Transitioning with Assistive Technology

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Transitioning with Assistive Technology
Presented by Esther Fintushel From Ingham
ISD Originally prepared by Penny Reed and
Therese Canfield from WATI
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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 students team in coordinating the transition
process.
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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.
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• 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

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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

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IEP
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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

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Student Portfolio for Successful Transition with
AT

• Student Identifying information
• Students Documentation (MDCD)
• AT Information
• AT Emergency Plan
• Transition Resources

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AT Protocol for Transition Planning

• Daily Living
• Transportation
• Mobility
• Communication
• Computer Access
• Literacy

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Student Info Guide for Self-Determination and AT
Management

• Problem-solving skills
• Communication skills
• AT device specific skills
• AT management skills
• Goal setting skills

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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 dont follow through

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Communication skills

• Student is able to
• Initiate communication
• Request clarification and information
• Ask for assistance
• Explain disability and needed accommodations
• Check for listeners understanding
• Repair communication breakdowns
• Access and use phone
• Access and use internet/written communication

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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

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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

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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

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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

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AT Planning Guide for Transition

• Follows a process including
• Problem identification
• Solution generation
• Solution selection
• Implementation
• Follow up

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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

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Procedure Guide for AT and Transition
PlanningEach 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

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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

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Procedure Guide for AT and Transition
PlanningPrior 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)

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Resources

• Local school district AT contacts
• ISD/RESA
• MDCD Michigan Department of Career
  Development
• Statewide MATR