Assessments

The purpose of all vocational assessments is to identify strengths, needs, and interests in determining appropriate work experiences for students in Campus and Community Programs as well as future planning.  These assessments lead to opportunities for work experiences and jobs that become part of the resume/portfolio for transitioning to adult life.

 

Vocational Assessments

At Perkins School for the Blind, Vocational Assessments are conducted in the Deafblind Program, Secondary and Community Programs (Outreach and Transition to Life Cooperative). Each program includes a team of professionals who conduct relevant vocational assessments that guide the work experience program of students and contribute to the transition planning and portfolio as students graduate and move to the next environment.

The following assessment instruments are used across campus as part of the individualized work experience planning, program development as well as transition planning.

Work Personality Profile and Computer Report cover

  • Independent Living Skills Assessment (conducted in cottages)
  • Total Lifelong Learning (completed and used for final transition report)
  • Vocational Profile and Assessment Form (profile that is updated annually and longitudinal across years)
  • Vocational Skills Checklist (checklist documenting skills across all work experiences)
  • The Work Personality Profile (normed instrument for individuals with disabilities-introduced 2015)
  • Situational Assessment Form (used to determine likes/dislikes and environmental needs)
  • O*Net Interest Profiler (on-line interest survey)
  • WAIS IV-R
  • Orientation and Mobility Assessment
  • O*net Interest Profiler logoComprehensive Educational Assessment
  • SAT College Admission Exam
  • Accuplacer (Normed Academic Test for entrance into community college)
  • Learning Media Assessment
  • AT Assessment
Vocational Teachers, Transition Specialists, Job Developers and Job Coaches are available to provide educational team considerations for students who receive evaluations from the Perkins Evaluation Department. These considerations are best provided as a consultative service based on the findings of the Perkins evaluation team.

Comprehensive Assessment Tools

Following is a resource list of assessment tools that can be considered in a comprehensive package that addresses vocational and transition planning and program development. These tools address learning potential and achievement, sensory and motor skills, emotional and adaptive behavior, vocational interest, individual characteristics (profile), self-determination, and independent living and transition planning.  In addition to the Vocational Assessments listed above, the following tools may also be part of a comprehensive assessment:
Collage for assessment tools for transition-age youth

Total Life Learning by Wendy Bridgeo,‎ Beth Caruso,‎ & Mary Zatta

Cover of Total Life Learning

The Total Life Learning curriculum was developed for students ages 3 to 22 who are blind, visually impaired including those students who have additional disabilities or are deafblind. The focus is on the development of life and career goals that enable student to maximize independence, self-determination, employability, and participation in the community.