ABSTRACT
This chapter discusses the inclusion of systematic preference assessment within transition planning as a way to accurately interpret the preferences of students who use limited symbolic or non-symbolic communication means. In light of an absence of empirical direction, the following considerations are offered for integrating preference assessment into the transition process. To integrate preference assessment, the team begins the transition process by creating a picture or profile of the focus student based on team members' relationships and knowledge of the student. The chapter illustrates how to integrate preference assessment within the transition process using person-centered planning as a framework to promote meaningful school-to-life outcomes for students with severe and profound disabilities. For students with severe disabilities who use limited symbolic or nonsymbolic communication, it may be difficult to accurately interpret desired school-to-life outcomes.
