Transition Planning Assessment for Secondary-Level Students with Learning Disabilities

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Abstract
This article presents a survey of and recommendations for transition planning assessment for secondary teachers of students with learning disabilities. The author makes a case for redirecting assessment practices in secondary instructional programs to obtain present-level-of-functioning information for IEP planning that extends beyond high school graduation as a single outcome. Critical outcomes in adult adjustment requiring transition planning are presented. Current standardized and nonstandardized assessment procedures that focus on adult outcomes, as well as preferences and interests in planning for the future, are described. The author gives recommendations for planning and conducting transition-needs assessment for secondary schools.