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In the 2004 reauthorization of the IDEA, Congress wrote: "The federal government has an ongoing obligation to support activities that contribute to positive results for children with disabilities, allowing those children to lead productive and independent adult lives" (PL 108-446). This requirement went into effect July 1, 2005. (Transition Services, NDI).
Assessments
Transitional assessments address the preferences, strengths, interests and course of study based on the student's present levels of performance and age appropriateness. These assessments include an evaluation of the student's skills and interests related to education, employment,...
The initial transition assessment may be prior to the eighth grade and could occur when a re-evaluation consideration is conducted. Furthermore, assessment should be ongoing and fluid.
Assessment tools must be used that clearly describe a child's strengths and weaknesses and document a child's interests and perceptions about their skills. Surveys and interviews work well for this type of assessment. There are six characteristics that should be considered when conducting a transition assessment; the assessment should be child centered, continuous, occur in many places, involve a variety of people, have understandable data, and be sensitive to cultural diversity (Cox, 2010).
References
Cox, K. (2010, January 8). Transition service plan. Georgia department of education. Retrieved January 16, 2012, from http://www.doe.k12.ga.us/DMGetDocument.aspx/Transition_Service_Plan_Directions.pdf?p=6CC6799F8C1371F6E4AB9602200DF4917DEBFEA08CF1DC1C198F7F1DF08E60DE&Type=D
Transition services. (NDI). Advocacy on call. Retrieved January 16, 2012, from http://www.advocacyoncall.org/special_needs/idea/
Several assessment tools are available, often using data collection sheets that include items such as direct observation and interviews with adults who closely interact with the student. In Justin's case, this group could include Carrie, the paraprofessional who works directly with Justin, in addition to the special education teacher, the speech and language specialist, other teachers who regularly interact with Justin (e.g., art, physical education, music and media), and
Depending on the child's abilities and self-awareness, these could include avoidance of triggers, self-soothing strategies, and learning to process the feelings and choose more healthy alternative responses. Results of the A-B-C assessment can be shared with other educators and parents and can assist in the planning of the next set of goals in the student's education plan. A second assessment strategy is monitoring achievement in the classroom. As shown in
Eeoc.gov /facts/ada17.html]. Students can be matched to a job based on information provided by the assessments (e.g., aptitude, strengths). Consideration must also be given to the logistics of a student's employment, including location, work hours, transportation, wages and benefits. Training and preparation for the job ideally take place both in school and on the job. There are more supports in the school setting with teachers and other personnel trained to work with students
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