Transition Competencies Checklist
Overview
The Transition Competencies Checklist is designed as a self-evaluation
tool for secondary students with visual disabilities. The checklist identifies
students’ strengths and weaknesses in skill areas critical to the transition from
school to work and adult life.
Students can use the checklist results to communicate with their parents
or caregivers, in addition to the education and rehabilitation personnel with whom
they are involved, concerning their needs (academic, vocational, social,
personal). They can also use the checklist to set goals and document their
progress toward achieving objectives and goals.
Ideally, students will first complete the checklist early in their freshman
year in high school and continue to revisit it throughout their final years in school.
The checklist is intended as an annual evaluation tool, but can be used more
frequently to monitor progress toward goal achievement.
Under each competency, a number of indicators are listed and students
are asked to identify with a yes or no response whether or not the indicator
applies to them. A significant other or a team of concerned individuals (parents,
teachers, counselors, employers, and so forth) can complete the checklist, in the
event that a student is unable to self-evaluate. If the checklist is completed by
someone other than the student, the reporter’s name and contact information
should be included on the checklist cover sheet.
The ten competencies identified on the Transition Competencies Checklist
are described below.

An understanding of work based on real life experiences. This
competency focuses on the need for children to learn about work
through personal experiences at home (chores), community activities
(helping out at civic or organizational functions), and school (active
involvement in classroom or school projects).

Application of leisure and socialization skills. This competency
addresses the need for students to develop and engage in
interpersonal relationships. Also, considered are students’ needs to
engage in healthy, enjoyable activities during their free time.

Application of problem solving skills. This competency focuses on
the need for students to learn how to recognize that they have
difficulties or problems and take logical steps to resolve them. Under
this competency students are also asked to indicate to whom they will
go for help, if they are unable to independently resolve a problem.

Application of self-advocacy skills. This competency focuses on
the importance of students addressing their disability-related needs
with others in a proactive and positive manner. In addition, this
competency encourages students to assume responsibility for their
own affairs (setting an appointment with a doctor or scheduling a job
interview, for example).

Application of compensatory skills. This competency addresses
the disability-specific skills (traveling with a long cane, dog guide, or
sighted guide; reading and writing with braille, using optical devices, or
audio cassettes, using assistive technology, and so forth) that young
people with visual disabilities need to master in order to live and work
without unnecessary external supports.

Knowledge of career options and sources of information. This
competency relates to the students’ need to learn about a broad range
of jobs through resources available nationally and locally.

An understanding of employers’ concerns. This competency
addresses the need for students to be familiar with employers’ greatest
concerns about hiring individuals with visual disabilities and
understand how to allay their concerns.

An understanding of levels of ability and their impact with regard
to job placement. This competency focuses on how students learn
and what help they need from others (parents, teachers, counselors,
significant others) in order to be successful.

Mastery of career counseling content areas. This competency
focuses on self-awareness, career exploration, job seeking, job
maintenance, and employment skills.

Evidence of participation in work experience opportunities. This
competency addresses the need for students to have as many work
experiences as possible while they are still in school. Their work
experiences may be either paid or unpaid (volunteer) experiences.
To complete the checklist initially, a student will need approximately 20-30
minutes. However, this tool is not intended to be administered under timelines—
it is a self-evaluation tool and students may take as long as they like or need to
complete the checklist. Once the checklist has been completed, a helper
(counselor, teacher, parent, or other significant adult figure) may want to review
the student’s answers with him or her.
Indicators where the helper may want to elicit examples from the student
are noted with an asterisk on the attached helper’s checklist format. (Please
note: It is not necessary to ask for examples for every marked item—the
asterisks are to facilitate as the helper reviews results with the student by
indicating where such probes would be appropriate.) Some indicators may
indicate an attitudinal or emotional concern that may necessitate follow up
between helper and student. For example, if a student responds to “I recognize
when I have a problem” with a “No” or responds to “Someone helps me arrange
transportation” with a “Yes,” the helper might want to find out if these are areas in
which the student would like or needs some help.
Items that ask for detailed information, such as how fast a student types or
reads, may require additional assessment. If a student does not know the
answers to these questions, the helper may want to suggest an appropriate
mechanism for finding out the pertinent information. For example, a timed
reading sample to determine how fast a student can read unfamiliar material
would be an appropriate suggestion.
Finally, it is important for helpers to emphasize to students that there are
no “right” or “wrong” answers on the Transition Competencies Checklist. Each
student’s answers are “right” for him or her. The Transition Competencies
Checklist is designed for self-evaluation and personal goal setting. It is not
graded!
Completed checklists can be included in a student’s Transition or Career
Portfolio as well as shared with significant others: parents, teachers, counselors,
employers; thereby helping document student progress over time.