A strengths-based approach to transition assessment and planning can ensure that special education services are person-centered. To better understand the strengths and needs of students with emotional and behavioral disorders (EBD), we compared the perceptions of students and their teachers from three public high schools. A convergent mixed-methods analysis of transition assessments, interviews, and educational documents revealed significant differences between perspectives. On the Transition Planning Inventory–2, student ratings (n = 8) were higher than teacher ratings (n = 8) on eight out of 11 domains. Interview transcripts and transition plan documents revealed differences in strengths and needs related to career-related skills, academic subjects and skills, and personal characteristics. Based on these findings, we provide suggestions for further research and implications for practice.

以优势为基础的过渡评估和规划方法可以确保特殊教育服务以人为本。为了更好地了解患有情绪和行为障碍（EBD）的学生的优势和需求，我们比较了三所公立中学的学生及其老师的看法。过渡评估，访谈和教育文档的融合混合方法分析显示了观点之间的显着差异。在过渡计划清单– 2中，学生评分（n = 8）高于教师评分（n= 8）在11个域中的8个上。访谈笔录和过渡计划文件显示，与职业相关技能，学​​科和技能以及个人特征相关的优势和需求存在差异。基于这些发现，我们为进一步的研究和实践建议提供了建议。