This article will first provide an overview of the transition assessment process in terms of the requirements of the Individuals with Disabilities Education Improvement Act of 2004 and the basic tenets of the process. The second section will provide an overview of the methods of gathering assessment information on the student and on the living, learning, and working environments he or she has identified as part of the transition planning process. The roles of key personnel in the transition assessment process will then be identified. Finally, recommendations will be listed for tying the results of the transition assessment process into the Individualized Education Program, including providing information for the Summary of Performance.
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