Chapter 17 Assessment for Transition Education and Planning.
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Transcript of Chapter 17 Assessment for Transition Education and Planning.
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Chapter 17
Assessment for Transition Education and Planning
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Assessment of Adolescents and Young Adults
Transition outcomes poor IDEA, PL 105-17
Coordinated set of activities Outcome-oriented process From school to post-school Transition plan based on student’s needs,
preferences, and interests
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Understanding the Framework
A statement of transition at age 14 A statement of needed transition services
at age 16 Ongoing assessment Setting post-school goals Framed by a set of guiding principles Comprehensive student and family-
focused transition plan
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Strategies and Approaches
Broad Approach with 3 components Student assessment
• Strengths, preferences, and needs Environmental analysis
• Potential living, working, and educational settings Determining the match between student and
environment
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Two Categories of Assessment Informal Procedures
Curriculum-based vocational measures Direct observation Ecological assessment Portfolio assessment Outcomes assessment
Interest and Aptitude Instruments Multiple aptitude test batteries Career and Occupational checklists Surveys and inventories
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Awareness of Career Options
Social and Prevocational Information Battery–Revised (SPIB–R)
Brigance Diagnostic Inventory of Essential Skills
Job analysis
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General Aptitudes and Work/Study Habits
General Aptitude Test Battery (GATB) Nonreading Aptitude Test Battery (NATB) APTICOM Occupational Aptitude Test Occupational Aptitude Survey and
Interest Schedule (3rd ed.) (OASIS–3) Brigance Employability Skills Inventory
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Vocational Interests
Reading-Free Vocational Interest Inventory–2 (R-FVII–2)
Wide Range Interest Opinion Test (WRIOT)
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Specific Work Skills
Dictionary of Occupational Titles (DOT)
Wide Range Employability Sample Test (WREST)
Singer Vocational Evaluation System (VES)
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Community Adjustment
Transition Planning Inventory (TPI)
The Life Centered Career Education (LCCE) Competency Assessment Knowledge Batteries
Brigance Life Skills Inventory
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Challenges in Providing Transition Services
Reasonable and achievable post-school outcomes
Levels of awareness expands interests Quality of relationship between family and
service providers
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Person-Centered Planning
Driven by individual and family Focus on gifts and capacities Dependent on community membership Emphasizes supports and connections
over services Enable plans to develop over time Consumer responsive
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Strategies for Person-Centered Planning
Making Action Plans (MAPS) Planning Alternative Tomorrows with
Hope (PATH) Circles of Support
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Advantages of Person-Centered Planning
Plan their own future Intensive ongoing communication Consistent with IDEA planning Continuous development of goals Specifies goals, activities, and objectives Increases goals supported outside of
school time
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Self-Determination Self-Determination Scale Self-Determination Knowledge Scale (SDKS) Whose Future Is It Anyway? Life-Centered Career Education Curriculum
(LCCEC) ChoiceMaker Self-Determination Transition
Curriculum and Program Next S.T.E.P (Student Transition and
Educational Planning
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Quality Indicators Involved
Parents and guardians Students at 14 years of age Variety of school staff involved Non-school agencies
Part of IEP Vocational curriculum Discussion of post-secondary education
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Quality Indicators, continued
Prepare students for community living and social situations
Transition plans reviewed annually Cooperative cross-training opportunities Interagency collaboration
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Assessment for College
10% of all post-secondary students are identified as having disabilities
Two most frequently mentioned assessments for college are Wechsler Adult Intelligence Scale–Third
Edition Woodcock-Johnson III Tests of Cognitive
Ability
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Recommendations Use validated practices Begin early Do not “medicalize” IEP Select appropriate assessment tools Capacity to implement Document successes Outcomes are the true measures of
success Advocacy is essential