Ch. 8

Assistive Technology for Transition to the Adult World

Paula R. UlloaED 443G

Assistive Technology Dr. J. Cyrus

June 30, 2008

Why are we here?• What is transition?

• How does Assistive Technology (AT) fit into transition phases throughout education & after?

• Who are involved in AT after secondary education?

• What is involved in AT services after school life?

AT & Transition…

• …is a results-oriented process…to facilitate …movement from school to … post secondary & vocational education, integrated employment…

• …based on individual’s needs

• …includes instruction, related services, community experiences…

• Coordinated efforts (secondary & tertiary)

Before age 14 The student’s IEP should include goals for the use of AT in school, home, and community.

By age 14 Include in the transition process the role that AT will play in transition and exit options.

Begin self-advocacy training for AT services and devices.

No later than age 16 Identify ways that AT can provide access and support in career exploration, job sampling, and some job placement.

Begin to identify how AT will be utilized in job training and placement.

Explore funding sources for AT needed by the student in employment, postsecondary education, residential living,

and/or leisure activities.

Ages 16-18 Contact adult services programs and assess the student’s needs and demands of the adult environments to determine how AT

can be used for access and support.Begin AT training in the proper use of AT devices to maximize

success in postschool environments.

Ages 18-21 Continue review transition plans and update AT devices to meet the demands of the adult environments.

Develop a long-term financial support plan that includes the renewal, refurbishment, or updating of AT.

AT & Transition…

AT & Transition…

• Academics

• Self-advocacy

• Social networks – (inc. LES & interpersonal problem solving)

• Daily functional skills

AT & Transition…

• Academics

• Self-advocacy

• Social networks

• Daily functional skills

AT devices used in one are may address a need in another area (including employment). Think Universal Design!

AT & Transition…

• Elementary –AT from school to real-life setting

• Secondary–Self-determination

–Self-advocacy

–Other agencies (DVR, etc.)

AT & Transition to College…

AT & Transition to Employment…

• ID AT technician during transition• Workplace AT assessment• Continuum: Light- to high-tech• User friendly, socially amenable• AT Trial period • Maintenance of AT device• Funding

– Universal Design for Learning (UDL)

AT & Transition Tools…

• Assistive Technology & Rehabilitative Equipment (ABLEDATA) www.abledata.com

• Information Resources Disabilityinfo www.disabilityinfo.com

• NARIC: National Rehabilitation Information Center www.naric.com

• Employment Services JAN: Job Announcement Network www.jan.wvu.com

• Social Security www.socialsecurity.gov

AT & Transition Summary…

AT should be considered for all aspects of an individual’s life from birth to extended age. Exposure, exploration, and training should occur as early as pre-school & earlier for some.

AT can address all areas of functioning in an individual’s life.

AT can be implemented under Universal Designs

AT & Transition Questions…

• In what ways can we implement AT exposure & exploration to students at the elementary level?

• In what ways can we implement Universal Design to schools to address students’ needs?

AT & Transition References…

Johnston, L. et al. Assistive Technology Access for all students. Pearson Merrill Prentice Hall, NJ.

“College Bound” http://www.youtube.com/v/Dcqt1J_zf3I&hl=en

Assistive Technology Transition www.YouTube.com