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Chapter 17

Chapter 17. Assessment for Transition Education and Planning. Assessment of Adolescents and Young Adults. Transition outcomes poor IDEA, PL 105-17 Coordinated set of activities Outcome-oriented process From school to post-school

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Chapter 17

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  1. Chapter 17 Assessment for Transition Education and Planning

  2. Assessment of Adolescents and Young Adults • Transition outcomes poor • IDEA, PL 105-17 • Coordinated set of activities • Outcome-oriented process • From school to post-school • Transition plan based on student’s needs, preferences, and interests

  3. Understanding the Framework • A statement of transition at age 14 • A statement of needed transition services at age 16 • Ongoing assessment • Setting post-school goals • Framed by a set of guiding principles • Comprehensive student and family-focused transition plan

  4. Strategies and Approaches • Broad Approach with 3 components • Student assessment • Strengths, preferences, and needs • Environmental analysis • Potential living, working, and educational settings • Determining the match between student and environment

  5. Two Categories of Assessment • Informal Procedures • Curriculum-based vocational measures • Direct observation • Ecological assessment • Portfolio assessment • Outcomes assessment • Interest and Aptitude Instruments • Multiple aptitude test batteries • Career and Occupational checklists • Surveys and inventories

  6. Awareness of Career Options • Social and Prevocational Information Battery–Revised (SPIB–R) • Brigance Diagnostic Inventory of Essential Skills • Job analysis

  7. General Aptitudes and Work/Study Habits • General Aptitude Test Battery (GATB) • Nonreading Aptitude Test Battery (NATB) • APTICOM Occupational Aptitude Test • Occupational Aptitude Survey and Interest Schedule (3rd ed.) (OASIS–3) • Brigance Employability Skills Inventory

  8. Vocational Interests • Reading-Free Vocational Interest Inventory–2 (R-FVII–2) • Wide Range Interest Opinion Test (WRIOT)

  9. Specific Work Skills • Dictionary of Occupational Titles (DOT) • Wide Range Employability Sample Test (WREST) • Singer Vocational Evaluation System (VES)

  10. Community Adjustment • Transition Planning Inventory (TPI) • The Life Centered Career Education (LCCE) Competency Assessment Knowledge Batteries • Brigance Life Skills Inventory

  11. Challenges in Providing Transition Services • Reasonable and achievable post-school outcomes • Levels of awareness expands interests • Quality of relationship between family and service providers

  12. Person-Centered Planning • Driven by individual and family • Focus on gifts and capacities • Dependent on community membership • Emphasizes supports and connections over services • Enable plans to develop over time • Consumer responsive

  13. Strategies for Person-Centered Planning • Making Action Plans (MAPS) • Planning Alternative Tomorrows with Hope (PATH) • Circles of Support

  14. Advantages of Person-Centered Planning • Plan their own future • Intensive ongoing communication • Consistent with IDEA planning • Continuous development of goals • Specifies goals, activities, and objectives • Increases goals supported outside of school time

  15. Self-Determination • Self-Determination Scale • Self-Determination Knowledge Scale (SDKS) • Whose Future Is It Anyway? • Life-Centered Career Education Curriculum (LCCEC) • ChoiceMaker Self-Determination Transition Curriculum and Program • Next S.T.E.P (Student Transition and Educational Planning

  16. Quality Indicators • Involved • Parents and guardians • Students at 14 years of age • Variety of school staff involved • Non-school agencies • Part of IEP • Vocational curriculum • Discussion of post-secondary education

  17. Quality Indicators, continued • Prepare students for community living and social situations • Transition plans reviewed annually • Cooperative cross-training opportunities • Interagency collaboration

  18. Assessment for College • 10% of all post-secondary students are identified as having disabilities • Two most frequently mentioned assessments for college are • Wechsler Adult Intelligence Scale–Third Edition • Woodcock-Johnson III Tests of Cognitive Ability

  19. Recommendations • Use validated practices • Begin early • Do not “medicalize” IEP • Select appropriate assessment tools • Capacity to implement • Document successes • Outcomes are the true measures of success • Advocacy is essential

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