Assessments

Transition assessments play a key role in developing and implementing transition goals, objectives and services. The assessments can vary according to the students that are being assessed but should all assess the same categories of information. “The instrument assesses employment, education, daily living, leisure, health, self-determination, communication and interpersonal relationships (Flexer, Baer, Luft, & Simmons, 2013, p. 107).” The assessments should be evaluated in order to plan the student’s future beyond high school. The planning should include goals and objectives that the student will begin to work toward as they explore their strengths, weaknesses and interests. The goals and objectives serve as a stepping stone to the student’s future as they transition out of high school. This is not an option as the student transitions to high school, it is required as part of FAPE and IDEA. By law, it must begin before the age of 16 but some school districts begin the transition planning process at the age of 14.

 Some schools will provide pre-planned assessments for special educators to use to for students with disabilities to help in the transition planning of the IEP. A special educator should have their own set of assessments that can be modified for specific students. They should always include the categories mentioned by Flexer, et al. When creating an assessment, it is important to include questions or statements that will assess the many categories related to transition. In this class, I was able to assess various assessments on the various levels and review them. I created my own transition assessment to use on my students with learning disabilities. Special Educators that work with different disabilities would need to modify their questions to meet the needs of their students. My assessment included two or three questions from all categories in order to perform a quick assessment for the student at the beginning of the year. This assessment allows me to have an idea of areas to cover in instruction to prepare the student for transition. As their annual IEP date approaches, I would offer a more intensive assessment for more specific details of their preferences and strengths. This would allow me to create goals and objectives specific to the student’s transitional needs. This is important for preparing the student for a successful transition.



 Sutherland Quick Assessment
Sutherland Transition Assessment

 Sutherland T-Chart Evaluation of Published Assessments

Sutherland T-Chart Assessment





 Flexer, R. W., Baer, R. M., Luft, P., & Simmons, T. J. (2013). Transition planning for secondary students with disabilities. (4th ed.). New York City, NY: Pearson.