2.2.1 Vocational Assessment
Louisiana Statewide Transition Project and Louisiana: Healthy and Ready to Work Fact Sheet Series
	7/8/99

I. WHY IS THIS IMPORTANT?

When planning and preparing for the transition to adult life, it is important to gather information about the vocational preferences and potential of young adults. The primary purpose of vocational assessment is to gather employment-related information about an individual. By gathering vocational information, and by using it to make decisions, young adults will have a greater chance of choosing and pursing a career that they will both excel in and enjoy.

II. KEY POINTS

Vocational assessment is a systematic, ongoing process designed to help young adults identify vocational preferences and potential. Vocational assessments can provide information about:

· interests;

· aptitudes;

· self-concept;

· work habits and behaviors;

· personal and social skills;

· values and attitudes towards work; and

· career development background (NICHCY, 1990).

Young adults planning for the transition to employment may be vocationally assessed in various ways. Observations, anecdotal information, on-the-job tryouts, classroom performance examples, teacher-made tests, and criterion-referenced tests may be used to informally vocationally assess young adults. Typically, teachers and other education professionals conduct these informal assessments. Formal assessments may be conducted using norm-referenced, commercially developed, and standardized instruments. Individuals trained to administer them (i.e., counselors, psychologists, etc.) should conduct inventories, aptitude and dexterity tests, work sample systems, and other formal appraisal instruments. It should be noted that informal vocational assessment is just as important and useful as formal vocational assessment, especially when evaluating young adults with disabilities. Formal tests have the potential danger of giving an inaccurate view of the abilities of young adults with disabilities, as they are rarely normed on groups that include people with differing abilities or support and accommodation needs.

Whether formal or informal, vocational assessments of young adults with disabilities should be functional. Functional vocational assessments focus on what an individual can do, learn, and achieve. They do not simply recount academic, intellectual, or physical deficits. Functional assessments emphasize skills in natural environments and help to identify needed training supports and/or potential accommodations or adaptations. Functional vocational assessments can help ensure that the implications of the young adult's strengths and needs are addressed when planning for employment.

Vocational assessment information should begin to be collected during the middle or junior high school years. Young adults in high school should be informally vocationally assessed each year, and formally vocationally assessed at least every three years at their triennial re-evaluation. Often, when making the transition to adult agencies, formal vocational evaluations are conducted before making decisions about services offered and/or funded. For example, Louisiana Rehabilitation Services (LRS) has Rehabilitation Employment Assessment Programs (REAP) throughout the state. Some young adults applying for services may be referred to a REAP or to another vocational assessment agency for a vocational assessment. LRS will then fund services based on the results of the REAP assessment.

Information gathered through vocational assessments, as well as information relating to experiences in various work preparation programs and job placements, should be kept in a Vocational Profile. Personal and vocational attributes, strengths and needs, and recommendations for potential career directions should also be included. The Vocational Profile can be a valuable tool to show work experience, training, and aptitude. It can be shared with new service providers (i.e., new teachers, vocational rehabilitation counselors, job coaches, etc.) or potential employers.

Results of vocational assessments should be used to make decisions regarding education and training needs of young adults. Plans that address vocational goals, including the Transition Services Page of the Individualized Education Program (IEP) and the Individual Plan for Employment (IPE) (formerly the Individualized Written Rehabilitation Program, or IWRP), can be based on both informal and formal vocational assessments. Once vocational goals are identified, support services (transportation, assistive technology, etc.) needed to attain these goals can be explored and planned for.

III. ROLES/NEXT STEPS

Students/Young Adults:

Young adults should discuss their vocational dreams with their families, teachers, and others. They should be actively involved in all stages of transition planning so that their preferences and desires are known.

Young adults should make sure that they understand the results of vocational assessments and what impact they may have on vocational options. Young adults should understand that some agencies fund services based upon the results of vocational assessment information.

Young adults should keep a record of their various work experiences. Recording thoughts about each experience can help young adults determine which types of jobs they like and why. This information can be shared with teachers, families, services providers, and potential employers. It can also be included in a Vocational Profile.

Families:

Families should acquaint young adults with as many occupations as possible. They should talk to young adults about jobs held by family members and friends. Family members can also give young adults opportunities to observe them on the job. Finally, families can help young adults seek either paid or volunteer summer employment. Each of these experiences will help young adults learn about the world of work.

Families should be active members in the transition planning process. They should ask to review the results of vocational assessments, make sure they understand the results, and know how the results are being used for transition planning.

Families should request that school programs include career exploration and preparation activities and that all young adults can access them. Anecdotal information gathered during activities such as job shadowing, internships, community vocational training, School-to-Work activities, and other employment-related activities are key parts of a good Vocational Profile and can be helpful when planning for the future.

Agencies:

Local Education Agencies (LEAs) should ensure that members of their Pupil Appraisal staff are trained in vocational assessment, including functional vocational assessment. Vocational assessments should be a large part of any assessment of young adults ages fourteen and older. LEAs can help compile Vocational Profiles for young adults. Educators (including special education teachers and vocational education teachers) may gather information regarding academic strengths, employability skills, and interpersonal skills. They can also help design assessment activities for use in the classroom and on work sites.

Guidance counselors play a key role in vocational planning for all students. They should interview young adults about career goals and vocational plans and counsel them about opportunities. Guidance counselors may also administer paper and pencil or computer-based tests to identify interests, aptitudes, and work values. Guidance counselors can also work with LEAs to gather informal assessment information regarding vocational experiences of all students.

Vocational evaluators (both at school and at adult agencies) are vital to the vocational assessment process. These professionals are often trained in various formal and informal vocational assessment techniques. They can also provide guidance and assistance to young adults, families, and service providers seeking vocational information.

Most importantly, collaboration among LEAs and agency personnel is essential for gathering information for use in vocational planning and placement. All individuals with knowledge of vocational assessment should attend IEP meetings at which transition to employment is discussed.

IV. RESOURCES/CONTACTS

Assess For Success: Handbook on Transition Assessment

By Sitlington, Patricia L., and others

Available from The Council for Exceptional Children

1920 Association Drive

Reston, VA 20191

1-888-CEC-SPED

Local Education Agencies:

To find out about assessments provided by Local Education Agencies, contact your local parish school board office and ask to speak to the Transition Coordinator, a Guidance Counselor, and/or a Vocational Evaluator.

Louisiana Rehabilitation Services:

925-4131 in Baton Rouge, or 800-737-2958

(Call to get the number of the LRS office nearest you.)

National Information Center for Children and Youth with Handicaps (NICHCY)

PO Box 1492

Washington DC 20013

1-800-999-5599

Vocational Evaluation and Work Adjustment Association

202 E. Cheyenne Mountain Blvd., Suite N

Colorado Springs, CO 80906

719-527-1800 (voice/TDD)

Internet: http://www.vewaa.org

V. REFERENCES

NICHCY (1990). Transition Summary: Vocational assessment, A guide for parents and professionals. Washington, DC: National Information Center for Children and Youth with Disabilities (NICHCY).

Washington State Department of Education (1999). Identification of needs and the functional vocational evaluation. In Transition Guide, Seattle: Washington State Department of Education. [available via internet at: http://www.inform.sopi.wednet.edu/sped/transition/guide/four.html]