A descriptive study of educational professionals’ knowledge of transition assessment for individuals



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Transition planning requires implementation and direction by the findings of transition assessment regarding the student's needs, strengths, preferences and interests as mandated in the Individuals with Disabilities Education Improvement Act, 2004 (IDEA, 2004). Limited research is currently available that addresses what assessment tools practitioners utilize to meet the mandates of transition assessment to aid in transition planning for students with intellectual disabilities. The descriptive study reported herein attempted to determine educators’ knowledge about transition assessment practices and what is being utilized, specifically with students with intellectual disabilities as they transition from secondary to postsecondary life. This study employed the replication of a previously published study.



Assessment, Disability, Formal transition assessment, Independent living, Indictor 13, Indicator 14, Individualized education plan (IEP), Individualized transition plan (ITP), Individuals with Disabilities Education Improvement Act, Informal assessment, Formal assessment, Intellectual disabilities, Mental retardation, Person-centered planning, Self determination, Supported employment, Transition, Transition assessment, Transition planning, Transition services, Vocational education