This document discusses assistive technology (AT) and how it can support students with disabilities through the transition from secondary education to post-secondary education, employment, and independent living. It outlines key transition phases and ages when AT should be considered and implemented. AT can help students with academics, self-advocacy, social skills, and daily living. The document provides resources for AT services and recommends exposing students to AT early and implementing universal design principles.

1. Ch. 8 Assistive Technology for Transition to the Adult World Paula R. Ulloa ED 443G Assistive Technology Dr. J. Cyrus June 30, 2008

4. AT & Transition… Continue review transition plans and update AT devices to meet the demands of the adult environments. Develop a long-term financial support plan that includes the renewal, refurbishment, or updating of AT. Ages 18-21 Contact adult services programs and assess the student’s needs and demands of the adult environments to determine how AT can be used for access and support. Begin AT training in the proper use of AT devices to maximize success in postschool environments. Ages 16-18 Identify ways that AT can provide access and support in career exploration, job sampling, and some job placement. Begin to identify how AT will be utilized in job training and placement. Explore funding sources for AT needed by the student in employment, postsecondary education, residential living, and/or leisure activities. No later than age 16 Include in the transition process the role that AT will play in transition and exit options. Begin self-advocacy training for AT services and devices. By age 14 The student’s IEP should include goals for the use of AT in school, home, and community. Before age 14

8. AT & Transition to College…