Descripciones mejoradas de Syndetics:

A practical, "hands on" book designed to provide the reader with a comprehensive understanding of how to use assessment information to develop transition plans.

Extremely practical and comprehensive, this new text demonstrates how to use transition assessment information to plan and design IEP goals and objectives. Theory, practice and application are tied together to develop the readers knowledge and skill in transition assessment. As such, the reader is provided with what to assess as well as how to assess. Finally, the book is structured to allow the reader to practice and demonstrate their understanding of transition assessment.

The text provides students with a model of transition assessment and several criterion referenced assessment instruments useful in student assessment. Plus, a chapter dedicated to each component of a holistic transition assessment model that helps students practice what and how to assess.

Tabla de contenidos provista por Syndetics

• To the Reader(p. xi)
• Section 1 The Foundation of Transition Assessment(p. 1)
• Chapter 1 Transition Planning and Transition Assessment: What Is It? Why Do We Do It?(p. 2)
• Historical Overview(p. 2)
• IDEA and Transition Planning(p. 3)
• Transition Assessment(p. 5)
• Relationship of the Transition Plan to Other IEP Goals and Objectives(p. 7)
• Chapter 2 Career Development and Transition Assessment(p. 12)
• Career Maturity(p. 13)
• Career Development and Disability(p. 14)
• Career Development and Transition Assessment(p. 15)
• "Readiness" to Make Career Decisions(p. 15)
• Chapter 3 Assessment of Future Planning Needs(p. 20)
• The Relationship of Career Planning, Future Planning, and Transition Assessment(p. 20)
• Resources for Assessing Future Planning Needs of Students with Mild to Moderate Disabilities(p. 23)
• Future Planning Inventory System(p. 23)
• Using Future Planning Assessment Information to Develop IEP Goals(p. 26)
• Resources for Assessing Future Planning Needs of Students with Mild Disabilities(p. 33)
• Resources for Assessing Future Planning Needs of Students with Moderate to Severe Disabilities(p. 35)
• Chapter 4 Assessment of Self-Determination and Self-Advocacy Skills(p. 38)
• The Relationship between Self-Determination and Self-Advocacy(p. 42)
• Resources for Assessing Self-Determination(p. 43)
• Commercially Available Self-Determination Assessments(p. 44)
• Additional Resources for Self-Determination, Self-Advocacy, and Future Planning(p. 48)
• Section 2 Building Blocks for Effective Transition Assessment and Planning(p. 53)
• Chapter 5 Using Academic and Behavioral Assessment Information for Transition Planning(p. 54)
• Learning Style Assessment(p. 62)
• Chapter 6 Functional Life Skills Assessments(p. 67)
• Social Skills(p. 70)
• Social Competence(p. 70)
• Comprehensive Transition Assessments(p. 71)
• Life-Centered Career Education Assessment Instruments(p. 74)
• Transition Planning Inventory (TPI)(p. 77)
• Life Skills Assessments(p. 77)
• Use of the Future Planning System (FPS) to Gather Life Skills Assessment Information(p. 78)
• Summary of Future Planning System for Tenisha(p. 80)
• Chapter 7 Vocational Assessment(p. 84)
• Vocational Assessment Assumptions(p. 84)
• Step 1 Identifying Essential Information That Must Be Collected Prior to Vocational Program Entry(p. 86)
• Step 2 Develop Data Collection and Exchange Procedures for the Entry Phase(p. 88)
• Step 3 Use Assessment Information to Plan the Student's Vocational Education Program(p. 91)
• Step 4 Identify Essential Information That Must be Collected to Monitor Each Student's Progress in the Vocational/Community-Based Education Program(p. 91)
• Step 5 Develop Data Collection and Data Exchange Procedures for Information That Is Monitored in School and Community Settings(p. 92)
• Step 6 Identify Essential Information That Must Be Reviewed Prior to the Student's Transition into Future Planning or Employment Settings(p. 93)
• Step 7 Conduct an Exit Transition Meeting(p. 94)
• Chapter 8 The MAGIC Model: How to Integrate Formal and Curriculum-Based Assessment for Career Planning(p. 98)
• Component 1 Make a Prediction about Future Settings(p. 98)
• Component 2 Assess Entry-Level Skills of Predicted Settings(p. 102)
• Component 3 Guide Student's Acquisition of Discrepant Skills(p. 104)
• Component 4 Instruct for Generalization(p. 107)
• Component 5 Conduct Maintenance Checks(p. 108)
• Chapter 9 Using Transition Assessment Information to Design an Effective Transition Plan(p. 113)
• Joe Site: Longitudinal Transition Planning(p. 114)
• Summary of Transition Assessment Information from 9th Grade Evaluation(p. 114)
• Summary of Transition Assessment Information from 10th Grade Evaluation(p. 121)
• Transition Planning for the Senior Year(p. 129)
• Summary of Transition Assessment Information from 11th Grade Evaluation(p. 130)
• Summary of Joe Site's Transition Plan(p. 139)
• Chapter 10 The Collaborative Transition Model: An Interdisciplinary Approach to District-Wide Transition Planning(p. 142)
• Step 1 Internal Steering Committee(p. 142)
• Step 2 Transition Core Team(p. 143)
• Step 3 Community Survey(p. 144)
• Step 4 Community Action Plan(p. 144)
• Step 5 Individualized Transition Process(p. 147)
• Step 6 Annual Evaluation(p. 152)
• Appendix A Informal Transition Assessment Instruments(p. 155)
• A-1 Questions to Ask to Gauge Career Maturity of Students(p. 155)
• A-2 Future Planning Inventory(p. 157)
• Form 1 Student Inventory(p. 157)
• Form 2 Parent Inventory(p. 163)
• Form 3 Educator Inventory(p. 169)
• A-3 Self-Determination and Self-Advocacy Skills Questionnaire(p. 173)
• Form 1 Student Form(p. 173)
• Form 2 Parent Form(p. 175)
• Form 3 Educator Form(p. 179)
• Form 4 Student and Teacher Interview: Performance Battery(p. 183)
• Form 5 Scoring Summary Sheet(p. 186)
• A-4 C.I.T.E. Learning Styles Inventory(p. 187)
• A-5 Transition Exit Form: Interagency Responsibilities(p. 193)
• A-6 Student Centered Data/Student Interview Format(p. 197)
• A-7 Program Inventory Form(p. 199)
• A-8 Vocational Assessment Profile(p. 201)
• Appendix B Completed Informal Assessment Information for Activities(p. 207)
• B-1 IDEA 1997-Critical Part 300 Regulations Regarding Transition Planning(p. 207)
• B-2 Completed Activity Forms-Future Planning Inventories for Susan McMillin(p. 209)
• Form 1 Student Inventory(p. 209)
• Form 2 Parent Inventory(p. 215)
• Form 3 Educator Inventory(p. 220)
• B-3 Completed Activity Forms-Self-Determination and Self-Advocacy Test Results for Sara P.(p. 223)
• Form 1 Student Questionnaire(p. 223)
• Form 2 Parent Questionnaire(p. 225)
• Form 3A Educator Questionnaire, Part A(p. 228)
• Form 3B Educator Questionnaire, Part B(p. 229)
• B-4 Activity Forms-C.I.T.E. Learning Styles Results for Sara Jones(p. 231)
• B-5 Activity Summary-Transition Planning Inventory (TPI) Results for Juan Rodrigiez(p. 236)
• B-6 Activity Summary-Transition Exit Form: Interagency Responsibilities for Heidi Camper(p. 238)
• B-7 Activity Forms(p. 241)
• Form 1 Vocational Assessment Profile Results for Spencer McGillacutty(p. 241)
• Form 2 Program Inventory Results for Spencer McGillacutty(p. 247)
• Form 3 Learning/Working Styles Inventory Results for Spencer McGillacutty(p. 249)
• Appendix C Transition Assessment Documents(p. 253)
• C-1 Transition Assessment Tools-Sequence of Assessment Tools Used by Large District in Junior High and High School(p. 253)
• C-2 Transition Planning Checklist(p. 256)
• C-3 Individual Student Transition Portfolio(p. 264)
• C-4 Interagency Guide for Transition Planning(p. 274)
• C-5 Post High School Follow-Up Survey: Class of 2003(p. 291)
• Appendix D Reevaluation Report: Joe Site-9th grade(p. 295)
• Appendix E Selected Assessment Tools for Transition Planning for Students with Mild Disabilities(p. 301)
• Index(p. 304)