The purpose of this manual is to guide Individualized Education Program (IEP)/transition planning teams in assessing the transition needs of individuals with dual sensory or multiple impairments, who are between the ages of 14 and the mid-20s. It presents a person- and family-centered approach that develops a personal profile of the individual in transition, and then chooses and/or develops the most appropriate setting and service match for assessed skills and support needs. The approach focuses on four major assessment activities: (1) interpreting transitional assessment data; (2) conducting family interviews and informal observations of the individual; (3) conducting community-based, situational assessments; and (4) assessing the availability and appropriateness of community adult settings and support systems. The manual then describes how to translate assessment results into programming decisions through the following steps: convene Individualized Transition Planning teams; develop IEPs containing a statement of needed transitional services and goals; implement IEP/transition goals and activities; and monitor, evaluate, and revise goals and activities. The roles and responsibilities of transition planning team members are outlined. Appendices include the definition of transitional services, a transition services plan, and examples of Personal Futures Planning forms. (Contains 30 references.) (CR)