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Based on the assumption that Individualized Education Program (IEP) teams have basic knowledge about AT, have already determined that a student with a disability requires AT, and that the student has been using AT in the current educational setting, this module focuses on the transition planning process for students who will be continuing to use AT as they move to new placements or settings. The principles of AT transitions presented in this module are directly related to the transition planning that is required for students 16 and older in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), however the processes and strategies discussed in this module are generally appropriate for the transitions of AT users at any age.

Estimated Time to Complete: 1 1/2 hours

  • What's Included
  • 42 pages
  • Pre/post-assessments
  • Optional $15 certficate
  1. Describe federal legal requirements for transition planning
  2. Name the three major factors of student focused AT transitions
  3. Discuss the AT skills for independence
  4. Define self-determination skills
  5. Identify essential components of AT transition planning

Module Authors

Gayl Bowser, M.S., Ed.

Gayl Bowser, M.Ed. is an independent consultant whose work focuses on the creation of effective, legal, and high-quality service systems that encourage integration of technology into programs for individuals with disabilities. Formerly the Coordinator of the Oregon Technology Access Program (OTAP) and the State of Oregon's Specialist in Assistive Technology, Gayl provides consultation, training, and technical assistance throughout the United States and internationally. She is a teacher by training, a founding member of the Quality Indicators for Assistive Technology (QIAT) Consortium, and serves on the QIAT Leadership Team. Gayl is a co-author, with Penny Reed of Education Tech Points: A Framework for Assistive Technology and Leading the Way to Excellence in AT Services and several other books about AT services.

Diana Foster Carl, M.A., L.S.S.P.

Diana Foster Carl, M.A., has more than 35 years of experience in various capacities in public education and in leadership roles in national, statewide and regional organizations and boards. Carl, whose background is as a school psychologist, is a former Director of Special Education Services at Region 4 Education Service Center in Houston and lead facilitator of the Texas Assistive Technology Network (TATN). She is a consultant with CAST as the Special Projects Coordinator for the National Center on Accessible Educational Materials, a founding member of QIAT and a co-author of Quality Indicators for Assistive Technology: A Comprehensive Guide to Assistive Technology Services.

Module Content Provided By

Content for this module was provided by Texas Assistive Technology Network (TATN)

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