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

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