IDEA (2004) requires identification of post-secondary goals that are “based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills.” Therefore, it is vital that special educators use effective transition assessments and assessment processes.
Practitioners continue to struggle with critical issues of transition assessment including:
- Defining it
- Implementing assessment plans
- Interpreting and applying data
All of these are critical components of meeting the individualized needs of students with disabilities and impacting adult outcomes.
This module explores recommended practices in transition assessment. Various types and approaches for assessment, relate assessment to the transition process, and provide opportunities for applying these research-based ideas are provided.