25 | Post-High School Transition

25 | Post-High School Transition

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Post-High School Transition

For the individual moving into adult life, assistive technology can facilitate greater independence. As some individuals with disabilities will need AT to stay competitive with their non-disabled peers, others will require technology to independently access their environment. Regardless of the specific need, students benefit most throughout the transition process by having needed AT implemented prior to the transition.

The Individuals with Disabilities Education Act mandates that transition planning for students moving from school to postsecondary endeavors starts no later than the first IEP to be in effect at the beginning of the ninth grade year or by age sixteen, whichever comes first. Additional entities and agencies should be invited to participate in this planning process.

IDEA divides transition planning activities into five areas:

  1. Instruction;
  2. Related Services;
  3. Community Experiences;
  4. The development of Employment and other post-school adult living objectives; and
  5. If appropriate, acquisition of Daily Living Skills and provision of a Functional Vocational Evaluation.

Assistive technology can apply to any or all of the above areas when determining the transition needs of graduating students.

If it is determined that the AT used in high school should transition with the youth, the entities involved (i.e. LEA, DRS etc.) need to sign an Agreement for the Purchase/Sale or Statement Declining the Sale of AT Devices. Note: LEAs need to follow the district policy when the LEA will no longer be responsible for the equipment.

For more information on the AT transition process, please view Education Tech Points: A Framework for Assistive Technology by Gayl Bowser and Penny Reed.