Career Assessment for Adolescents with Mild Disabilities: Critical Concerns for Transition Planning

Abstract

This paper addresses the theoretical and practical concerns of transition-related career assessment for adolescents with mild disabilities.First, different terms used with assessment-career, vocational, and transition assessment-are defined to gain a clearer understanding of the general purposes of career assessment in transition planning and preparation. Second, the applicability of prominent career theories, including common assumptions or misconceptions, about the career behavior of individuals with mild disabilities is discussed. Third, primary career assessment areas that support the preparation of adolescents with mild disabilities for making the transition from school to adult life are presented. Finally, the applicability of commonly used assessment instruments for individuals with mild disabilities is reviewed. Alternative ways to conceptualize the assessment process also are considered. Implications for practice and research are discussed.Career assessment is increasingly important for adolescents and young adults preparing for a world of work characterized by changing technologies, job distributions, and family structures (Lankard, 1991). This is particularly true for individuals with mild disabilities who may experience greater challenges to identifying, preparing for, and pursuing a career than nondisabled peers. Historically, career assessment and the larger sphere of career development has been a rich area for research on nondisabled populations (Hackett & Watkins, 1995). However, attention on career and transition-related assessment issues for individuals with mild disabilities has been relatively limited by comparison. There are several reasons for this situation not the least of which is a commonly-held assumption that the presence of a disability overrides all other considerations in the career development process (Osipow, 1976), thereby making the need to consider

Self-Determination Perceptions and Behaviors of Diverse Students with LD During the Transition Planning Process

“…Common across groups were participants' comments that indicated their lack of knowledge regarding exactly what steps to take to make their dreams and aspirations become realities. This is not surprising, given the ample evidence demonstrating that students with LD are not always familiar with the skills necessary for desired adult-living goals, such as employment, and that current models of career development have been based on the needs and strategies of European American, middle class adolescents (Rojewski, 2002). Determining steps to goal attainment may be even more complex for people who experience the disadvantages of low socioeconomic status and, as a result, lack the cultural capital to access crucial resources (Stanton-Salazar, 2001).…”

Transitional Assessment Model for Students With Severe and/or Multiple Disabilities: Competency-Based Community Assessment

“…For such students, Rojewski (2002) recommended what has been referred to as a Level III assessment, which generally takes several days to complete and typically uses informal transitional assessment procedures, including direct observations of the individuals in a variety of real-world situations and environmental analyses. Systematic informal assessments in the community contexts where daily choices are made for individuals with severe and multiple disabilities have considerable merit because they may not only yield more reliable information than formal transition assessment practices or third-party informants but may provide the most useful information for program planning purposes (Lohrmann-O'Rourke & Browder, 1998) for such individuals.…”

Career Ambitions

“…One aspect of any possible answer entails an understanding of occupational aspirations, inclusive of general plans and ideal and realistic aspirations. Rojewski (2002) reminded us that one of the easiest ways to learn about these aspirations is to simply ask what one wants to do. In fact, some research suggests that simply asking about one's aspirations can be as accurate as inventoried interests.…”