"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
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 Skills
Clara’s Assistive Technology
Clara’s Self Determination
“ I know how to ask for what
I learned this in high school.”
Clara, 19 years old
"A sense of destiny facilitates..."
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