Collaboration in Transition Assessment: School Psychologists and Special Educators Working Together to Improve Outcomes for Students With Disabilities

Abstract

The ultimate goal for school psychologists, special education practitioners, and other professionals who work with adolescents with disabilities is to help students plan and prepare to transition from school to adult life with the skills and knowledge to live happy, productive, and fulfilling lives. This article describes how school psychologists can support special education practitioners in improving transitions for students with disabilities, introduces free resources, and recommends forms of additional training. School psychologists are well positioned to support special education practitioners in facilitating the transition assessment process by providing documentation of postschool accommodation needs as students exit the school system.

Keywords:

• collaboration
• outcomes
• school psychologist
• special education
• transition
• transition assessment

Author Notes

Ryan O. Kellems is an assistant professor of special education at Brigham Young University. His current research interests are transition, video modeling/prompting, and using mobile technology to improve outcomes for students with disabilities. Dr. Kellems also provides professional development on a state, district, and school level on how to create, film, and implement video modeling/prompting interventions.

Ben Springer is the director of special education for the Wasatch School District in Heber, Utah. He is also a licensed school psychologist with an interest in social skills instruction, positive behavior supports, and evidence based practices in schools.

Melinda K. Wilkins is a special education teacher at Timpanogas Elementary School in Provo, Utah.

Caroline Anderson is a graduate student in school psychology at Brigham Young University in Provo, Utah.