Infographic presentation

Getting Ready for Adulthood with Assistive Technology

Marsha Moore

Assistive technology (AT) is crucial for supporting students with disabilities as they transition to post-school settings. This presentation explores the role of AT in transition planning and its impact on post-school outcomes.

Transition Planning and Assistive Technology

Transition planning prepares students for postsecondary life by:

• Identifying needed supports (e.g., AT tools).• Focusing on skills for work, education, and independent living. • Collaborating among students, families, and professionals.

• Community and Rehabilitation Agencies:Offer job coaching, financial support, and access to adult services.
• Technology Providers:Develop AT tools, provide training, and ensure maintenance.
• Employers:Implement workplace accommodations and foster inclusive environments.
• Advocates and Mentors: Support families and share experiences to ease transitions.

Roles of Various Stakeholders in Transitioning with Assistive Technology

• Students: Identify goals and needs, advocate for accommodations, and develop skills to use AT tools.
• Parents/Guardians:Advocate during planning, provide support, and ensure continuity of services post-graduation.
• Educators and IEP Teams:Assess needs, recommend AT tools, develop transition goals, and train students.
• Disability Services Offices:Facilitate accommodations, provide AT training, and guide postsecondary planning.

Insights from Bouck & Flanagan (2015)

• Assistive technology is underutilized for secondary students and adults with severe disabilities.
• Post-school AT usage remains significantly lower than in-school usage
• Effective collaboration between rehabilitation professionals and schools is essential for continuity.

Reference: Bouck, E.C., & Flanagan, S.M. (2015). Exploring assistive technology and post-school outcomes for students with severe disabilities. Disability and Rehabilitation, 37(13), 1142-1151

Family Information Guide to Assistive Technology

A comprehensive resource for families and educators on: - Transition planning for students with AT needs - Key laws governing accommodations (IDEA, Section 504, ADA). - Strategies for developing AT transition portfolios and plans. Reference: Family Information Guide to Assistive Technology and Transition Planning. Available at: https://www.fhi360.org

Assistive Technology Tools for Success

• Tools for Education: - Text-to-speech software (e.g., Kurzweil 3000). - Note-taking apps (e.g., Otter.ai). • Tools for Independent Living: - Smart home devices (e.g., Alexa). - Adaptive mobility aids.

2024

Smart Home Devices (e.g., Alexa, Google Nest)/Text-to-Speech and Screen Readers (e.g., JAWS, Kurzweil 3000)

Alexa/Google--

• Enable control of lights, thermostats, and alarms through voice commands.
• Assist individuals with mobility or visual impairments in managing their surroundings.
• Integrate with security systems for enhanced safety.

_____________________________________________________ReadWrite--

• Assist individuals with visual impairments or learning disabilities in reading digital and printed materials.
• Enable access to online services, emails, and documents.
• Support education and workplace transitions by reducing barriers.

Mobility Aids (e.g., Powered Wheelchairs)

Mobility Aids--

• Enhance mobility for individuals with physical disabilities.
• Customizable features include reclining seats, joystick controls, and smartphone integration.
• Improve quality of life by allowing users to navigate their environments independently.

Mobility Aids (e.g., Powered Wheelchairs)

Mobility Aids--

• Enhance mobility for individuals with physical disabilities.
• Customizable features include reclining seats, joystick controls, and smartphone integration.
• Improve quality of life by allowing users to navigate their environments independently.

Downsides of Assistive Technology for Independent Living Cost and Accessibility:

• High costs and limited insurance coverage.
• Digital divide impacts access to tech infrastructure.
• Devices can be complex and require extensive training.
• Lack of ongoing support and a steep learning curve.
• Over-reliance can be problematic during malfunctions.
• High costs for repairs and updates.

• Privacy concerns with smart technology.

• Devices may not integrate well or meet all needs.
• Limited options for certain disabilities.

University of Washington Case Study

Students with disabilities at the University of Washington benefit from collaborative efforts among students, faculty, staff, and the disability services office. Key takeaways include: • Importance of reasonable accommodations for equal access. • Faculty ensure inclusive learning environments.

Lessons from the University of Washington Case

• Collaboration between students, faculty, and disability services creates inclusive education.
• Reasonable accommodations help students achieve academic success.
• Faculty and staff play a pivotal role in fostering accessibility and inclusion.
• Disability services act as a bridge for communication and support.

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Reflection from the Video Additional Info

• Students with disabilities are underrepresented compared to their non-disabled peers.
• Two years after high school, 63% of students with disabilities were enrolled in postsecondary education, compared to 72% of students without disabilities.(UW, 2019)

Reference: AbilityPath. (2015). Life after high school: A guide for students with disabilities and their families. AbilityPath. Retrieved from https://abilitypath.org/wp-content/uploads/2015/12/life-after-high-school.pdf

91% of young adults with disabilities reported having been employed at some time since leaving high school,

60% of young adults with disabilities continued on to postsecondary education within 8 years of leaving high school

process

Developing a Successful AT Transition Plan

Include specific AT goals in the student's IEP/ITP.

Train students, families, and educators on AT tools.

Address potential barriers, such as funding or lack of training.

Building on 9th grade year and continuing college prep/Dual enrollment also opens up in 11th grade year

10th grade 11th Grade

Timeline

Assistive technology empowers students with disabilities, providing tools for independence, education, and employment.

9th grade

Focuses on helping students adjust to the increased academic rigor and social environment of high school, while also beginning to explore their interests and potential future pathways by developing good study habits

12th Grade

Helps students prepare for life after high school.

• AbilityPath. (2015). Life after high school: A guide for students with disabilities and their families. AbilityPath. Retrieved from https://abilitypath.org/wp-content/uploads/2015/12/life-after-high-school.pdf
• Bouck, E. C., & Flanagan, S. M. (2015). Exploring assistive technology and post-school outcomes for students with severe disabilities. Disability and Rehabilitation, 37(13), 1142-1151. https://doi.org/10.3109/17483107.2015.1029537
• Family Center on Technology and Disability. (2009). Family information guide to assistive technology and transition planning. Retrieved from https://www.fhi360.org/wp-content/uploads/drupal/documents/Family-Information-Guide-to-Assistive-Technology-and-Transition-Planning.pdf
• University of Washington. (2019) Students with disabilities at the University of Washington: Building teams for success [Video]. DO-IT Center. Retrieved from https://www.youtube.com/watch?v=2ISOnV-rDhM
• University of Washington. (n.d.). Disability Resources for Students. University of Washington. Retrieved from https://www.washington.edu/uwdrs/

• University of Washington. (n.d.). DO-IT: Disabilities, Opportunities, Internetworking, and Technology. University of Washington. Retrieved from https://www.washington.edu/doit/about/overview

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