Thoma transition assessment.pdf
Transition Assessment
by Colleen A. Thoma, Ph.D. Department of Special Education and Disability Policy Virginia Commonwealth University Richmond and Ronald Tamura, Ph.D. Department of Special Education and Reading Southern Connecticut State University New Haven with invited contributors
Contents
Transition Assessment
Ronald Tamura and Colleen A. Thoma- Transition, Transition Assessment, and IDEA
- Formal Assessments
- Informal Assessments
- Alternative and/or Performance-Based Assessments
- Transition as a Backward Design Process
Academic Assessment
Colleen A. Thoma, Roberta Gentry, Kimberly Boyd, and Karren Streagle- Formal Academic Assessments
- Informal Academic Assessments
- Alternative or Performance-Based Academic Assessments
- Applying the Principles of Universal Design for Learning to Academic Assessment
- Involving Parents in Academic Assessment
- Collaborating with Others in Academic Assessment
Self-Determination Assessment
Colleen A. Thoma- Self-Determination
- Formal Self-Determination Assessments
- Curriculum-Based Self-Determination Assessments
- Performance-Based Self-Determination Assessments
Employment Assessment
Elizabeth Battaglia, Cynthia Nixon, and Ronald Tamura- Identifying Strengths, Interests, Preferences, and Employment Options
- Assessing the Work Environment for Job Placement
- Identifying Assistive Technology and Other Supports that Will Allow Individuals to Perform Work
Postsecondary Education Assessment: Practices to Document Student Progress, Preferences, and Interests Related to Postsecondary Education and Learning
Joseph W. Madaus, Lyman L. Dukes, III, James E. Martin, and Mary E. Morningstar- Purpose of Assessment at the Secondary versus Postsecondary Levels
- Formal Assessments
- Informal Assessments
- Alternate Assessments
- Involving Students in Postsecondary Assessment
- Involving Parents in Assessment
- Collaborating with Others in Assessment
Health Care Assessment
Edwin Achola, Ronald Tamura, and Cynthia Nixon- Collaborating with Others in Health Care Assessment
- Assessments Applying the Principles of Universal Design for Learning to Health Care Assessment
Community Assessment
Christina C. Bartholomew and Colleen A. Thoma- Assessment of Student Abilities, Interests, and Support Needs
- Formal Assessments
- Informal and Alternative/Performance-Based Assessments
- Collecting Specific Assessment Data in the Community
Making Sense of Transition Assessment Data
Colleen A. Thoma and Ronald Tamura- Vision for the Future
- Requirements of Postschool Environments
- How to Use the Assessment Data to Set Goals
- Transition Services and Interagency Linkages
- Measuring Progress
About the Authors
Colleen A. Thoma, Ph.D.
Professor of Special Education and Disability Policy, Virginia Commonwealth University. Dr. Thoma's research focuses on teacher preparation, self-determined transition planning, and postsecondary education transition programs for students with intellectual disabilities.
Ronald Tamura, Ph.D.
Associate Professor of Special Education and Reading, Southern Connecticut State University. Dr. Tamura specializes in personnel preparation, self-determination, and transition-related research.
Transition Assessment
What do you want to do after high school? Many teenagers struggle with answering that question. Even students who answer by saying "I don't know" hold ideas about components of their envisioned life. This book guides you to use assessments to aid students with disabilities in identifying post-high school goals.
Self-Determination
Transition assessment helps identify a student's strengths, preferences, and interests for planning their transition to adulthood. Effective transition assessment illuminates a student's path for their future.
Mr. David's Case Study
Mr. David, a transition specialist, examines two students, Chris and Michelle, showcasing the need for diverse assessment practices based on individual strengths and challenges.
Michelle
A 16-year-old with autism who often uses a communication device. She struggles with transitional assessment due to communicative difficulties but excels in creative learning environments.
Chris
A 16-year-old diagnosed with ADHD, who is otherwise academically successful yet faces challenges in organization. He is interested in pursuing a career in computer science after potential travels in Europe.
Transition, Transition Assessment, and IDEA
IDEA 2004 defines transition services as coordinated activities focused on improving the academic and functional achievement of students with disabilities to facilitate their movement from school to postschool activities, influenced by their needs and aspirations.
Assessment as a Process of Discovery
Effective transition assessment begins with a clear understanding of student goals and strengths, achieved through diverse assessment practices categorized into formal, informal, and performance-based assessments.
Conclusion
Transition assessment is a critical process for maximizing the potential of students with disabilities, facilitating their journey into adulthood through targeted, individualized transition plans.