What Do Transition Assessments Look Like for Students With a Significant Cognitive Disability? A Multistate Survey of Educational Stakeholders

Abstract Despite challenges educators face when assessing needs of students with significant cognitive disabilities, providing a fair and accurate assessment of skills is crucial to a student's future success. Dismal outcomes for these students indicate the current transition planning process i...

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Published inInclusion (Washington, D.C.) Vol. 8; no. 1; pp. 74 - 85
Main Authors Deardorff, Malarie E., Pulos, Joshua M., Suk, Andrea L., Williams-Diehm, Kendra L., McConnell, Amber E.
Format Journal Article
LanguageEnglish
Published District of Columbia American Association of Intellectual & Developmental Disabilities 01.03.2020
Subjects
Disability
Employment
Higher education
Planning
Special education
Students with disabilities
Teams
Validity
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Summary:Abstract Despite challenges educators face when assessing needs of students with significant cognitive disabilities, providing a fair and accurate assessment of skills is crucial to a student's future success. Dismal outcomes for these students indicate the current transition planning process is weak and not appropriate. Research suggests meaningful transition planning is facilitated by appropriate transition assessment to ensure students with significant cognitive disabilities make progress, meet annual transition goals, have individualized supports and services, and receive effective instruction. The purpose of this study was to investigate the nationwide transition assessment process for students with significant cognitive disabilities. Results indicated transition assessments are not fully assessing the needs of this population, thereby denying equal participation and access to inclusive environments.
ISSN:2326-6988
2326-6988
DOI:10.1352/2326-6988-8.1.74