Collaborative Assessment for Employment Planning: Transition Assessment and the Discovery Process

Autor/inn/en	Stevenson, Bradley S.; Fowler, Catherine H.
Titel	Collaborative Assessment for Employment Planning: Transition Assessment and the Discovery Process
Quelle	In: Career Development and Transition for Exceptional Individuals, 39 (2016) 1, S.57-62 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143415619151
Schlagwörter	Special Education; Vocational Rehabilitation; Teacher Collaboration; Educational Practices; Delivery Systems; Transitional Programs; Individualized Education Programs; Needs Assessment; Employment Services; Adult Education; Qualitative Research + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Berufliche Rehabilitation; Lehrerkooperation; Bildungspraxis; Auslieferung; Individualized education program; Individualisierendes Lernen; Bedarfsermittlung; Employment service; Arbeitsvermittlung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Qualitative Forschung
Abstract	As the Workforce Innovation and Opportunities Act (WIOA) is implemented across the nation, special education and vocational rehabilitation professionals will need to increase their level of collaboration. One area of potential collaboration is assessment--transition assessment for the field of special education and the discovery process for adult service providers. The purpose of this article is to describe both processes, highlighting similarities and differences, and make recommendations for practice. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01