full credit.

Chapter 9
Key Concepts in Understanding Motor Disabilities:
 Explain the role of the Individual Educational Plan team and the related service
providers in supporting st udents with motor disabilities and their participation in
school. Do you think completing an IEP annually is helpful? Do you think that
parents are active participants? Why or why not?

Chapter 10
Teaching Self-Care Skills:
 For students with severe disabilities, what are the targeted skills that may be
needed to learn self-care? How are these skills unique to this population and what
planning would be required? Do you think most teachers have appropriate and
necessary training to address self-care needs of special needs students? Why or
why not?

Chapter 11
Promoting Social Competencies and Peer Relationships:
What opportunities can a teacher provide to actively promote peer relationships for their
students with severe disabilities? What strategies can a school implement to encourage
social competencies for all students include students with severe disabilities? Do you
think most school prioritize this? Why or why not?
Chapter 12
Teaching Communication Skills:
 Identify strategies for assessing communication needs of students with severe
disabilities & provide examples of how assessment data leads to the identification
of target behaviors for instruction. Describe examples of augmentative and
alternative communication aids and techniques. What are the concerns with their
use? Do you think they will negatively impact verbal language? Why or why not?

Chapter 13
Teaching Academic Skills:
 Identify and describe examples of functional academic skills. Identify and describe
examples of conventional academic skills. What issues must the IEP team
consider when determining if a student with severe disabilities will learn modified
or standard curriculum skills? What impact may this have on the student? Is there
an ideal age at which this determination must be made? Why or why not?

Chapter 14
Building Skills for Home and Community:
 Describe the home skills neede d to participate in daily family life and the strategies
to teach them. Describe the community skills needed to participate in day to day
routines. Do you think these skills are the responsibility of the school to teach?
Why or why not?

Chapter 15
Transitioning from School to Employment:
 Describe how a school can assist a student with severe disabilities with
transitioning from school to post-secondary programs or employment . What
unique challenges do students with severe disabilities have in this transit ion? Why
do you think a small percent of students with disabilities are employed and identify
possible adult outcomes? Do you think progress is being made? Why or why not?