This paper addresses the theoretical and practical concerns of transition-related career assessment for adolescents with mild disabilities. First, different terms used with assessment-career, vocational, and transition assessment-are defined to gain a clearer understanding of the general purposes of career assessment in transition planning and preparation. Second, the applicability of prominent career theories, including common assumptions or misconceptions, about the career behavior of individuals with mild disabilities is discussed. Third, primary career assessment areas that support the preparation of adolescents with mild disabilities for making the transition from school to adult life are presented. Finally, the applicability of commonly used assessment instruments for individuals with mild disabilities is reviewed. Alternative ways to conceptualize the assessment process also are considered. Implications for practice and research are discussed.
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