Assitive Technology Consideration in Transition Assessments

"For most people, technology makes things easier. For a person with a disability, it makes things possible." - Judy Heumann
As students with disabilities participate in transition planning from at least the federally mandated age of 16, many of the traditional formal assessments do not include detailing the use of or questioning the need for assistive technologies, related post secondary goals.  The purpose of this site is to explore the importance of considering Assistive Technology during Transition Assessments by defining assistive technology and transition assessment, providing an overview of the legislation that impacts assistive technology, describing the importance of considering it, and sharing resources to effectively considerating it during the assessment process.
 
Rebecca Klockars
UCONN EPSY 5140
Transition Planning for Students with Disabilities
Last Update April 15, 2016
Do More Than
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Early childhood transition as well as post-high school transition requires the IEP team to address the ways in which AT devices and services are transferred from one setting to another.

34 CFR Sec. 300.5 

Assistive technology device means any item, piece of equipment, or product system, whether commercially acquired off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. (Authority: 20 U.S.C. 1401(1)) 

 

Preamble to IDEA, 2004: 

“Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by . . . supporting the development and use of technology, including assistive technology devices and assistive technology services, to maximize accessibility for children with disabilities.”