You have been asked to design a successful transition program for high school students with mild disabilities. Discuss how you would teach and facilitate self-advocacy and self-determination in postsecondary education and in employment
What will be an ideal response?
The section entitled "Teaching for Transition - Self-Advocacy and Self-Determination" provides possible responses. Responses should include the following things that teachers should encourage students to do:
• Be aware of their strengths, weaknesses, and learning preferences.
• Understand their legal rights.
• Understand the circumstances under which they can and should request accommodations.
• Maintain records that document their disability.
• Identify the types of supports and services that will help them most in their chosen postsecondary setting.
• Identify specific services and resources available in the postsecondary institution they wish to attend.
• Identify the specific people or offices they should contact before, during, and after admission to their school of choice.
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A portfolio is used by teachers only to show the director that they are performing satisfactorily
Indicate whether the statement is true or false
Charles Loring Brace saw great poverty in NYC, he arranged the placement of children in rural areas knowns as:
a. foundling b. almshouses c. orphan train d. group homes
Children should not be allowed to make sounds during a movement session
Indicate whether the statement is true or false
What is your effect size?
The owner of a chain of five retail stores wishes to compare the number of shoplifter apprehensions in her stores for a 1-month period prior to the installation of a new security system to the number of apprehensions in the same stores for a 1-month period after the security system was in place. The new system is much more expensive than the old system, and she doesn’t want to spend the extra money unless the new security system is better than the old system. The apprehension data are as follows:
