Technology and transition: tools for success

Abstract

The Technology and Transition project has established a collaborative model for providing and coordinating assistive computer technology (ACT) services to students with disabilities to support the transition process. The model addresses areas mandated by federal legislation including: (a) support f or the role of occupational therapy in secondary settings and in the transition process; (b) provision of assistive technology services to students with disabilities in these settings; and (c) facilitation of successful transition outcomes for students with disabilities. The Technology and Transition model has 4 interrelated components: (a) ACT service delivery including evaluation, student training in the use of devices, and coordination of ACT with the technology used in the school; (b) the provision of ACT devices through a Lending Library, a key component of the model. Seventy-four percent of the participants borrowed equipment from the library; (c) an education component including a website providing transition related materials and resources and a summer training program in which students learn computer literacy skills; and (d) working with school personnel to facilitate coordination and collaboration between the student, family, school personnel, employers, and adult service providers. Occupational therapists have the skills and expertise vital in facilitating the successful transition of students with disabilities from secondary education to adult settings and have been instrumental in the development and implementation of the Technology and Transition model. Preliminary results indicate successful outcomes. Twenty seven students have participated in the project to date; 12 are in college and two are in job training programs with ACT in place, two withdrew from the project and the remaining students continue in secondary education with ACT from the lending library.

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