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Transition Assessment to prepare students for Postsecondary Education and Employment Alma Price Taylor Program Specialist – Transition & Post Secondary Education NC Division of Vocational Rehabilitation Vocational Rehabilitation Counselor Determine the purpose of assessment documentation Diagnostic for Eligibility For Planning Services: Individualized Plan for Employment (IPE) Employment Goal Career Outcome Education and Employment Informed choice where the partners identify and explore together the various options in the consumer’s rehabilitation where the positive and negative implications from the consumer’s perspective are identified where the counselor provides support as needed for the consumer to make the informed choices that will result in a meaningful career outcome. Planning Transition Services What are the student’s needs, interest and preferences What are the student’s future hopes, goals and dreams for independence after high school What activities and services are needed to prepare the student to reach those goals Type of Assessments Vocational Evaluation Assessments Situational Assessments Community Based Assessments Exploration and Information about the career goal The Source of data Vocational Evaluation VR Certified Vocational Evaluator Community Rehabilitation Facility Community Based Assessment Data from Interviews (consumer, family & friends, school) Evaluation Referral Questions 1) What are functional limitations of disability? 2) How does impairment effect work potential? 3) With current functional limitations, does he/she have any transferable work skills? 4) Are accommodations a consideration to enhance work potential and what are they? 5) What type of wok environment does client perform best in? Evaluation Referral Questions 6) Does he/she have the essential skills necessary to be employed as a stock clerk, material handler, assembler, etc.? 7) Does he/she have the finger dexterity skills to work as a repair person or assembler? 8) Does he/she have entry level dexterity skills for assembly (industry, factory)? 9) Does he/she have the aptitude to be employed as a _______ and what reasonable accommodations will be needed? 10) He/she expresses interest in employment as a Receptionist, does he/she have skills for employment in this capacity? Evaluation Referral Questions 11) Assess general skills for employment and identify if he/she would benefit from adjustment services prior to job placement. 12) Does he/she have the potential to complete vocational training (Cosmetology, Truck Driver, or Barber etc.)? 13) Is pursuing four years of college in a career field a reasonable expectation? 14) Evaluate aptitudes and identify highest aptitudes to use in guiding and career direction. Planning for College Vocational Evaluation, Career exploration Review transition plan Job choice –College Capabilities, interests, strengths for college potential College programs match student ability Community College, Proprietary School, Four year University, Vocational/Trade School Things to Remember Take the “soft skills” of the consumer into account There are not "cut off" scores because everything is individualized There are so many different levels of training with varying levels of demands For young people who will be working in a different kind of economy, having the best skill set possible is a priority for each student Give student the opportunity to be successful at the maximum level Read and consider all background information, check with teachers and transcripts to see how the student is performing, administer the tests appropriate based on the referral questions, and then carefully observe/listen to the student The Final Word Read and consider all background information, check with teachers and transcripts to see how the student is performing, administer the tests appropriate based on the referral questions, observe and then carefully listen to the student Stephan Hamlin-Smith Executive Director The Association on Higher Education And Disability (AHEAD) The impact of ADA and Section 504 (civil rights legislation) The secondary impacts of IDEA (regulatory legislation) The lack of a special education construct The notion of “Access –v– Success” Becoming “qualified” The role of self-advocacy Variance in institutional policies The impact of “burden of proof” To establish protection from discrimination To determine reasonable accommodations that are appropriate for the individual student Credentials of the evaluator Diagnostic statement identifying the disability Description of the diagnostic methodology used Description of the current functional limitations Description of the expected progression or stability of the disability Description of current and past accommodations, services, and/or medications Recommendations for accommodations, adaptive devises, assistive services, compensatory strategies, and/or collateral support services Suggestions for best preparing students for their successful transition to postsecondary education, specifically regarding their documentation.