In my previous posts I reviewed online AT resources for teachers and parents of students with disabilities. When students with disabilities turn 14 years old, the IEP teams needs to begin exploring options for after graduation. The following post will discuss the AT and transition planning.
Rights and requirements of Federal Law for students with disabilities
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| Reference:
Dell, A. G., Newton,
D., & Petroff, J. (2011). Assistive technology in
the classroom, enhancing the school experiences of students
with disabilities. Allyn & Bacon.
|
AT to Supporting Independence
Students with cognitive disabilities, autism and/or multiple disabilities benefit from visual prompts or aides for self-management. In fact, we all benefit from writing To-do lists or grocery lists, because the lists reduce our anxiety to remember everything we do to do or buy. Daily schedules help students with moderate to severe disabilities in a similar fashion. Picture schedules will remind children with disabilities of the events of the day. Also, visual prompts reduces anxiety because the student can see and anticipate what going to happen or needs to happen next. Visual prompts can be create by a teacher or parent then printed, laminated and given to the child. However, computer software and tablet application are available and allow for more flexibility. iPrompt is an iPhone and iPad applications available to user to create personalize schedules and help keep children/adults with disabilities on task. iPhone application can be used in and outside of school, which will help create a smooth tradition in later years. |
| Reference: https://itunes.apple.com/app/iprompts/id313144705?mt=8 |
Finally, as you select AT for students, consider how the AT device/system will support independence within and outside the school walls. Regardless of where your students goes after high school, (home, college, or community living center) you want your student to be able to function at his/her highest level of independence. There are a variety of AT systems and devices available to help achieve this goal.
References:
Dell, A. G., Newton,
D., & Petroff, J. (2011). Assistive technology in
the classroom, enhancing the school experiences of students
with disabilities. Allyn & Bacon.
Jamie, I agree with you that it is extremely important to promote independence in students with disabilities. I really like the examples of apps for visual schedules and timers. I love the idea of having a visual schedule on an iPod or iPhone because it is motivating, small, interactive, and less intrusive than a larger visual schedule.
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