“.. .They Told Us We Had to Use It.” Special Educators’ Vocational Assessment Practices

Abstract

The purpose of this qualitative study was to explore the factors that shape how special educators conduct vocational assessments with students with disabilities. A total of eight special educators participated. Findings revealed that special educators use a combination of informal and formal vocational assessments, involve multiple persons, and individualize assessments to best meet the needs of their students. In addition, we found that various factors were associated with these vocational assessment practices, including students’ wants and needs, input from various team members, or school district requirements. The findings from this study contribute to a deeper understanding of how special educators conduct vocational assessments. Information can aid practitioners in better planning and deciding how to provide services. Findings from this study may also guide future researchers to conduct studies that will best support practitioners in using vocational assessments for their students with significant support needs.