Pictorial Interest Inventory – Clip Art Version.

Use the links below to examine existing resources for illustrated and video assessments. If not, then another assessment needs to be picked or students will need to be coached through the assessment with the educator presenting and then explaining each choice. This means that before asking students to complete an interest inventory educators need to know if students can read and understand the words or pictures. (2005) study is obvious - special educators need to engage students in the transition assessment process and use assessment materials students can understand. When the preference range was expanded to the top three choices, a 29% match existed between what the caregivers identified as the students’ top three choices and what the students actually chose. The researchers found a 6% match between the top choice caregivers indicated the students would like and what students actually picked. After watching all the videos several times and confirming top choices, the researchers compared the matches made by caregivers and those made by students.

The videos depicted different job sites, tasks, and various job characteristics.

Next, students selected what they liked best across pairs of brief videos. Researchers asked primary caregivers to rank order employment settings, tasks, and job characteristics that a student with a disability would like the best. (2005) showed the fallacy of using others to determine student choice in a study demonstrating individuals with severe intellectual disability with limited to no reading skills could reliably select their own vocational preferences when given an opportunity to do so. This results in student voices not being heard. Instead, family members or others who know students well are asked to state students’ vocational preferences. Opportunities for informed choice often do not happen for students with disabilities who have limited or no understanding of written text. Shevin and Klein (1984) defined choice as “an individual’s selection of preferred alternatives from among several familiar options” (p. Students with disabilities, including those with severe intellectual disability and extensive support needs, have distinct preferences, thus the assessment process needs to be structured so students can make informed choices and decisions (Lohrmann-O’Rouke et al., 2000). To do this, assessment materials need to be presented to students in a manner understandable to them (Martin & Zhang, 2020). To fulfill the federal special education law’s transition assessment requirement, students with disabilities need to meaningfully participate in the transition assessment process (Collier, Griffin, & Wei, 2016). Users “read” the illustration and pictures or watch brief videos, then mark their preferences. Rather than words, illustrated and video career assessments use drawings, photos, or videos of actual jobs. Most interest inventories require reading skills, but these are of little use for transition-age students with limited or no understanding of written text. The assessment results match the results to various careers.

These tools typically ask users to identify if they like or do not like certain job-related tasks or activities.

Department of Labor, an interest assessment enables individuals to identify careers matching one’s interest. What are Illustrated and Video Career Interest Assessments?Īccording to the CareerOneStop website sponsored by the U.S.

Pictorial interest inventory source