What can high school personnel do to smooth the transition to postsecondary education for young adults with ASD?
What will be an ideal response?
The team (school personnel, parents, and students) works together to develop a transition plan, which should include:
• preparatory work for proficiency tests and assessments (i.e., SATs)
• determining what services colleges may offer to help young people with ASD in the identified schools/programs
• deciding what type and size of college to attend and where the student is going to live, such as the decision to pursue vocational or technical school, community college, or 4-year university, and the proximity of these campuses to home. Technical or trade schools may allow the student to focus on his or her concentrated area of interest or skill
• deciding what size of college to attend: sometimes navigating a large campus can be daunting, yet larger schools often have programs to support individuals with ASD
• deciding where the student is going to live: should the student live on or off campus, have roommates, have to take public or private transportation to campus, etc.?
• addressing self-advocacy
• ability to organize assignments, manage time, set priorities, and breaking down projects into steps. Independent living skills also important are doing laundry, money management, cleaning one’s dorm room or living quarters, problem solving, living with a roommate, etc.
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To teach science vocabulary to diverse learners, a good idea is to use:
a. A Spanish-English dictionary b. Bouncy balls c. Multisensory strategies such as graphic organizers and word walls d. Textbooks that have appendices
Among the helpful words of encouragement the Bible offers on selecting a career is the encouragement
A) to be passionate in your pursuit of the highest salary. B) to take time off from work to rest physically. C) to turn the blessing of income into an obsession. D) to take time off from work to grow spiritually. E) answers "b" and "d".
When Malorie, age 16, came to the high school counselor for career assistance she stated that she wanted to be an actress on the Disney channel. The counselor, knowing Super's exploration stage, asked Malorie to begin thinking realistically about her opportunities at this point. Which of the following would NOT be a question to help Malorie think realistically?
A. "Have you researched what internship, employment, or shadowing opportunities are available at Disney?" B. "How much money will you make as an actress?" C. "Do you have or know an acting agent?" D. "What types of work or activities have you done thus far to help prepare you for a career as an actress?"
Answer the following statement(s) true (T) or false (F)
Data-based decision-making is used to identify students who require additional instruction and to determine whether intensive intervention supports are effective.