Which is described as a focus of transitional planning for students with severe-profound disabilities?

• A. Increasing homework load
• B. Coping with disasters and violence
• C. Transitional planning to college entrance
• D. Avoiding community integration

Answer: (B)

Transitional planning for students with severe-profound disabilities emphasizes preparing for life after school, with safety and real-world independence as central components. A core part of this is teaching how to cope with disasters and violence: recognizing emergencies, using accessible ways to communicate needs, following tailored emergency plans, and knowing who to contact for help. This builds the student's ability to stay safe and participate in the community with appropriate supports.

Other options don’t align with this focus. Increasing homework loads isn’t a goal of transition planning, which centers on functional skills and safety for everyday living. Planning for college entrance is not typically the primary aim for students with severe-profound disabilities, though some may have varied paths; the overall transition plan emphasizes practical community integration and safety. Finally, avoiding community integration runs directly opposite the purpose of transition planning, which is to enable meaningful participation in community life.