Journal of Rehabilitation 2010, Volume 76, No. 4, 18-26 Career Assessment Practices for High School Students with Disabilities and Perceived Value Reported by Transition Personnel W hen making the transition from high school to employ- ment, students with disabilities are often less successful than peers without disabilities (Rusch, 2008). Historically, students with disabilities are more likely to experi- ence higher rates of unemployment and underemployment (Ochs & Roessler, 2004) and are less likely to complete postsecondary education (Blackorby & Wagoner, 1996; U.S. Department of Education, 2002). In accounting for these outcomes, a host of rea- sons have been reported throughout the literature. These include ineffective interventions that provided limited opportunities to explore careers to promote job related self-knowledge (Enright, Conyers, & Syzmanski, 1996), lack of awareness regarding how career efficacy beliefs impact career development outcomes (Ochs & Roessler, 2004), lack of early career exploration experi- ences (Curnow, 1989 in Beveridge, Heller Craddock, Liesner, Stapleton, & Hershenson, 2002), societal attitudes and beliefs regarding career potential (Millington, & Reed, 1997), unad- dressed familial and cultural expectations (Mpofu & Wilson, 2004), poor understanding among students on how self-determin- ism impacts empowerment and successful outcomes (Carter, Lane, Pierson, & Stang, 2008; Trainor, 2008), worksite accom- modation and employment barriers (Enright et al., 1996; Millington, & Reed, 1997), lack of funding to support state voca- tional rehabilitation services (Lamb, 2007), lack of participation and cooperation among professionals who develop and implement the transition plan (Grigal, Test, Beattie, & Wood, 1997 as cited in Mpofu & Wilson, 2004), and an unclear understanding of profes- sional competencies needed to successfully transition youth to employment, work and related life roles (Kamens, Dolyniuk, & Dinardo, 2003). These obstacles impact how high school students with disabilities identify, address, and negotiate the transition from school to post-secondary endeavors. In order to facilitate employment opportunities, career assessment becomes an impor- tant tool in helping students develop effective career decision- making skills and achieve occupational aspirations (Cummings, Maddux, & Casey, 2000; Luzzo, Hitchings, Retish, & Shoemaker, 1999). Career Assessment Practices As applied to high school youth with disabilities, there is lit- tle consistency when conducting career assessments and interven- tions (Morningstar, 1997). High school is a critical period of tran- sition as students at this age make essential post secondary deci- sions regarding education and future vocations. Therefore, effec- tive intervention and assessment strategies are essential to assist students with disabilities to improve career self-efficacy (Beveridge et al., 2002) and self-determination (Schmitz, 2008). Available research to ascertain which assessment strategies are A statewide survey of nearly 400 high school personnel and state vocational rehabilitation counselors was conducted to examine career service practices of high school youth with disabilities. Using an on-line survey, results indicated that career assessments use mul- tiple methods that primarily focus on career interests, aptitudes and achievement as opposed to work values and knowledge of work. Although most respondents believe that services have positive impact on career development in helping students to identify and realize career potential, it appears that implementation of career services occur later rather than earlier in high school. It also appears that perceived levels of collaboration among team members, understanding of career service needs and usefulness for high school students with disabilities vary as a function of the individual transition member. Qualitative data analysis identified several themes to improve career services and transi- tion outcomes. James T. Herbert, Ph.D., Department of Counselor Education, Counseling Psychology and Rehabilitation Services, 314 CEDAR Building, University Park, PA 16802. Email: jth4@psu.edu James T. Herbert The Pennsylvania State University Dawn C. Lorenz The Pennsylvania State University Jerry Trusty The Pennsylvania State University 18 Journal of Rehabilitation, Volume 76, Number 4 4th Quarter JOR:April07.qxd 10/27/2010 8:42 PM Page 18