Pamela Leconte

Transition Assessment: The Position of the Division on Career Development and Transition

life, the process of assessment is critical in all areas and stages of planning. Assessment in career development, vocational decision making, and transition planning is an essential process that is often overlooked, ignored, or misunderstood. The purpose of this paper is to: (a) define key concepts and principles for transition assessment, (b) encourage adherence to certain premises and guidelines, and (c) help demystify the assessment process. As practitioners advance best practices in assessment, it is hoped that individuals with disabilities will experience appropriate, meaningful, and effective assessment activities that will enhance their personal growth and quality of life as they transition to postsecondary working, educational, and living environments. The Division on Career Development and Transition (DCDT) advo-

Age-Appropriate Transition Assessment: The Position of the Division on Career Development and Transition

Age-appropriate transition assessment (TA) serves as the foundation for youth with disabilities to identify measurable postsecondary goals and to determine necessary transition services to pursue such goals during the secondary school years. This position paper provides guidelines for special educators, transition specialists, and other members of the Individualized Education Program team to work with youth with disabilities, their families, and interagency personnel in providing ongoing TA. The Division on Career Development and Transition endorses this position paper, which identifies federal policy; definitions, terms, and purposes; a conceptual framework and process; and competencies for personnel involved in age-appropriate TA.

The Evolution of Career, Vocational, and Transition Assessment Implications for the Summary of Performance

The content and processes of career, vocational, and transition assessment have necessarily changed as transition planning and programming have become more definitive and sophisticated. These assessment processes are intended to contribute meaningful information to the newly required Summary of Performance for transitioning youth with disabilities. In this article, the author explores promising methods for using assessment results to develop and implement transition plans and services. She traces the historical origins of transition assessment and presents two theoretical orientations. The author also discusses the transformative use of assessment for transition, as well as interpretations of legislation and how they can shape assessment services. Finally, she explores the content and processes of transition assessment in relation to common pathways for achieving educational, career, and transition success.

Curriculum-Based Vocational Assessment: A Viable Response to a School-Based Service Delivery Issue

Each student that enrolls in vocational education programs and to who subsection (b) applies shall receive-(1) assessment of interest, abilities and special needs of such student with respect to completing successfully the vocational education program. (Title II Basic State Grants for Vocational Education ; Part A Vocational Education Opportunities; Section 204(c) Criteria for Services and Activities for the Handicapped and Disadvantaged)

Vocational Education for Special Needs Students: Linking Vocational Assessment and Support.

Considerable gains have been made in recent years in effective vocational education and employment preparation of students with special needs. Two specific service delivery systems have contributed significantly to this progress: vocational assessment and vocational support. Special needs students can achieve optimal success when these two service systems operate collaboratively. This article presents a vocational assessment design tied directly to the provision of vocational support in that support activities are based on assessment outcomes. The roles of assessment and support personnel are delineated within this collaborative approach with the intention that they be replicated in settings where they do not currently exist.