EEC Functional Transition Assessment Process

Comprehensive disability assessment services to individuals age three through adult

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EEC Functional Transition Assessment Process

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Assessments Must be Student Centered

IDEA specifically states: The transition component of the IEP "must be based on the individual student's needs, taking into account the student's preferences and interests."

  • Student centered transition planning must be based upon an individual's awareness of his or her present level of functioning, a personal vision for the future, and knowing what must be done to get where he or she wants to be.
  • Assessments are most meaningful when they relate the personal attributes of the student to the demands of the environment they wish to transition into.
  • Data that is gathered through assessment activities must be made available to the student in a context that is readily understood by the student.

Assessments Must be Question Driven

The Education Evaluation Center (EEC) asks the student, parents, special education teacher, vocational specialists, case manager, and any other involved school staff to complete a FUNCTIONAL ASSESSMENT REQUEST form in order to determine all of the transition concerns and questions.

  • There is no standard battery of tests for a functional transition assessment.
  • Assessments focus on the information needed to pursue the student's transition goals.
    • What skills do potential jobs, education, living arrangements, etc. require?
    • What community and/or job supports are needed or are available?
    • What are the student's current transition skill levels?

Assessments Involve a Team Effort

  • Assessment must be a shared responsibility, a team effort based on the student's transition goals and the referral questions.
  • Assessment activities are not the responsibility of the special ed teacher alone, even though they are usually the case manager for the assessment process.
  • Traditionally, students and parents have not been invited to contribute to the assessment process, or participate in joint decision making. Invite their participation and contributions!

The Education Evaluation Center has developed a Functional Transition Assessment Process for youths with disabilities to serve as a guide when developing individual transition assessment plans. The resulting manual and all forms used in this assessment process are available at: Functional Assessment in Transition and Rehabilitation for Adolescents and Adults with Learning Disorders, Pro-Ed, 8700 Shoal Creek Boulevard, Austin, Texas 78757-6897.

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