High school teachers' perspectives on the implementation and application of transition assessment for students with disabilities

[[abstract]]The study utilized self-developed transition questionnaires to investigate high school special education teachers’ implementation and application of transition assessment for their students with disabilities. The purpose of the study is to describe the current transition practices, including the personnel who conducts the transition assessment, focuses of the transition assessment, assessment items, the consideration of IEP/ITP in transition assessment, and factors impacting the assessment. The results have shown that teachers used a variety of methods in transition assessment, and the process of the assessment involved multiple personnel. Different teachers used different transition practices and thus the transition practices were not consistent across teachers. There were also differences between the transition practices teachers had agreed upon ideologically and what they actually practiced in their classrooms.