Chapter Five Questions to be answered in class.

What three reasons are given for planning the transition of students with disabilities from school to adult life?

How does IDEA define transition services?

What should be included in each student’s IEP statement regarding transition services and who should be involved in the planning process?

What three outcomes are expected for adolescents with disabilities as they enter

adulthood?

Why is it important for secondary students with disabilities to receive instruction in self-determination, academics, adaptive and functional skills, and employment preparation?

What are the purposes of government-supported programs for people with disabilities in the areas of income support, health care, residential living, and employment?