Assistive Technology and Transition Canfield, T. & Reed, P. (2001) Wisconsin Assistive Technology Initiative 800 Algoma Blvd. Oshkosh, WI 54901 (920)424-2247 Acknowledgement The authors would like to thank the many educators and parents who provided suggestions and ideas that led to this publication. We continue to learn from each of you. Copyright 2001 Wisconsin Assistive Technology Initiative You may make as many copies as you need for your own use as long as you maintain credit for the authors and the Wisconsin Assistive Technology Initiative (WATI). In addition, if you would prefer to purchase these forms in hard copy along with an expandable portfolio with labeled compartments, it is available for sale. Look for it on the WATI web site at www.wati.org Assistive Technology and Transition Introduction The Individuals with Disabilities Education Act mandates the provision of both assistive technology services and transition services for students with disabilities. When a student with a disability requires assistive technology in order to accomplish one or more functional skills, the use of that assistive technology must be included in effective transition planning. The forms in this packet have been specifically designed to assist the student's team in coordinating and managing that planning. Procedure Guide for Assistive Technology and Transition Planning This form lays out the sequence of steps involved in using each of the forms. It includes a time line that begins at age 14 or before and ends with graduation. Assistive Technology Protocol for Transition Planning This form was developed by Noll, Schwartz, and Canfield (2001) through a grant from the Wisconsin Department of Public Instruction to CESA 11. It is designed to provide the transition team with specific questions that will help them determine if additional assistive technology may be needed in a future environment. It focuses on practical activities and provides a variety of assistive technology solutions. It is included in this packet with permission of the authors. Student Information Guide for Self Determination and Assistive Technology Management Throughout the research on transition, the need for self determination is repeatedly identified as a critical component of success. Recent research about assistive technology and transition confirms its importance in continued use of the assistive technology after transition out of high school takes place. This form provides a tool for the team to use in helping the student develop critical self determination and assistive technology management skills. It includes sections on Problem Solving Skills, communication Skills, AT Devise Specific Skills, AT Management Skills, and Goal Setting Skills. AT Goal Setting Worksheet This simple form is to give to the student to help him or her think about and plan for the acquisition of specific self determination and assistive technology management skills. It can be used in conjunction with the Student Information Guide for Self Determination and AT Management or the AT Protocol for Transition Planning. Assistive Technology Planning Guide for Transition This page is a guide to be used during a Transition Planning meeting. It will help the team move through a decision making process. It provides specific cues at each step of the process to insure that necessary information is considered. It is not intended that you write on this page, but rather that you write information up on a board or chart so that all team members can see it. Student Portfolio for Successful Transition with Assistive Technology This series of forms is intended to be completed and the placed in a portfolio that the student will take with him or her upon graduation. Information can be added to it during the last three to four years in school. The intent of this section is to have all necessary in one, easily identifiable place for the individual or his or her family when questions or concerns about the assistive technology surface. Individual forms included in the Portfolio section: * Student's Identifying Information * Student's Documentation-Recent IEP(s), Assessment Reports, Documentation of Successful accommodations/modification/assistive technology, Documentation of AT Self Determination Skills, Record of eligibility for DVR (if appropriate), * Assistive Technology Information * Assistive Technology Emergency Plan * Transition Resources Wisconsin Assistive Technology Initiative Procedure Guide for Assistive Technology and Transition Planning At Age 14 or Before: * Review contents of the AT and Transition Planning Kit * Using the Assistive Technology Protocol for Transition Planning, the IEP team (including the parent and student) should review each of the content areas of the Protocol (Daily Living, Transportation, Tolerance of school day/work day, Mobility, Communication, Computer Access, and Literacy) and determine any areas that are of concern or skills that need to be improved. * Using the Student Information Guide for Self Determination and Assistive Technology Management, note which skills are Never Demonstrated, Demonstrated with Assistance, or Demonstrated Independently. Identify skills that need to be developed or improved. * Using the AT Goal Setting Worksheet, discuss the importance of the content with the student. Facilitate the student's identification of goals of interest to him or her. Each Year at IEP Review * Repeat the above steps as needed for effective planning. Include in the IEP any skills identified using the AT Protocol for Transition Planning and/or the Student Information Guide for Self Determination and AT Management. * Encourage the student to gradually assume more responsibility for participating in and eventually leading the meeting. * If team decisions need to be made about assistive technology use or other aspects of transition, follow the decision making process taught by the WATI, using the previously mentioned tools to gather information and the AT Planning Guide for Transition to guide the team through the decision making process. At Age 17 * Work with the student to begin completing and compiling the necessary documents for the Student Portfolio for Successful Transition with Assistive Technology. Place documents in the Portfolio and check them off on the Contents list. Prior to Graduation * Check the contents of the Portfolio, adding anything that is missing and updating or deleting outdated information. * Review the contents of the Portfolio with the student and his/her parent or guardian, if appropriate. * Turn the Portfolio over to the student (or the students parent or guardian, if necessary). Place holder for Assistive Technology Protocol for Transition Planning 2 pages Place holder for Student information Guide for Self Determination and Assistive Technology Management 2 pages Wisconsin Assistive Technology Initiative AT GOAL SETTING WORKSHEET Name:___________________________________Date:________________ Directions: As the user of AT, it is important that you be able to tell others about yourself and your AT. It is also important to plan for the future. Please think about the skills below and use them to develop goals that will help you become an independent adult. There are other goals besides these, but these will help you get started. As an adult I will need to be able to: * tell people about my disability * identify things that help me * ask for help when needed * set up and operate my AT equipment As an adult, I will need to know: * my legal rights * where information about my AT is kept * service agencies that can help me after I graduate * how my AT is paid for * where to go for help with my AT * what to do when my AT breaks down * where to get my AT repaired Goal 1:_________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Goal 2:_________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Goal 3:_________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Wisconsin Assistive Technology Initiative Student Portfolio for Successful Transition with Assistive Technology PORTFOLIO CONTENTS: * Section I: Student Identifying information * Section II: Documentation * Section III: Assistive technology information * Section IV: Assistive technology emergency backup plan * Section V: Transition Resources Note: Forms are included for these sections. Make as many copies of the individual forms as needed to meet the student's needs. Wisconsin Assistive Technology Initiative STUDENT'S IDENTIFYING INFORMATION Name: ___________________________________________________ Address: _________________________________________________ ________________________________________________ Phone: (_____)________________ Social Security: __ ___ ___ - ___ __ - ___ ___ ___ ___ Parents or Guardian: ______________________________________ Address: _________________________________________________ Phone: (_____)__________________ E-mail: ____________________________________ Education History: Miscellaneous Information: Wisconsin Assistive Technology Initiative STUDENT'S DOCUMENTATION This section should contain documentation of disability and necessary accommodations including AT such as: * Recent IEP(s) * Assessment Reports * Documentation of successful accommodations/ modifications/AT * Documentation of AT Self Determination Skills * Record of eligibility for DVR if appropriate * Other relevant documentation: ________________ ___________________________________________ Wisconsin Assistive Technology Initiative ASSISTIVE TECHNOLOGY INFORMATION Device: _____________________________________________ Purpose of Device: ____________________________________ _____________________________________________________ _____________________________________________________ Where Obtained: (Vendor)_______________________________ (Vendor Address):_______________________________________ (Vendor Phone): _____ ______________ (Vendor e-mail):__________________________________ Cost: ___________________ How was device paid for? _______________________________ Maintenance Requirements/Information: __________________ _____________________________________________________ _____________________________________________________ Source of training: _____________________________________ WISCONSIN ASSISTIVE TECHNOLOGY INITIATIVE ASSISTIVE TECHNOLOGY EMERGENCY PLAN Device: _______________________________________________________ Basic Maintenance Required: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Vendor/Source of Maintenance: (Name/Company)_____________________________________________________ (Phone)________________________________ (Address)_____________________________________________________________ (Technical Assistance phone number)____________________________ (Technical Assistance email)_____________________________________ Case Manager or AT Consultant that can help with arrangements: (Name)_______________________________________________________ (Phone)______________________________________________________ (e-mail)______________________________________________________ Source for loaner equipment: (Agency)________________________________________________________ (Phone)___________________________ Things can I do until my AT is repaired or replaced: (e.g. use old AT I still have stored away, use low tech substitute (describe), have someone create/make low tech substitute (name who could do that), etc.) 1. ____________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________ 4. ____________________________________________________________ 5. ____________________________________________________________ Wisconsin Assistive Technology Initiative TRANSITION RESOURCES Agencies (Include Names, Addresses, Phone, E-mail): County System Responsible (Social services/Case manager): _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ I am eligible for the following Programs (e.g., Family Support, CIP, Katie Beckett, DVR): _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ I am on a waiting list for the following Programs: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Assistive Technology Consultant(s)/Centers _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Equipment Loan Resources _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Vendor (s): _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 1 Canfield, T. & Reed, P. (2001) Wisconsin Assistive Technology Initiative