Chapter 191.a. The IDEA ?04, a

Chapter 191.a. The IDEA ?04, and earlier legal mandates, requires the consideration of Assistive Technology (AT) devices as vital to the school-based success of students with disabilities. How does the law describe AT devices that are excluded from IDEA consideration (p. 513)?1.b. Review the AT Checklist, pp. 514-515. What is the purpose of the ABLEDATA database?1.c. What group of students uses AT devices more: students with intellectual disabilities (ID)? or students with milder disabilities? Why?2.a. Why is the simplified Web browser: WebTrek a good tool for people with ID?2.b. Per our text, why does ?technology abandonment? occur?2.c. Identify at least FOUR different types of considerations of an AT device that should be explored prior to purchasing the device (p. 519-522).3.a. Per our text, what?s the most common reason for why persons with ID often do not use AT devices?3.b. Per the 1998 Tech Act, all States in the U.S. have technology assistance programs. Enter Google to look up, and provide the url (website address) of Missouri?s AT program: https://www._________________4. Summarize the major issues (i.e., problems and concerns) related to successful use of AT devices (pp. 532-534) with regard to: a. funding b. family & cultural understanding c. device applications and maintenanced. personnel training/supportChapter 205.a. Part C of the IDEA has provisions intended to enhance the development of our youngest citizens ? and minimize what?5.b. State at least THREE skills that early interventionists should have for/when working in close collaboration with families.6.a. What do the letters IFSP stand for? What age is the child when its plans are converted to an IEP?6. b. What is meant by each term below?family-centered / empowerment / enablementContinued, next page7. a. Per our text, what is considered a ?natural? learning opportunity (p. 544)? Also, give an example.7. b. Review the four ?Guiding Principles? that are supported by the CEC. Why should collaborative teams abide by those statements?8.a. Offer a preschool skill practice that serves a child as relevant and developmentally-appropriate (seep. 547 for explanation).8.b. Review Dr. Mark Wolery?s three tenets of child-focused interventions (p. 551). Why are the tenets necessary?9. What is the great risk to young children with severe disabilities if they don?t receive instruction that is explicit and systematic (p. 556)?Chapter 2110.a. On what persons do students with severe disabilities rely as natural supports? (pp. 565-566)10.b. Offer a real example (your own, not an example from the textbook) of each of the following:supported employment arrangement / / / / supported living arrangement (pp. 566-569)11.a. What is the first priority of ?transition planning? for students with significant disabilities (p. 569)?11.b. Per our text: When designing a ?transition plan,? rather than focusing on the eligibility criteria, what should a student?s transition plan emphasize?12.a. What makes a person-centered planning meeting less-formal than an IEP meeting (per text)? (p. 571)12.b. How actively involved in transition planning is the student for whom the plan is designed? Why?(pp. 571-573)13. In a sentence, state the three particulars of the transition IEP (p. 572).14. Besides work-task skills, what other skills must students with significant disabilities learn and practice?15. Briefly explain (pp. 578-580):a) customized employmentb) job carvingc) the discovery process

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