Transition Assessment Practices in Nevada and Arizona

Abstract

This manuscript describes the results of a research study conducted in tWo Western states, investigating special educator knoWledge and use of various transition assessment strategies. Eighty-four special educators responded to a survey on transition assessment that asked questions about What they kneW about transition assessment strategies and Which ones they used. Assessments Were divided into three main categories: standardized, informal, and alternative. Questions Were also asked about student roles in the transition assessment process and the use of various self-determination assessment and curricula packages. Although most educators indicated that they Were aWare of all types of assessment strategies, they still relied heavily on those that Were either standardized or teacher-prepared. The results of the study indicated that special educators did not use transition assessment strategies that had been demonstrated to support student self-determination in the process (i.e., person-centered planning, student-led meetings, and self-determination curriculum-based instruments). More Work is needed to ensure that teachers have access to, and knoW hoW to use, these strategies in their classrooms.

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