Abstract
Transition assessments contribute significantly to the development of measurable postsecondary goals, identification of necessary transition services, and evaluation of the outcomes of such services (Morningstar & Liss, 2008) for students with disabilities as they transition into adult life. The data from such assessments provide the common thread in the transition process and form the basis for defining goals and services to be included in the individualized education plan (IEP; Sitlington, Neubert, & Laconte, 1997).
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