Supporting Transitions of Assistive Technology UsersBy Newton, Deborah A.; Dell, Amy G.; Journal of Special Education Technology, Vol. 25, No. 1, pp. 57-61
Publication Date: 2010
Article discusses transition planning for continued use of assistive technology (AT) by students whose individual education plan (IEP) teams have determined its requirement. The authors identify three factors that must be present to ensure these students continue to use their AT after transitioning from middle to high school and, eventually, into the community: (1) AT skills for independence, including knowledge of how the technology tool works and skills for operating it, reading and writing skills, the ability to decide which tool to use for a specific activity, and the ability to use the technology appropriately with and around other people; (2) AT self-determination skills, including the ability to act as a causal agent in one’s life and to make independent choices and decisions; and (3) AT transition planning in the IEP, which should include ensuring the continuous provision of an AT proven useful to the student transitioning from one school to another or from school into the community. A sample Student Transition Planning Guide for Assistive Technology, a form developed by the Texas Assistive Technology Network (TATN), is appended.
Published by: Exceptional Innovations (Website:http://www.exinn.net)
Technology and Media Division (TAM) of the Council for Exceptional Children (CEC) (Web Site: http://www.tamcec.org )