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PRAXIS II 5543 (Part B)
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Students also studied
Praxis Special Education: Foundatio... Group Development Stages & Cross... Kin 2526( Midterm) FINAL
120 terms 28 terms 90 terms 77 terms
acarinha_7527 Preview audree11292 Preview Kamryn_Burns2620 Preview amj
- Test forms with fewer items on each page 4 examples of unusual or unique accommodations for students participating in
- Test forms with more space separating each item state testing
- Test forms with modified/tabbed pages to enable
students to turn pages
- Test question/response forms attached to student's
work area
- Academic Skills 7 main areas for Vocational Assessment
- Daily Living Skills
- Personal/Social Skills
- Occupational/Vocational Skills
- Career Maturity
- Vocational Interests
- Vocational Aptitude
- Understanding Themselves, Abilities, Interests, and 3 major goals for students to learn in school activities for vocational preparation
Values
- Understanding world of work
- Learning good decision-making skills
- Employment-related functional academics 3 common subjects taught in School-to-Work curricula (STW)
- Independent living skills
- Interpersonal skills
, - Unpaid/paid work experience through internships 9 ways students can acquire vocational experience and training through
- Job shadowing and observing opportunities that are connected with school and work
- Adult mentors
- Apprenticeships
- On-the-job training
- Field trips
- Class speakers
- School-sponsored enterprises
- Health care "clinicals"
- is student able to express their interests 3 considerations for post-secondary transition planning for students with
- what are student's special health care needs significant disabilities
- what student could do if they get help from
professionals
Transition Planning ____ helps students with disabilities and their families consider student's lives after
high school, identify long-term goals, and tailor high school learning for acquiring
skills
Indicator 13 IDEA's _____ states that students with disabilities age 16 and up must have IEPs
including post-secondary transition plans
- 6 year state performance plans The U.S. Department of Education's Office of Special Education Programs (OSEP)
- Indicator data requires states to develop _______ plans and submit _______ data in annual
performance reports for Indicator 13.
state data collection The National Secondary Transition Technical Assistance Center (NSTTAC)
developed a I-13 checklist to aid _____.
- Repeat/demonstrate instructions 4 accommodations teachers can use to help students follow directions
- Allow personal planners or assignment notebooks
- Break down directions into steps or with pictures
- Combine oral instructions with pictures, diagrams, or
printed words
- Provide visual aids 8 accommodations for students who have trouble attending, following concepts,
- Provide overview of lesson's content and interpreting info that is delivered via oral presentation
- Introduce new vocabulary
- Print summary of important points with questions
- Break up lectures with discussions/activities
- Maintain student engagement by inviting questions
- Identify primary steps in information
- Write important ideas on board with different colors
- Highlight important concepts 3 accommodations for students who have difficulties isolating the main ideas in
- Give study guides books
- Offer books on same subject at lower grade levels
- Supply books on tape or text with large print 3 accommodations for students who are blind or have visual impairments
- Supply books/materials in braille
- Supply magnifying devices or optical enhancers
PRAXIS II 5543 (Part B)
Save
Students also studied
Praxis Special Education: Foundatio... Group Development Stages & Cross... Kin 2526( Midterm) FINAL
120 terms 28 terms 90 terms 77 terms
acarinha_7527 Preview audree11292 Preview Kamryn_Burns2620 Preview amj
- Test forms with fewer items on each page 4 examples of unusual or unique accommodations for students participating in
- Test forms with more space separating each item state testing
- Test forms with modified/tabbed pages to enable
students to turn pages
- Test question/response forms attached to student's
work area
- Academic Skills 7 main areas for Vocational Assessment
- Daily Living Skills
- Personal/Social Skills
- Occupational/Vocational Skills
- Career Maturity
- Vocational Interests
- Vocational Aptitude
- Understanding Themselves, Abilities, Interests, and 3 major goals for students to learn in school activities for vocational preparation
Values
- Understanding world of work
- Learning good decision-making skills
- Employment-related functional academics 3 common subjects taught in School-to-Work curricula (STW)
- Independent living skills
- Interpersonal skills
, - Unpaid/paid work experience through internships 9 ways students can acquire vocational experience and training through
- Job shadowing and observing opportunities that are connected with school and work
- Adult mentors
- Apprenticeships
- On-the-job training
- Field trips
- Class speakers
- School-sponsored enterprises
- Health care "clinicals"
- is student able to express their interests 3 considerations for post-secondary transition planning for students with
- what are student's special health care needs significant disabilities
- what student could do if they get help from
professionals
Transition Planning ____ helps students with disabilities and their families consider student's lives after
high school, identify long-term goals, and tailor high school learning for acquiring
skills
Indicator 13 IDEA's _____ states that students with disabilities age 16 and up must have IEPs
including post-secondary transition plans
- 6 year state performance plans The U.S. Department of Education's Office of Special Education Programs (OSEP)
- Indicator data requires states to develop _______ plans and submit _______ data in annual
performance reports for Indicator 13.
state data collection The National Secondary Transition Technical Assistance Center (NSTTAC)
developed a I-13 checklist to aid _____.
- Repeat/demonstrate instructions 4 accommodations teachers can use to help students follow directions
- Allow personal planners or assignment notebooks
- Break down directions into steps or with pictures
- Combine oral instructions with pictures, diagrams, or
printed words
- Provide visual aids 8 accommodations for students who have trouble attending, following concepts,
- Provide overview of lesson's content and interpreting info that is delivered via oral presentation
- Introduce new vocabulary
- Print summary of important points with questions
- Break up lectures with discussions/activities
- Maintain student engagement by inviting questions
- Identify primary steps in information
- Write important ideas on board with different colors
- Highlight important concepts 3 accommodations for students who have difficulties isolating the main ideas in
- Give study guides books
- Offer books on same subject at lower grade levels
- Supply books on tape or text with large print 3 accommodations for students who are blind or have visual impairments
- Supply books/materials in braille
- Supply magnifying devices or optical enhancers
