Where does AT fit in Transition Planning Process?

Where does AT fit in Transition Planning Process?Measurable Post-Secondary Goals

Present Levels of Academic PerformanceEvaluation ResultsAcademic Achievement, Functional Performance and Learning CharacteristicsSocial DevelopmentPhysical DevelopmentSpecial Considerations

Transition Needs

Annual Goals

Programs and Services

Coordinated Set of Activities

Measurable Post-Secondary GoalsThough you wont be adding information about AT into the Measurable Post-Secondary Goals section, you should always keep in mind WHERE THE STUDENT WANTS TO GO to inform other sections

Present Levels of Performance (PLP)Evaluation ResultsWhat assessment/ evaluation/ data exists to support the student need for the AT?

Is there data that shows how the students performance improves with the use of AT?

Evaluation data should be ongoingUser needs changeEnvironments Change

Assists with referrals to adult domains

Academic Achievement, Functional Performance, and Learning CharacteristicsWhy the student needs the AT to make progressHow does AT impact the LRE environment?How AT improves the functional performance of the studentWhat AT training needs does the student or the parent have?How comfortable is the student with AT?How does AT tie in with the future goals of the student?How can AT support the students strengths, interests and preferences?

PLPsPLPsSocial DevelopmentHow the AT device allows the student to function better in social interactions with peers, adults, authority figuresHow does the AT device allow the student to better interact with people?

Physical DevelopmentHow does the AT device allow the student better physical functionalityHow does the device allow the student to better navigate their physical environment and demands of the environment

Management NeedsSpecific listing of what AT is required under environmental modifications or material resourcesAre Human Resources needed to allow the student access/ support with regards to AT6Student Needs Relating to Special Factors Communication NeedsDoes the student need a particular device or service to address his/her communication needs?YesNo

For a student who is deaf or hard of hearing, does the student need a particular device or service in consideration of the students language and communication needs, opportunities for direct communication with peers and professional personnel in the students language and communication mode?YesNoNot Applicable

6Slide 39: Student Needs Related to Special Factors - Communication Needs

The Committee must consider a students need for a particular device or service to address his or her communication needs.For a student who is deaf or hard of hearing, the Committees considerations must include the students language and communication needs, and opportunities for direct communication with peers and professional personnel in the students language or communication mode.7Student Needs Relating to Special Factors Assistive TechnologyDoes the student need an assistive technology device and/or service?YesNo

If yes, does the committee recommend that the device(s) be used in the students home?YesNo

7Slide 40: Student Needs Related to Special Factors - Assistive Technology

Some students may require assistive technology devices and services to benefit from FAPE. The Committee must also consider whether school-purchased assistive technology devices must be used in the students home or in other settings in order for the student to receive FAPE. Parental input in this area is especially important.Transition NeedsWhat NEEDS does the student have in relation to what they want to do when the exit school?EmploymentEducation/TrainingIndependent LivingHow can AT help them achieve THEIR goals?Do they need additional instruction in use of their device?Do they need to learn to accept their recommended AT and use it in their future settings?Do they need to use their device to make progress in general ed settings Do they need to learn to advocate for their needs as adults in different settings?Annual GoalsWhat SKILLS does the student need to develop and how can AT help the student develop those skills.

Using an adapted computer keyboard, Rachel will type 12 words per minute with no errors over 10 or more consecutive trials

AT is NOT A GOALAT SUPPORTS GOALS10Service or Device Needed to Address Special Considerations Any assistive technology devices or services needed for the student to benefit from education, including the use of such devices in the students home or in other settings as identified in the PLP or under Special Considerations, must be documented under the section of the IEP Recommended Special Education Programs and Services

10Slide 42: Documenting Needs Related to Special Factors

If a student needs a particular service or device to address such needs, it must be documented under the section of the IEP entitled Recommended Special Education Programs and Services.11Example: Assistive Technology Devices and/or Services

11Slide 25: EXAMPLE - Assistive Technology Devices and/or Services

The IEP must describe any assistive technology devices and/or services needed for the student to benefit from education, including whether the use of a school-purchased assistive technology device is required to be used in the students home or in other settings in order for the student to receive a free appropriate public education.Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain or improve the functional capabilities of a student with a disability. Assistive technology devices can range from "low technology" items like pencil grips, markers or paper stabilizers to "high technology" items such as voice synthesizers, Braille readers or voice activated computers. Assistive technology service means any service that directly assists a student with a disability in the selection, acquisition or use of an assistive technology device. When a student needs an assistive technology device or service, the Committee needs to consider what instruction the student might require to use the assistive technology device as well as any supports and services the student and/or the students teachers may need related to the use of the device.This slide shows an example of how assistive technology devices and/or services can be documented in an IEP.Coordinated Set of ActivitiesThe Coordinated Set of Activities are activities that are designed to help prepare students for their post-secondary goals. Mandated by IDEA for students in NY 15 years and older.Should be a COORDINATED TEAM effort. Happen the year the IEP is in effect.School/Agency responsible for the activity needs to be listed.Should incrementally move students toward their goals.

Coordinated set of activities is where you get everyone on the same page. These activities are mandated to be a part of the students IEP when they turn 15. Activities should be a coordinated effort a team effort with everyone working to help support the student as they reach for their goals.

When using an AT device, it is never to early to start considering how do we get the student ready to independently use the device.

12InstructionWhat instruction does the student need so they can optimize the use of their device? For instance:ADA vs. IDEA vs. 504Common AT Accommodations for Independent Living, Learning, and Earning.Self-Advocacy/Self-Determination skills to request accommodations.How to creatively use technology that exists in most businesses to meet needs (PDAs, cell phones, GPS)How to use text to speech to text, etc.When is the AT needed or notTheir specific disability needs

13Related ServicesSpeechCommunication SkillsOTFine motor skill needsSpecific job requirementsOrganizing themselves in settingsPT- Mobility issuesSpecific Job RequirementsCounselingAdvocacy trainingOvercoming anxiety/ resistance to using devices

We need to get the providers in the mindset that they are preparing the child not to be in the school setting anymore.

Small group activity--- how does AT align with speech. What type of assistive technology will help and how can it assist in transition14Community Experience

What does the student need to access their community? Examples may be.Learn to advocate for reasonable accommodations in community settingLearn about assistive technology that may be available (TT phone, accessible websites, companies )Learn about agencies that may be sources of funding/support/training for devices that may be necessary in future (ex, ACCES-VR, ILCs)Field trips to colleges to see what services are available or learn how to request services in the futureTraining from community providers that offer support

Handout on ADA vs. IDEA15Development of Employment and Other Post-School Objectives

Learn about reasonable accommodations

Complete a Transition and Assistive Technology Transition Planning Assessment

Develop an AT portfolio

Task analysis to determine the requirements of jobs the individual is interested in.

CDOS sheet.how can AT be used to help? Come up with ways that AT will have them come up with additional 16Acquisition of Daily Living Skills

Activities to promote the transfer of the AT device from school use to home use.

How can AT promote leisure activities?

How can AT be used to foster independence in travel?

What will they need in order to live as independently as possible?

Functional Vocational Assessment

Defined as:Assessment of real/simulated work experiences

Can be used to show the student, adult agencies, and potential employers performance discrepancies with and without devicesRate performance without deviceRate performance with deviceProve student is capable of performing tasks with equipment!!