C10L2Q1 – Pre-Self-Assessment of AT in Transition (non-graded)
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Thank you for completing this QIAT pre-assessment on AT in Transition.
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Question 1 of 6
1. Question
For each of the indicators in the “Transition” category, please read through the list of options and select 1-5 based on your perception of district AT services.
Quality Indicator 1:
Transition plans address the AT needs of the student, including roles and training needs of team members, subsequent steps in AT use, and follow-up after transition takes place.
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- 1 = Transition plans do not address AT needs.
- 2 = Transition plans rarely address AT needs, critical roles, steps or follow-up.
- 3 = Transition plans sometimes address AT needs but may not include critical roles, steps or follow-up.
- 4 = Transition plans always address AT needs and usually include critical roles, steps or follow-up.
- 5 = Transition plans consistently address AT needs and all team members are involved and knowledgeable about critical roles, steps and follow-up.
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Question 2 of 6
2. Question
Quality Indicator 2:
Transition planning empowers the student using AT to participate in the transition planning at a level appropriate to age and ability.
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- 1 = Student is not present.
- 2 = Student may be present but does not participate or input is ignored.
- 3 = Student sometimes participates and some student input is considered.
- 4 = Student participates and student input is generally reflected in the transition plan.
- 5 = Student is a full participant and student input is consistently reflected in the transition plan.
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Question 3 of 6
3. Question
Quality Indicator 3:
Advocacy related to AT use is recognized as critical and planned for by the teams involved in transition.
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- 1 = No one advocates for AT use or the development of student’s self-determination skills.
- 2 = Advocacy rarely occurs for AT use or the development of student self-determination skills.
- 3 = Advocacy sometimes occurs for AT use and the development of student self-determination skills.
- 4 = Advocacy usually occurs for AT use and the development of student self-determination skills.
- 5 = Advocacy consistently occurs for AT use and the development of student self-determination skills.
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Question 4 of 6
4. Question
Quality Indicator 4:
AT requirements in the receiving environment are identified during the transition planning process.-
- 1 = AT requirements in the receiving environment are not identified.
- 2 = AT requirements in the receiving environment are rarely identified.
- 3 = AT requirements in the receiving environment are identified¸ some participants are involved and some requirements are addressed.
- 4 = AT requirements in the receiving environment are identified¸ most participants are involved and most requirements are addressed.
- 5 = AT requirements in the receiving environment are consistently identified by all participants.
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Question 5 of 6
5. Question
Quality Indicator 5:
Transition planning for students using AT proceeds according to an individualized timeline.
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- 1 = Individualized timelines are not developed to support transition planning for students using AT.
- 2 = Individualized timelines are developed, but do not support transition planning for students using AT.
- 3 = Individualized timelines are sometimes developed and support transition planning for students using AT.
- 4 = Individualized timelines are generally developed and support transition planning for students using AT.
- 5 = Individualized timelines are consistently developed and support transition planning for students using AT.
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Question 6 of 6
6. Question
Quality Indicator 6:
Transition plans address specific equipment, training and funding issues such as transfer or acquisition of AT, manuals and support documents.-
- 1 = The plans do not address AT equipment, training and funding issues.
- 2 = The plans rarely address AT equipment, training and/or funding issues.
- 3 = The plans sometimes address AT equipment, training or funding issues.
- 4 = The plans usually address AT equipment, training and funding issues.
- 5 = The plans consistently address AT equipment, training and funding issues.
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