Transition Assessment

Develop a person-centered plan for all areas of need and interest and use it to inform educational programming and vocational experiences. Document the plan’s vision and action-planning items in the IEP or other relevant documents.

To the greatest extent possible, the individual with deaf-blindness should direct his or her own transition process.

Include an evaluation of the individual’s current and future transportation needs (e.g., public transportation, independent driving, ambulation, orientation and mobility).

Assess and advocate for the supports the individual will need to be successful in educational endeavors, independent living, community integration, and employment settings.

Evaluate supports and barriers related to participation in current and, if possible, future environment. Environmental assessment should include home, educational, community, and employment settings.

Assess the individual in familiar environments, performing familiar tasks, as well as in new environments performing unfamiliar tasks. Include an evaluation of participation in Pre-Employment Transition Services (PETS) through vocational rehabilitation as required by the Workforce Innovation and Opportunity Act (WIOA).