Vocational Assessment Techniques for the Handicapped Adolescent

Abstract

The terms vocational assessment and vocational evaluation have been used to mean anything from a 1-week deluge of aptitude and interest tests to a 3-to-4 week period of data collecting using a wide variety of assessment procedures. It has been the authors' experience, however, that vocational assessment data are seldom collected and analyzed systematically throughout a handicapped student's entire secondary school experience. Models for career education currently being advocated for the handicapped (Brolin & Kokaska, in press; Clark, 1974) stress a sequentially developed curriculum leading to paid or unpaid employment. If decisions made at each step in this sequence are to be the best possible, then the student and the special education professional need accurate and relevant information. Just as academic assessment is crucial to the academic aspects of a career education program, on-going vocational assessment should be an integral part of the &dquo;world of work&dquo; component of the career education sequence, providing needed information at each decision-making point.Several authors have indicated their views of the vocational assessment process and its role in the educational sequence. Campbell (1967) and Gellman (1967) stress that vocational assessment should not establish an individual's static potential, but give insight into his or her ability to change. Gardner (1971) and Gold (1973) both state that assessment must be done in the environment in which the student is to eventually function as a worker. They argue strongly against assessment components that look at the student in artificial situations. Two authors in particular propose distinct components of a vocational assessment sequence. Brolin (1976) advocates a four-part model consisting of: (a) clinical assessment, (b) work evaluation, (c) work adjustment, and (d) on-the-job tryout. Clark(1974) presents each of the approaches covered in this article as viable techniques, but recommends asking key questions to give direction to the assessment process.

Student Engagement and Leadership of the Transition Planning Process

“…The concept of promoting student engagement in the transition assessment process had roots back to the beginning of the journal. Sitlington and Wimmer (1978) advised special educators to teach students to use assessment information so that students can make realistic choices and decisions. D.…”

“…Sitlington and Wimmer (1978) advised special educators to teach students to use assessment information so that students can make realistic choices and decisions. D. R. Johnson (1979) advocated using ongoing assessment of interests and abilities to ensure that students have "a better opportunity to share equally in the process of career development" (p. 47).…”

School Psychology + Vocational Counseling = Vocational School Psychology

“…The literature in vocational education is replete with references citing the dramatic need for diagnostic services to assist in the identification and placement of handicapped students and program planning and evaluation. There is also great need for revision of traditional vocational curricula, for vocational teacher inservice and preservice education, and for consultation services regarding instructional and behavior management techniques to assist handicapped students (Batsche, 1981;Dietrich, 1980;O'Brian, 1980;Phelps, 1978;Sitlington & Wimmer, 1978;Wall, 1976). These concerns have arisen simply because the majority of vocational teachers were not provided with adequate training in their preservice education programs to effectively instruct youth with special learning needs.…”

Assessment and Placement of Handicapped Pupils Into Secondary Vocational Education Programs

“…Consider the following examples. Sitlington and Wimmer ( 1978), in an often cited article on vocational assessment, began:…”