As the Workforce Innovation and Opportunities Act (WIOA) is implemented across the nation, special education and vocational rehabilitation professionals will need to increase their level of collaboration. One area of potential collaboration is assessment—transition assessment for the field of special education and the discovery process for adult service providers. The purpose of this article is to describe both processes, highlighting similarities and differences, and make recommendations for practice.
CallahanM.CondonE. (2007). Discovery: The foundation of job development. In GriffinC.HammisD.GearyT. (Eds.), The job developer’s handbook: Practical tactics for customized employment (pp. 23–33). Baltimore, MD: Paul H. Brookes Publishing Co.
3.
Government Accountability Office. (2012). Students with disabilities: Better federal coordination could lessen challenges in the transition from high school. Report to the Ranking Member, Committee on Education and the Workforce, House of Representatives. Retrieved from http://www.gao.gov/assets/600/592329.pdf
4.
Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. 1400 et seq. (2004).
5.
MetzelD. S.BoeltzigH.ButterworthJ.SulewskiJ. S.GilmoreD. S. (2007). Achieving community membership through community rehabilitation provider services: Are we there yet?Intellectual and Developmental Disabilities, 45, 149–160.
NeubertD. A.LeconteP. J. (2013). Age appropriate transition assessment: The position of the Division on Career Development and Transition. Career Development and Transition for Exceptional Individuals, 36, 72–83.
8.
NewmanL.WagnerM.KnokeyA.-M.MarderC.NagleK.ShaverD.. . . SchwartingM. (2011). The post-high school outcome of young adults with disabilities up to 8 years after high school (A report from the National Longitudinal Transition Study–2 [NLTS2]) (NCSER 2011-3005). Menlo Park, CA: SRI International. Retrieved from www.nlts2.org/reports/
9.
Rehabilitation Services Administration. (2014). Transition planning and services provided through the State Vocational Rehabilitation Services Program. Technical Assistance Circular. Retrieved from http://www2.ed.gov/policy/speced/guid/rsa/tac/2014/tac-14-03.pdf
10.
SitlingtonP. L.ClarkG. (2001). Career/vocational assessment: A critical component of transition planning. Assessment for Effective Intervention, 26, 5–22.
11.
TestD. W.AspelN. P.EversonJ. M. (2006). Transition methods for youth with disabilities. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
12.
TestD. W.MazzottiV. L.MustianA. L.FowlerC. H.KorteringL.KohlerP. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32, 160–181.
13.
WinsorJ. E. (2014). State intellectual disability and developmental disabilities agencies‚ service trends (DataNote Series, Data Note No. 49). Boston: University of Massachusetts Boston, Institute for Community Inclusion. Retrieved from http://www.communityinclusion.org/pdf/DN49_F.pdf
14.
Workforce Innovation and Opportunities Act (2014). PL 113128.
