Students with Reading and Writing Challenges: Using Informal Assessment to Assist in Planning for the Transition to Adult Life

Abstract

The transition to adult life for students with reading and writing challenges is an area that is not often addressed. The purpose of this article is to relate the informal assessment process to the broader context of high stakes assessment, high school exit exams, diploma options, and transition planning; identify the competencies needed for a smooth transition to adult life for all students; identify the informal assessment techniques that are available and appropriate for use with adolescents with reading or writing challenges; and provide recommendations for integrating the results of the transition assessment process into instruction and support for students with reading and writing challenges.

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