"AT and Transition:"
"Competent AT
implementation in school..."
High School Transition is:
To facilitate movement from
school to post‑school activities
Three “Legs” of Effective AT
Transitions
1. Functional AT Skills
Four Aspects of AT Skills
"2."
3. Self Advocacy and Self Determination
Factors Affecting AT System
Use
Only the individual
assistive technology user does not change in the transition
Self Determination:
Self Determination Skills
Clara
Clara’s Assistive Technology
Clara’s Transition
Clara’s Self Determination
“ I know how to ask for what
I want.
I learned this in high school.”
Clara, 19 years old
"A sense of destiny
facilitates..."
Slide 20
QIAT as Guidelines
Beneficiaries of QIAT
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.
Transition planning empowers
the student using assistive technology to participate in the transition
planning at a level appropriate to age and ability.
Advocacy related to
assistive technology use is recognized as critical and planned for by the teams
involved in transition.
AT requirements in the
receiving environment are identified during the transition planning process.
Transition planning for
students using assistive technology proceeds according to an individualized
timeline.
Transition plans address
specific equipment, training and funding issues such as transfer or acquisition
of assistive technology, manuals and support documents.
QIAT Common Transitions
Errors
Lessons Learned for Schools
What’s coming up?
AT Transition Trends
AT Transition Barriers
“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.”
AT Act Programs Step Up