Assessing the Transition-Related Strengths and Needs of Adolescents with High-Incidence Disabilities

Abstract

Although meaningful assessment is considered the cornerstone of transition planning, little empirical guidance is available to inform this assessment process. This study examined the transition-related strengths and needs of 160 students with emotional and/or behavioral disorders (EBD) or learning disabilities (LD) from the perspectives of special educators, parents, and youth. Teachers rated youth with EBD as evidencing more substantial needs than youth with LD across all 9 planning domains. Student's ratings were significantly higher than those of their teachers and parents. Variability in the extent to which participants reported having sufficient information to assess each domain, as well as the extent to which they considered each domain to be relevant to planning, highlights the importance of incorporating multiple perspectives into transition planning.

The Transition Status of Youth Departing Residential Care

“…However, youth self-reports in certain skill domains are not always consistent with reports from other key adults in their lives. Previous research has found that at-risk youth reported higher skills in behavior and social competence domains than their parents and teachers (Carter et al 2009;Hoza et al 2004;Owens et al 2007). These recommended transition assessment practices allow service providers to create individualized transition plans that promote successful reintegration into the community.…”

“…First, research suggests that transition assessment should include multiple perspectives from individuals who know the youth well across different contexts (Carter et al 2009). Considering many youth in care have limited social support networks and often experience multiple previous placements (Connor et al 2004;Courtney and Heuring 2005), identifying individuals who can provide an accurate and current evaluation of these skills can be difficult.…”

“…As discussed above, there are groups of at-risk youth who demonstrate an overly optimistic view of their competence (see Hoza et al 2004;Owens et al 2007). Further, Carter et al (2009) examined similarities and differences between educator, parent, and youth perspectives across nine transition domains (i.e., community participation, further education/training, employment, communication, self-determination, daily living, interpersonal relationships, health, and leisure activities). They found ratings of youth with disabilities were significantly higher than those of their parents and/or educators in the self-determination domain.…”

“…The authors suggest this finding may be due to the limited instructional time spent on teaching selfawareness, one of the seven skills commonly associated with self-determination. While finding a difference in youth and adults perspectives is not unusual (e.g., Carter et al 2009;Hoza et al 2004;Kolko and Kazdin 1993;Lee et al 1994), it is often difficult to ascertain which group (e.g., teachers, caregivers, or youth) provides a more accurate measure of a youth's competence.…”

Participation in part‐time special education and its correlation with the educational paths, self‐concepts and strengths of young adults

“…The post-school outcomes of youths with special educational needs have long been considered a revealing barometer of the quality and effectiveness of special education (for example, Carter, Trainor, Sun & Owens, 2009.) Unfortunately, findings from earlier studies and meta-analyses indicate that, as a whole, special education fails to prepare such youths to compete for positions in secondary education and working life (Newman, Wagner, Cameto & Knokey, 2009;Reid, Gonzalez, Nordness, Trout & Epstein, 2004).…”