ERIC Number: EJ1020148
Record Type: Journal
Publication Date: 2014-Feb
Abstractor: As Provided
Reference Count: 50
Transition Assessment and Planning for Youth with Severe Intellectual and Developmental Disabilities
Carter, Erik W.; Brock, Matthew E.; Trainor, Audrey A.
Journal of Special Education, v47 n4 p245-255 Feb 2014
Although federal law now mandates age-appropriate transition assessment as a key component of high-quality transition planning, little research exists to guide educators on what they might learn when undertaking this process. In this study, the authors examined teacher and parent assessments of the transition-related strengths and needs of 134 youth with severe intellectual and developmental disabilities who were eligible for the state's alternate assessment. The perspectives of teachers and parents regarding the transition-related strengths and needs of particular students often diverged in key ways. Students with severe disabilities were perceived as having a range of transition-related strengths across the nine transition domains. Although a number of transition-related needs were identified by teachers, the transition profiles of individual students within this sample were quite heterogeneous. The authors offer recommendations for strengthening the transition assessment and planning process by incorporating multiple perspectives, and present important directions for future research on transition assessment.
Descriptors: Transitional Programs, Planning, Severe Mental Retardation, Developmental Disabilities, Severe Disabilities, Teacher Attitudes, Parent Attitudes, Alternative Assessment, Student Needs, High School Students, Student Characteristics, Leisure Time, Interpersonal Relationship, Communication Skills, Health, Self Determination, Employment Level, Daily Living Skills, Postsecondary Education
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324S060023