The content and processes of career, vocational, and transition assessment have necessarily changed as transition planning and programming have become more definitive and sophisticated. These assessment processes are intended to contribute meaningful information to the newly required Summary of Performance for transitioning youth with disabilities. In this article, the author explores promising methods for using assessment results to develop and implement transition plans and services. She traces the historical origins of transition assessment and presents two theoretical orientations. The author also discusses the transformative use of assessment for transition, as well as interpretations of legislation and how they can shape assessment services. Finally, she explores the content and processes of transition assessment in relation to common pathways for achieving educational, career, and transition success.
As individuals with disabilities make the transition from school to adult life, the process of assessment is critical in all areas and stages of planning. Assessment in career development, vocational decision making, and transition planning is an essential process that is often overlooked, ignored, or misunderstood. The purpose of this paper is to: (a) define key concepts and principles for transition assessment, (b) encourage adherence to certain premises and guidelines, and (c) help demystify the assessment process. As practitioners advance best practices in assessment, it is hoped that individuals with disabilities will experience appropriate, meaningful, and effective assessment activities that will enhance their personal growth and quality of life as they transition to postsecondary working, educational, and living environments.The Division on Career Development and Transition (DCDT) advocates transition assessment for all students moving through secondary education to careers and other activities. Transition assessment is especially needed for individuals with disabilities. As planning teams move to identify postsecondary goals, professionals, students with disabilities, and their families need to identify effective assessment practices and to understand that assessment is an ongoing process. This does not mean that entirely new methods and approaches of assessment are needed to facilitate transition planning. Considerable information exists on effective methods of assessment that identify vocational, instructional, independent living, community functioning, and personal and social strengths of individuals with disabilities. Transition assessment, however, does require that appropriate methods of assessment be determined at various transition points for individuals with disabilities in order to make appropriate placement and planning decisions.Although there are a number of &dquo;transitions&dquo; through which an individual must pass, this position paper will focus on the transition from secat MOUNT ALLISON UNIV on June 12, 2015 cde.sagepub.com Downloaded from
Age-appropriate transition assessment (TA) serves as the foundation for youth with disabilities to identify measurable postsecondary goals and to determine necessary transition services to pursue such goals during the secondary school years. This position paper provides guidelines for special educators, transition specialists, and other members of the Individualized Education Program team to work with youth with disabilities, their families, and interagency personnel in providing ongoing TA. The Division on Career Development and Transition endorses this position paper, which identifies federal policy; definitions, terms, and purposes; a conceptual framework and process; and competencies for personnel involved in age-appropriate TA.
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