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Current transition assessment practices.

M Agran1, R L Morgan

  • 1Department of Special Education, Utah State University, Logan 84322-2865.

Research in Developmental Disabilities
|January 1, 1991
PubMed
Summary
This summary is machine-generated.

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Vocational assessment practices are shifting. While experts advocate for skill deficit identification over prediction, this study found teachers and training specialists still use various methods for transition decisions.

Area of Science:

  • Vocational assessment
  • Special education
  • Transition services

Background:

  • Research suggests a shift from prediction-based vocational assessments to those identifying specific skill deficits.
  • The actual adoption of these new assessment methods by practitioners remains unclear.

Purpose of the Study:

  • To determine the frequency of prediction-related vs. skill deficit-related vocational assessment procedures used by secondary-level professionals.
  • To assess how frequently these professionals utilize assessment data for decision-making in vocational settings.

Main Methods:

  • Survey administered to secondary-level teachers and employment training specialists.
  • Data collected on the types of vocational assessment procedures employed.
  • Inquiry into the use of assessment data for transition-related decisions.

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Main Results:

  • Professionals reported using a diverse range of assessment procedures for making transition decisions.
  • Both prediction-related and skill deficit-related assessments were utilized, indicating a mixed approach.

Conclusions:

  • Secondary-level teachers and employment specialists employ varied vocational assessment strategies.
  • Findings highlight the ongoing integration of different assessment approaches in practice.
  • Further research is needed to understand the full implications of these mixed methods for student outcomes.