Assessing Transition Skills in the 21st Century

Rowe, Dawn A.; Mazzotti, Valerie L.; Hirano, Kara A.; Alverson, Charlotte Y.

doi:10.1177/0040059915587670

Cited by 72 publications

(29 citation statements)

References 9 publications

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“…Once we have gathered some necessary labor market information, we can begin the planning and intervention process. Rowe, Mazzotti, Hirano, and Alverson (2015) highlighted the Blueprint for Reform, which outlined a guide to incorporate assessments for students to support their successful transition to college and career endeavors. The five steps for service providers to collaborate on include: (a) determining what to assess, (b) selecting the appropriate assessments, (c) conducting the assessments, (d) analyzing the assessment results, and (e) signing the assessment data for planning and intervention.…”

Section: Assessmentmentioning

confidence: 99%

“…The traditional transition planning process is typically conducted annually with little input from the student and is focused on the student's current capabilities, weaknesses, and identified disabilities. Rowe et al (2015) proposed having the assessment process be ongoing, with the student playing an active role and focusing on their strengths and how they can use those strengths for future roles in employment and the community. We suggest that professionals incorporate current and future labor market needs into this planning process.…”

Section: Assessmentmentioning

confidence: 99%

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Her Voice: Engaging and Preparing Girls With Disabilities for Science, Technology, Engineering, and Math Careers

Griffiths

Nash

Maupin

et al. 2020

iejee

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Science, technology, engineering, and math (STEM) related fields comprise the top 30 occupations expected to grow the fastest by 2026. This increase in job opportunities, coupled with the evolution of technology, is creating higher demands for diversity in the labor market. Currently all students require innovative training and support from a young age to pursue STEM careers successfully. However, women and girls with disabilities face unique barriers along the STEM education pipeline. In this paper, we report the current and projected labor market trends in the United States. We then consider how this labor market information can be used by elementary educators to engage girls with disabilities in STEM-related learning effectively. Finally, through our analysis of labor market needs and the available assessment and intervention literature, we present a science-informed framework for intervention.

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Section: Assessmentmentioning

confidence: 99%

Section: Assessmentmentioning

confidence: 99%

Her Voice: Engaging and Preparing Girls With Disabilities for Science, Technology, Engineering, and Math Careers

Griffiths

Nash

Maupin

et al. 2020

iejee

View full text Add to dashboard Cite

show abstract

“…Although students may have traditionally taken a more passive role in the transition assessment process, current practice emphasizes an increasing active role for students in the process (Rowe, Mazzotti, Hirano, & Alverson, 2015). Although the assessment process involves many people who are important to the student, the student and his or her family play key roles.…”

Section: Transition Assessmentmentioning

confidence: 99%

“…Although collecting student input to the fullest extent possible is an essential component of student-centered individualized transition planning, including information gathered from general education teachers can guide instruction and postschool goals (Rowe et al, 2015). Practitioners may consider using Google Forms to increase the ease with which teacher input can be collected to guide transition planning.…”

Section: Examples Of Using Google Forms For Transition Assessmentmentioning

confidence: 99%

The Power of the Cloud: Google Forms for Transition Assessment

Scheef

Johnson

2017

Career Development and Transition for Exceptional Individuals

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The inclusion of age-appropriate transition assessments is a key component of transition services for students with disabilities. Although these assessments may focus on a variety of areas, their general purpose is to provide guidance in developing individualized postschool goals and design transition services to help students achieve these goals. Practitioners are tasked with conducting assessments that provide meaningful information from a variety of sources. This can be an unwieldy task, which can be streamlined and customized using Google Forms. This free cloud-based service can be used to aid practitioners when collecting and analyzing data from transition assessments. This article includes a general discussion of transition assessment and describes how the process may be simplified using Google Forms.

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“…There is a substantial body of research exploring the period of transition from primary to secondary school for learners (for example, see Rowe et al, ; Barnes‐Holmes et al, ). However, there is comparatively little research looking exclusively at this transition process for children with special educational needs (Barnes‐Holmes et al, ; Lightfoot & Bond, ).…”

Section: Introductionmentioning

confidence: 99%

Factors influencing the successful transition of young people with Down syndrome

Mullan¹,

Prendeville²,

Kinsella³

2018

British J Special Edu

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This study explored parental experiences and factors impacting on the successful transitioning of young people with Down syndrome from primary to mainstream secondary school settings in Ireland. This qualitative study used semi-structured interviews to examine the perspectives of parents (N = 5) and secondary school teachers (N = 3) regarding this transition process. Interviews were analysed via thematic analysis using a social constructionist perspective. Results revealed that open communication between parents and schools was a significant factor impacting positively on the experience. However, results also indicated that a balancing act was required to manage factors such as parental fears and expectations, educational resources and the challenges in supporting the child to navigate the social world of mainstream schools. Findings identify challenges to the successful inclusion of young people with Down syndrome at secondary-school level. Recommendations are made for future research.

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Assessing Transition Skills in the 21st Century

Abstract: The classroom ideas you want. The career credits you need. Summer classes on IEPs, Assistive Technology and Bookshare enrolling now. Learn more at PerkinseLearning.org.

Cited by 72 publications

References 9 publications

Her Voice: Engaging and Preparing Girls With Disabilities for Science, Technology, Engineering, and Math Careers

Her Voice: Engaging and Preparing Girls With Disabilities for Science, Technology, Engineering, and Math Careers

The Power of the Cloud: Google Forms for Transition Assessment

Factors influencing the successful transition of young people with Down syndrome

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