AT and Transition: Trends, Barriers and Initiatives

1. AT and Transition: Trends, Barriers and Initiatives Gayl Bowser, Coordinator Oregon Technology Access Program Michael Dalto, Director Maryland Technology Access Program Monica Murphy, Attorney Disability Rights in Wisconsin Kathy Meisner-Atlman, WITelework Loan Program

2. A School Perspective • Competent AT implementation in school does not necessarily carry over to new environments. • There are specific skills that can be learned for AT transition.

3. High School Transition is: • Based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests;… • coordinated set of activities for a child with a disability that-- • Is designed to be within a results-oriented process, • focused on improving the academic and functional achievement of the child with a disability §300.43 Transition services

4. To facilitate movement from school to post‑school activities • postsecondary education • vocational education • integrated employment (including supported employment) • continuing and adult education • adult services, independent living, or community participation

5. Three “Legs” of Effective AT Transitions 1. Fuctional AT skills 2. Plan for AT Transition 3. Self Determination/ Self Advocacy skills

6. 1. Functional AT Skills • Is independent in use of AT • Has practiced, and now knows how to use AT in different places. • Does not require prompting from adults or advocates to use AT

7. Four Aspects of AT Skills • Operational • Functional • Strategic • Social • Adapted from Janice Light: • Journal of AAC, 1989, p. 137-143

8. 2. Plan for AT transition Instruction; Related services; Community experiences; The development of employment and other post-school adult living objectives; and If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. IDEIA regulations §300.43 Transition services

9. 3. Self Advocacy and Self Determination Transition Planning Assistive Technology Self-Determination

10. Factors Affecting AT System Use Variables That May Change at Transition • individual needs and skills • opportunities • environmental demands • attitudes of peers & partners • support available Beukleman & Mirenda, 1992 • individual needs and skills • opportunities • environmental demands • attitudes of peers & partners • support available

11. Only the individual assistive technology user does not change in the transition

12. Self Determination: “Acting as the primary causal agent in one’s life and making choices and decisions regarding one’s quality of life free from undueexternal influence or interference.” Wehmeyer, 1992

13. Self Determination Skills • Choice making skills • Communication skills • Goal setting skills • Problem solving skills • Self evaluation skills

14. Clara • 19 years old • Just graduated from high school • Lives with her mother and stepfather. The family immigrated several years ago and English is their second language. • Has a diagnosis of Osteogenesis imperfecta, or “brittle bones disease.”

15. Clara’s Assistive Technology • Uses an electric wheelchair. • Requires an elaborate elevated power wheelchair.

16. Clara’s Transition • Actively involved in her transition plan. • Decided to become a Dental Technician • Wants to open her own dental lab. • Enrolled in community college for the two year program. • Has a long term independent living goal • Has a dream of being a small business owner/operator. • Works directly with support agencies

17. Clara’s Self Determination • Knows her goals • Knows what professional is responsible for helping her meet goals • Knows who to call • Knows how to direct meetings and supporters • Feels comfortable asking for help and advice.

18. “ I know how to ask for what I want. I learned this in high school.” Clara, 19 years old

19. A sense of destiny facilitates success. James Coleman, 1966.

20. Quality Indicators for Assistive Technology Mission: To guide the provision of quality AT services to improve educational achievement of students with disabilities.

21. QIAT as Guidelines • A systematic way of planning, developing, and delivering assistive technology devices and services • consistent, clearly understood descriptions of quality assistive technology services www.qiat.org

22. Beneficiaries of QIAT • School districts - quality AT services • Service providers - continuous improvement • Consumers and families - integrated AT services • Universities - competent service providers • Policy-makers - judicious policy

23. Transition plans address assistive technology needs of the student, including roles and training needs of team members, subsequent steps in assistive technology use, and follow-up after transition takes place.

24. Transition planning empowers the student using assistive technology to participate in the transition planning at a level appropriate to age and ability.

25. Advocacy related to assistive technology use is recognized as critical and planned for by the teams involved in transition.

26. AT requirements in the receiving environment are identified during the transition planning process.

27. Transition planning for students using assistive technology proceeds according to an individualized timeline.

28. Transition plans address specific equipment, training and funding issues such as transfer or acquisition of assistive technology, manuals and support documents.

29. QIAT Common Transitions Errors 1. Lack of self-determination, and self-advocacy 2. Lack of adequate long range planning 3. Inadequate communication and coordination. 4. Failure to address funding responsibility. 5. Inadequate evaluation (documentation, data, communication, valued across settings) process. 6. Philosophical differences between sending and receiving environments.

30. Lessons Learned for Schools • Competent AT implementation in school does not necessarily carry over to new environments. • There are specific skills that can be learned for AT transition. • Careful planning, quality AT services, and self-determination together maximize transitions from high school to work, home or secondary school.

31. What’s coming up?

32. AT Transition Trends • Transfer of Technology • Agency connections • NIMAS

33. AT Transition Barriers Need for … • post-secondary NIMAS rules • consumer support for device AND service acquisition • employer training and support • strategies for group homes, supported living and supported work environments

34. “Vision is not enough, it must be combined with venture. It is not enough to stare up the steps, we must step up the stairs.” Vaclav Havel

35. AT Act Programs Step Up • Michael Dalto: Maryland Technology Access Program • Monica Murphy: Disability Rights in Wisconsin • Kathy Meisner-Atlman: WITelework Loan Program