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 Perf...

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Bibliographic Details
Published in:Career development for exceptional individuals 2006-10, Vol.29 (2), p.114-124
Main Author: Leconte, Pamela J.
Format: Article
Language:English
Subjects:
Career Development
Career Planning
Careers
Community Based Instruction (Disabilities)
Elementary schools
Individualized Education Programs
Individualized Instruction
Learning
Social skills
Special education
Students
Teaching Methods
Vocational education
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Summary: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.
ISSN:0885-7288
2165-1434
1557-5047
2165-1442
DOI:10.1177/08857288060290020301