assistive technology collaborations [email protected] at and transition: trends, barriers and...
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Assistive Technology Collaborations
AT and Transition: Trends, Barriers and Initiatives
Gayl Bowser, CoordinatorOregon Technology Access ProgramMichael Dalto, DirectorMaryland Technology Access ProgramMonica Murphy, AttorneyDisability Rights in WisconsinKathy Meisner-Atlman, WITelework Loan Program
Assistive Technology Collaborations
• Competent AT implementation in school does not necessarily carry over to new environments.
• There are specific skills that can be learned for AT transition.
A School Perspective
Assistive Technology Collaborations
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
Assistive Technology Collaborations
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
Assistive Technology Collaborations
Three “Legs” of Effective AT Transitions
1. Fuctional AT skills
2. Plan for AT Transition
3. Self Determination/ Self
Advocacy skills
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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
Assistive Technology Collaborations
Four Aspects of AT Skills
• Operational
• Functional
• Strategic
• Social
Adapted from Janice Light:Journal of AAC, 1989, p. 137-143
Assistive Technology Collaborations
2. Plan for AT transition
i. Instruction;
ii. Related services;
iii. Community experiences;
iv. The development of employment and other post-school adult living objectives; and
v. If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.
IDEIA regulations §300.43 Transition services
Assistive Technology Collaborations
3. Self Advocacy and Self Determination
Assistive Technology
Transition Planning
Self-Determination
Assistive Technology Collaborations
Factors Affecting AT System Use
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
Variables That May Change at Transition
Assistive Technology Collaborations
Only the individual assistive technology user does not change in the transition
Assistive Technology Collaborations
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 undue external influence or interference.”
Wehmeyer, 1992
Assistive Technology Collaborations
Self Determination Skills
• Choice making skills
• Communication skills
• Goal setting skills
• Problem solving skills
• Self evaluation skills
Assistive Technology Collaborations
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.”
Assistive Technology Collaborations
Clara’s Assistive Technology
• Uses an electric wheelchair.
• Requires an elaborate elevated power wheelchair.
Assistive Technology Collaborations
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
Assistive Technology Collaborations
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.
Assistive Technology Collaborations
“ I know how to ask for what I want. I learned this in high school.”
Clara, 19 years old
Assistive Technology Collaborations
A sense of destiny facilitates success.
James Coleman, 1966.
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Quality Indicators for Assistive Technology
Mission:
To guide the provision of quality AT services to improve educational achievement of students with disabilities.
Assistive Technology Collaborations
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
Assistive Technology Collaborations
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
Assistive Technology Collaborations
1. 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.
Assistive Technology Collaborations
2. Transition planning empowers the student using assistive technology to participate in the transition planning at a level appropriate to age and ability.
Assistive Technology Collaborations
3. Advocacy related to assistive technology use is recognized as critical and planned for by the teams involved in transition.
Assistive Technology Collaborations
4. AT requirements in the receiving environment are identified during the transition planning process.
Assistive Technology Collaborations
5. Transition planning for students using assistive technology proceeds according to an individualized timeline.
Assistive Technology Collaborations
6. Transition plans address specific equipment, training and funding issues such as transfer or acquisition of assistive technology, manuals and support documents.
Assistive Technology Collaborations
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.
Assistive Technology Collaborations
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.
Assistive Technology Collaborations
AT Transition Trends
• Transfer of Technology
• Agency connections
• NIMAS
Assistive Technology Collaborations
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
Assistive Technology Collaborations
“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
Assistive Technology Collaborations
AT Act Programs Step Up
• Michael Dalto: Maryland Technology Access Program
• Monica Murphy: Disability Rights in Wisconsin
• Kathy Meisner-Atlman: WITelework Loan Program