Transition Assessment Practices in Nevada and Arizona: Are They Tied to Best Practices?.

Thoma, Colleen A.; Held, Mary F.; Saddler, Sterling

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Peer reviewed

ERIC Number: EJ659312

Record Type: Journal

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1088-3576

EISSN: N/A

Transition Assessment Practices in Nevada and Arizona: Are They Tied to Best Practices?

Thoma, Colleen A.; Held, Mary F.; Saddler, Sterling

Focus on Autism and Other Developmental Disabilities, v17 n4 p242-50 Win 2002

A study involving 84 special educators in two western states investigated special education knowledge and use of various transition assessment strategies. Although most of the educators indicated they were aware of all types of assessment strategies, they still relied heavily on those that were either standardized or teacher prepared. (Contains references.) (Author/CR)

Descriptors: Data Collection, Disabilities, Evaluation Methods, Knowledge Base for Teaching, Program Evaluation, Secondary Education, Self Determination, Special Education Teachers, Standardized Tests, Student Evaluation, Student Participation, Teacher Attitudes, Transitional Programs

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Arizona; Nevada

Grant or Contract Numbers: N/A

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