2002
DOI: 10.1177/088572880202500106
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Career Assessment for Adolescents with Mild Disabilities: Critical Concerns for Transition Planning

Abstract: This paper addresses the theoretical and practical concerns of transition-related career assessment for adolescents with mild disabilities.First, different terms used with assessment-career, vocational, and transition assessment-are defined to gain a clearer understanding of the general purposes of career assessment in transition planning and preparation. Second, the applicability of prominent career theories, including common assumptions or misconceptions, about the career behavior of individuals with mild di… Show more

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Cited by 9 publications
(10 citation statements)
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“…Common across groups were participants' comments that indicated their lack of knowledge regarding exactly what steps to take to make their dreams and aspirations become realities. This is not surprising, given the ample evidence demonstrating that students with LD are not always familiar with the skills necessary for desired adult-living goals, such as employment, and that current models of career development have been based on the needs and strategies of European American, middle class adolescents (Rojewski, 2002). Determining steps to goal attainment may be even more complex for people who experience the disadvantages of low socioeconomic status and, as a result, lack the cultural capital to access crucial resources (Stanton-Salazar, 2001).…”
Section: Discussionmentioning
confidence: 99%
“…Common across groups were participants' comments that indicated their lack of knowledge regarding exactly what steps to take to make their dreams and aspirations become realities. This is not surprising, given the ample evidence demonstrating that students with LD are not always familiar with the skills necessary for desired adult-living goals, such as employment, and that current models of career development have been based on the needs and strategies of European American, middle class adolescents (Rojewski, 2002). Determining steps to goal attainment may be even more complex for people who experience the disadvantages of low socioeconomic status and, as a result, lack the cultural capital to access crucial resources (Stanton-Salazar, 2001).…”
Section: Discussionmentioning
confidence: 99%
“…For such students, Rojewski (2002) recommended what has been referred to as a Level III assessment, which generally takes several days to complete and typically uses informal transitional assessment procedures, including direct observations of the individuals in a variety of real-world situations and environmental analyses. Systematic informal assessments in the community contexts where daily choices are made for individuals with severe and multiple disabilities have considerable merit because they may not only yield more reliable information than formal transition assessment practices or third-party informants but may provide the most useful information for program planning purposes (Lohrmann-O'Rourke & Browder, 1998) for such individuals.…”
mentioning
confidence: 99%
“…One aspect of any possible answer entails an understanding of occupational aspirations, inclusive of general plans and ideal and realistic aspirations. Rojewski (2002) reminded us that one of the easiest ways to learn about these aspirations is to simply ask what one wants to do. In fact, some research suggests that simply asking about one's aspirations can be as accurate as inventoried interests.…”
mentioning
confidence: 99%