Transitioning with Assistive Technology

Transitioning with Assistive Technology

Presented by

Esther Fintushel

From

Ingham ISD

*Originally prepared by Penny Reed and Therese Canfield from WATI

Purpose:

If a student with disabilities requires assistive technology to accomplish functional skills, the use of that technology must be included in effective transition planning. This talk will discuss the specifically designed forms to assist the student’s team in coordinating the transition process.

Interesting facts:

65% of adults with disabilities are unemployed.

Research shows that even students successfully using assistive technology (AT) in school are not using their AT after graduation.

We know from the research that:

• Competent AT implementation in school does not necessarily carry over to new environments.

• Specific skills need to be learned for successful AT user transition.

• Careful planning, quality AT services, & self determination TOGETHER maximize successful transition

Why did WATI develop AT/Transition Materials? (Wisconsin Assistive Technology Initiative)

• All IEPs must document AT Consideration

• All IEPs must have a transition plan after age 14

• Section 504 & ADA state that a college or university student must:

Self Identify

Quantify needs

Document a disability

IEP

Introduction to transition materials

• Procedure Guide for AT and Transition Planning

• AT Protocol for Transition Planning

• Student Info Guide for Self-Determination and AT Management

• AT Goal Setting Worksheet

• AT Planning Guide for Transition

Student Portfolio for Successful Transition with AT

• Student Identifying information

• Student’s Documentation (MDCD)

• AT Information

• AT Emergency Plan

• Transition Resources

AT Protocol for Transition Planning

• Daily Living

• Transportation

• Mobility

• Communication

• Computer Access

• Literacy

Student Info Guide for Self-Determination and AT Management

• Problem-solving skills

• Communication skills

• AT device specific skills

• AT management skills

• Goal setting skills

Problem-solving Skills

Student is able to:

• Understand and explain strengths and weaknesses

• Differentiate wants and needs

• Make choices

• Consider multiple options and consequences

• Identify and contact resources such as social services, consultants and therapists

• Understand legal rights and how and when to obtain those rights

• Persevere when others don’t follow through

Communication skills

Student is able to:

• Initiate communication

• Request clarification and information

• Ask for assistance

• Explain disability and needed accommodations

• Check for listener’s understanding

• Repair communication breakdowns

• Access and use phone

• Access and use internet/written communication

AT Device Specific skills

Student is able to:

• Set up the AT hardware or software

• Tell another how to set up the AT

• Identify environment accommodations needed to use the AT

• Turn on/off options as needed

• Program the device and backup, if needed

• Request new features, setups, options, messages etc.

• Determine when usage of AT is unnecessary

• Determine when different AT may be needed

• Obtain supplies needed for AT devices (batteries, tapes, etc.)

• Utilize low /no tech backup for AT

AT Management Skills

Student is able to:• Recognize when AT is malfunctioning

• Trouble-shoot simple problems

• Identify sources of technical assistance/repair

• Contact sources of technical assistance/repair

• Ship or take AT to source for repair

• Identify sources of funding for repair

• Apply for or request a backup for AT during repair

• Access and use emergency backup plan when device unavailable

Goal Setting Skills for Using AT

Student is able to:

• Set realistic goals generally

• Set realistic goals for AT

• Follow through on goals when set

• Monitor progress toward goals

• Reflect on and evaluate progress to goals

• Lead a discussion about goals

AT Goal Setting Worksheet

• Suggestions for potential goals that a student may wish to pursue

• Use AT Protocol and Student Information Guide for further suggestions

AT Planning Guide for Transition

Follows a process including:

• Problem identification

• Solution generation

• Solution selection

• Implementation

• Follow up

Procedure Guide for AT and Transition Planning: At age 14 or Before

• Review AT and Transition Planning Kit

• Use AT Protocol for Transition Planning• Determine areas of concern

• Use Student Information Guide

• Use AT Goal Setting Worksheet - Help Student identify goals of interest now

Procedure Guide for AT and Transition Planning:Each Year between 14-17 at IEP Review

• Repeat above steps as needed so forms can be maintained throughout the transition years

• Encourage student to gradually assume more responsibility in planning

• Use AT Planning Guide for Transition, if decisions need to be made

Procedure Guide for AT and Transition Planning: At age 17

• Work with student and family to begin compiling necessary documents for Transition portfolio

• Place documents in Portfolio and check them off on Contents list

Procedure Guide for AT and Transition Planning:Prior to Graduation

• Check contents of Portfolio, add and update as needed

• Review contents of Portfolio with student and parents (if appropriate)

• Turn Portfolio over to the student and/or parent (always maintain a copy for the school)

Resources:

• Local school district – AT contacts

• ISD/RESA

• MDCD – Michigan Department of Career Development

• Statewide: MATR