Preface 1. Overview of Transition Assessment 2. Career Development as a Context for Transition Assessment 3. The Role of Self-Determination in the Transition Assessment Process 4. Using Outcomes of Assessment for IEP Planning 5. Roles of Key Players 6. Methods of Gathering Information 7. Matching Students to Environments: Making Transition Assessment a Success Appendix A. Summary for Post-Secondary Living, Learning, and Working Appendix B. Selected Commercially Available Tests/Assessment Procedures Appendix C. Sample Community Assessment Form Appendix D. Sample Job Analysis Form Appendix E. Sample Vocation Training Analysis Form Index
Description
Patricia L. Sitlington is Professor and Coordinator of the graduate emphasis in Career/Vocational Programming and Transition at the University of Northern Iowa. She has been a secondary classroom teacher and state department staff member, as well as program consultant. She has written extensively in the field of transition, and is co-author of Transition Education and Services for Students with Disabilities, a major textbook in the field. Her main interest areas are assessment, outcomes studies of young adults with and without disabilities, and cross-disciplinary collaboration. Dr. Richard C. Lombard is a Professor of Special Education at University of Wisconsin-Whitewater. He has authored or co-authored over forty articles in professional journals with an emphasis on transition assessment, vocational evaluation, community based transition models, and inclusion. Dr. Lombard served as President of the International Division on Career Development and Transition (DCDT) in 1999-2000. He currently serves as the Sweden Exchange Coordinator for UW-Whitewater and Umea University in Umea, Sweden. His international service includes work in Sweden, Australia, Nepal, India and Trinidad.