Which group of professionals is described as collaboratively developing a social communication skills inventory to support postsecondary goals?

• A. Educational diagnostician, general education teacher, and school counselor.
• B. Speech-language pathologist and occupational therapist.
• C. Educational diagnostician, special education teacher, speech-language pathologist, and transition specialist.
• D. School psychologist, speech-language pathologist, and classroom aide.

Answer: (C)

Collaborative transition planning hinges on combining assessment expertise with practical instruction and real-world goal setting. A social communication skills inventory is developed to pinpoint how a student communicates in social contexts and how that will support success after high school. The educational diagnostician contributes data-driven assessment, eligibility considerations, and how findings relate to the IEP. The special education teacher uses those findings to shape instructional goals and coordinate supports within the school context. The speech-language pathologist brings specialized knowledge of language and pragmatic/social communication skills to ensure the tool accurately reflects communication abilities and determines effective strategies. The transition specialist keeps the focus on postsecondary outcomes, tying the inventory results to concrete transition services and goals. Together, these roles cover assessment, instruction, communication expertise, and transition planning, making this group the best fit for collaboratively developing the inventory.