The document outlines the agenda and topics covered at a community of practice meeting on assistive technology (AT) transition planning through the school transition process. The agenda included discussions on AT planning for post-secondary education, employment, independent living, self-advocacy, and resources. Presenters discussed relevant legislation, common types of AT, incorporating AT into IEPs, assessment processes, and considerations for successful AT transition.

1. Pennsylvania Community of Practice on Transition Planning for Post School Assistive Technology Through the Transition Process October 28, 2008

2. Introduction and Overview Welcome Overview of the Day Purpose and Goals The Challenge

3. Agenda 9:00 - 9:05 a.m. Introduction and Overview 9:05 - 9:20 a.m. What does the Law Say? 9:20 - 10:00 a.m. Planning for AT in Post Secondary Education 10:00 - 10:15 a.m. Accessible Materials 10:15 - 10:30 a.m. Break 10:30 - 10:50 a.m. Planning for AT in Employment 10:50 - 11:20 a.m. Planning for AT in Independent Living 11:20 - 11:50 a.m. Self Advocacy and Personal Perspectives

4. Agenda 11:50 - 12:50 p.m. LUNCH (on your own) 12:50 - 1:15 p.m. AT in the Transition Process (IEP) 1:15 - 1:30 p.m. How to Get Started: The RSA Transition Grant Project (PAS) 1:30 - 1:45 p.m. Break 1:45 - 2:10 p.m. Getting the AT You Need 2:10 - 2:45 p.m. Resources 2:45 - 3:00 p.m. Q & A and Wrap up

5. On Site Q & A and Follow Along Checks We will be utilizing an email system for all questions and remote site location monitoring Please use the following website to correspond with PaTTAN Pittsburgh: [email_address]

6. Electronic copies of the Power Points and handouts from this session are posted on the Pennsylvania site on sharedwork.org under the Aligning Accommodations & Supports page www.sharedwork.org/patransition

7. What Does the Law Say? Presented by: Mark Steciw, Education Consultant PaTTAN King of Prussia [email_address]

8. The Three Major Pieces of Legislation That Impact AT Individuals with Disabilities Education Act 04 Section 504 of the Rehabilitation Act and PA Chapter 15 Americans with Disabilities Act

9. What Does the Law Say? The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities.

10. What Does the Law Say? Section 504 is a civil rights law that prohibits discrimination against individuals with disabilities. Section 504 ensures that the child with a disability has equal access to an education. The child may receive accommodations and modifications.

11. What Does the Law Say? The Americans with Disabilities Act gives civil rights protections to individuals with disabilities similar to those provided to individuals on the basis of race, color, sex, national origin, age, and religion. It guarantees equal opportunity for individuals with disabilities in public accommodations, employment, transportation, State and local government services, and telecommunications.

12. Legislation Impacting Employment There are five important federal laws that protect individuals with disabilities from discrimination in employment and the job application process: The Americans with Disabilities Act The Rehabilitation Act The Workforce Investment Act The Vietnam Era Veterans’ Readjustment Assistance Act The Civil Service Reform Act http://www.dol.gov/odep/pubs/fact/laws.htm

13. What is Assistive Technology? Federal definition from IDEA ‘04: Assistive Technology Device : any item that is used to “increase, maintain, or improve functional capabilities of a child with a disability” (IDEA ‘04, Section 602) Assistive Technology Services : any service that “directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device”

14. Assistive Technology (AT) in Schools “… increase, maintain, or improve functional capabilities …” (IDEA ‘04, Section 602) Provide access to general education curriculum Make progress in IEP goals … What does the youth need to do?

15. Assistive Technology (AT) in School s What does the youth need to do? A few examples: communicate, say, answer, repeat, tell, write, type, check off, turn on, click, highlight, point to, read, look at, comprehend, define, listen to, see, find, interact with, remember…

16. Types of Assistive Technology “ no tech, low tech, high tech” Augmentative/Alternative Communication (AAC) Computer Access Written Communication Technology for Sensory Impairments Environmental Controls

17. AT in the IEP Consider for every youth with an IEP: Addressed in IEP Not a goal , but may be Condition of goal or objective (e.g.“Using a voice output communication device, child will name….”) Specially designed instruction , (e.g. “Access to classroom computer for word processing writing tasks longer than one paragraph” ) Supports for school personnel (e.g. teacher of the deaf/hard of hearing will provide training in maintenance of FM system.”) Transition – Indicator 13

18. Assistive Technology Assessment Conducted by a team, with all appropriate team members involved In the customary environment , Addressing areas of need targeted by the team, Related to implementing IEP , Resulting in team recommendation. (i.e. features based on the youth's needs/abilities, environments, and tasks)

19. What are the youth’s: current abilities? needs? Where/When is the youth facing barriers to participation, productivity, or independence ? General curriculum issues? Special education and related services input? Transition planning for equal access, employment, post-secondary training/education and community living Guiding Questions

20. What routines typically occur? What activities occur during routines? How does the individual: communicate? produce written output? access auditory and/or visual information? control the environment? Guiding Questions

21. What materials,equipment and supports are currently available in the youth’s instructional environment? What are the youth’s curricular goals? What is the physical arrangement? Does it impact the youth? What are the concerns? Guiding Questions

22. Assistive Technology Assessment: Trial Periods Consider no, low and high tech options Target meaningful / motivating activities Activities and environments should be consistent across trial periods Document what works, and does not work

23. What do we know about the youth? strengths, abilities, experiences, preferences What do we know about the environments the youth functions in? classroom, playground, library, cafeteria, work site What have we tried? What has worked? What else can we try? How do we measure what works? What are the features that work? How do we put what works in place? A system of tools that effectively enables the student to do what he/she needs to do. What does the student need to do?

24. Hints for Successful AT Transition Revisit AT “early and often” in the IEP Understand ownership and funding, including future access Identify post-secondary goals ASAP, and explore AT needed to achieve them Pursue relationships with post-secondary world (e.g. volunteer positions; campus visits) to check out AT needs in the real world Develop relationships with OVR, DRS offices, etc. Find successful mentors with disabilities and learn the role of AT in their lives

25. Planning for AT in Post Secondary Education and Training Presented by: Bill Welsh, Director, The Office for Disability Services Penn State University [email_address]

26. Why is the Use of AT Important for Youth with Disabilities Transitioning into Higher Ed? Shift in higher education from paper-based materials to technology and Web-based materials. Shift from straight lectures in courses to various types of technologies utilized in the classroom. Courses are no longer just face-to-face. Higher education courses include many Web-based components. Technology is used heavily both inside and outside of the classroom. Less use of people to perform accommodations and more use of technology for accommodations. Creates more independence and less dependence on others.

27. . Shift in Higher Education from Paper-based Materials to Technology and Web-based Materials Classroom instructors might utilize PowerPoint slides, movie clips and the Web during lectures. Books are still being utilized, but they might be electronic. Also, many courses utilize supplemental DVD’s and CD’s. Handouts and course materials may be put into a virtual learning environment or course management systems (e.g., Blackboard, Angel, Moodle, etc.). Students are required to keep up with materials posted in these on-line systems. Students are often communicating with instructors and classmates through electronic means such as blogs and wiki’s.

28. Common Technology Terms used in Classrooms: A wiki is a page or collection of Web pages designed to enable anyone who accesses it to contribute or modify content. A blog (a contraction of the term " Web log ") is a Web site, usually maintained by an individual with regular entries of commentary, descriptions of events, or other material such as graphics or video. Entries are commonly displayed in reverse-chronological order. A virtual learning environment (VLE) is a software system designed to support teaching and learning in an educational setting. A VLE will normally work over the Internet and provide a collection of tools such as those for assessment; testing; communication; uploading of content; return of students' work; peer assessment; administration of student groups; collecting and organizing student grades; questionnaires; tracking tools; etc. A podcast is a series of audio or video digital-media files which is distributed over the Internet. Courses might be taught in one location and podcasted to other sites. Reference: http://en.wikipedia.org/wiki/Main_Page

29. Types of Classrooms or Courses in Higher Education: Lecture only: Course is delivered completely in the classroom. Most lectures include the use of various technologies (e.g., PowerPoint slides; Web sites; Videos). Web-Enhanced: Some course materials provided on the Web. Electronic materials used occasionally to enrich in-class presentations or out-of classroom learning experiences (e.g., Course Management Systems). Blended Delivery : Mixture of on-line and face-to-face course time, also referred to as Hybrid Delivery. On-Line Courses: Course is delivered completely on-line with no face-to-face time. Lectures delivered through various means (e.g., PowerPoint with voice, taped video lectures, live lectures, podcasting, chat rooms, blogs, wiki’s etc.)

30. Tips for Students Transitioning to Postsecondary Education Requesting Assistive Technology (AT) Ask for an assistive technology evaluation while in high school. Experiment with various AT while in high school. Research AT on-line for specific disability categories. Apply to the Office for Vocational Rehabilitation (OVR). OVR may be able to provide an AT evaluation for eligible individuals. Visit the various postsecondary schools that you have applied and inquire about: Knowledge of AT. AT students with disabilities use most often. How to access AT. Is there an AT lab on campus (hours, training). Are the computer labs equipped with AT? During postsecondary tours, ask about the type of technology used in the classroom and Web-based courses..

31. Tips for Students Transitioning to Postsecondary Education Requesting Assistive Technology (AT) AT plans and assessments should account for the technology used in the postsecondary setting Make sure that documentation presented to the postsecondary institution supports the necessity for AT requested in college. Contact the disability services office early and begin the eligibility process while still in high school. Postsecondary institutions are not responsible for acquiring AT or adaptive equipment that is utilized for personal use such as software installed on personal computers.

32. Tips for Students Transitioning to Postsecondary Education Requesting Assistive Technology (AT) Postsecondary institutions are required to provide equal access. If computer equipment is provided for all students (e.g., in a computer lab) then AT must be provided that allows access to the hardware or software in those labs for individuals with disabilities. Requests for AT should be made as early as possible to allow the postsecondary institution enough time to acquire AT if not already available. Don’t assume the institution already has a particular AT or adaptive equipment readily available.

33. Common AT Utilized in Higher Education for Individuals with Blindness or Low Vision Screen Reader software: application reads aloud information displayed on a computer monitor screen. The screen reader reads aloud text within a document and it also reads aloud information within dialog boxes and error messages. Screen readers also read aloud menu selections, graphical icons on the desktop, and information on the World Wide Web. Examples of screen readers utilized: JAWS, Kurzweil 1000, Home Page Reader, Hal Screen Reader, and Window Eyes. Screen readers are utilized in higher education to: Read course materials. Answer e-mail correspond in blogs, wiki’s etc. Read tests and quizzes rather than a human reader. Paper materials such as books, articles, journals will need to be scanned into electronic text compatible with the screen reader. This takes time, plan ahead.

34. CCTV's and video magnifiers are specially designed to enlarge printed material for people, who have low vision and can no longer comfortably use glasses or special lenses to read regular size print. CCTV’s can be stand alone models or connected to a computer. Some are portable , handheld and others are too large to move. CCTV’s are either black and white or color. CCTV’s are typically used to: Enlarge and read course materials (books, articles, supplemental materials). Read tests and quizzes rather than a human reader. Common AT Utilized in Higher Education for Individuals with Blindness or Low Vision

35. Common AT Utilized in Higher Education for Individuals with Blindness or Low Vision Screen Magnification software enlarges the viewing area of a computer monitor display. Magnification levels are measured in power levels. Such as 2x (2 power), and can go as high a level as 16x magnification. Common screen magnification programs: Zoomtext , MAGic, Supernova, and BIGGY. Some screen magnification programs also have voice to text built in . Screen Magnification software is typically used to: Read course materials (books, articles, supplemental materials). Answer E-mails Correspond in blogs, wiki’s, and course management systems etc. Read tests and quizzes rather than a human reader. Electronic tests are read using the screen reader. Paper materials such as books, articles, journals will need to be scanned into electronic text compatible with the screen magnification software. This takes time, plan ahead.

36. Common AT Utilized in Higher Education for Individuals Who Have Low Vision, Learning Disorders, and Attention Deficit Disorders: Text Reader applications should not be confused with screen readers. Text readers primarily read aloud text as it is keyboarded, and reads aloud text within documents such as e-mails, word processing documents, and other electronic text format. Text readers allow students to hear what they have written on the page, to recognize errors when writing, and hear what is written on the page as well as see it which may assist in fluency of reading. Hearing the material allows students to recognize errors that go unidentified when they view the written version, due to their learning disabilities.

37. Common AT Utilized in Higher Education for Individuals Who Have Low Vision, Learning Disorders, and Attention Deficit Disorders: Text Reader software are typically used to: Read course materials (books, articles, supplemental materials). Read tests and quizzes rather than a human reader. (Paper tests are scanned. Electronic tests are read using the text reader). Paper materials need to be scanned into an electronic format to utilize a text reader. Common examples of text readers: Kurzweil 3000 and Wynn Free Downloads of text reading software are also available by searching the Web.

38. Examples of Software and Hardware for Individuals Who Have Limited Use of Hands or Mobility: Speech or Voice Recognition : software programs that translates speech into text. In addition, individuals can create, format, edit and save documents; write and send e-mail; and surf the Internet entirely by voice. There are several uses for speech recognition systems: Dictation -- translation of the spoken word into written text. Computer Control -- control of the computer and software applications by speaking commands. Common examples of speech recognition : Dragon Naturally Speaking, Via Voice and Qpointer.

39. AT for Individuals Who have Hearing Impairments or Deafness: Assistive Listening Devices: ALDs utilize various technologies. FM systems are “frequency modulate” radio wave systems that use a transmitter and receiver. Recently, In FM/BTEs (behind-the-ear hearing aids), the FM receiver is built into the same casing as the hearing aid. Hearing aid manufacturers have also introduced wireless FM boot receivers that attach to the bottom of a hearing aid. An audiologist can assist with the selection and fitting of an appropriate FM system. Newer models use bluetooth technology with digital hearing aids. Infrared systems use invisible light waves to transmit sound from the instructors microphone or transmitter to the receiver through a T-coil in the hearing aid or through the use of headphones. Induction Loop Devices is a loop that goes around an object and the individual sits within the loop area. Used with a T-coil switch on the hearing aid or a separate receiver and headphones. Sound Field Systems: portable speaker placed close to the user.

40. ALD Uses in the Classroom Common Uses of ALD’s in the classroom: ALDs can be moved from class to class or permanently installed. ALDs are helpful when listening in a whole classroom or in small groups. ALDs can be used alone or in conjunction with personal hearing aids and cochlear implants. ALDs are used with students who have varying degrees of hearing levels ranging from normal hearing acuity (e.g., students with learning disabilities, attention deficit disorders, central auditory process disorders ) to students who have a profound hearing loss. ALDs can be beneficial when listening to audio and audiovisual equipment, e.g., VCRs, tape recorders, and stereos. Excerpted from “Role of Assistive Listening Devices in the Classroom.” from the NETAC Full transcript can be found at: www.netac.rit.edu/publication/tipsheet/alds.html

41. Common Types of Captioning in the Higher Ed. Classroom Open/Closed Captioning: Closed captions (CC) are typically enclosed in black boxes and displayed on Line 21 of the TV set. These captions are invisible on the TV screen unless a decoding capability (a decoder or TV with decoder chip) is used. Open captions can be “CC” captions recorded as “open” captions for visible display without the need for decoding, or they can appear as subtitles similar to those seen in foreign films and displayed with upper/lower case lettering and a drop shadow effect. On-site Computer Aided RealTime Translation (CART) is provided by a court reporter attending the class with the student and providing real-time writing of lecture material and class discussion. The captionist utilizes a stenotype machine that communicates with special software connected to a laptop. The individual reading the text is connected to another laptop to view the text or the text is viewed on a large projection screen. Remote CART is provided by a captionist located off-site receiving the audio transmission from the classroom. The captioning is then transmitted back to the classroom. The individual reading the text is connected to another laptop to view the text or the text is viewed on a large projection screen This allows captioning services to be based in areas where there are sufficient numbers of qualified captionists.

42. Common Types of Captioning in the Higher Ed. Classroom C-Print ® is a speech-to-text system developed at the National Technical Institute for the Deaf (NTID), a college of Rochester Institute of Technology (RIT). A trained operator, called a C-Print captionist , produces text of the spoken information using a software application called C-Print Pro . The captionist is skilled in text-condensing strategies and in typing using an abbreviation system, which reduces keystrokes. The text can be displayed simultaneously to one or more students in different ways, including additional computers (laptops) or display monitors. The captionist includes as much information as possible, generally providing a meaning-for-meaning (not verbatim) translation of the spoken English content. Excerpted from the National Technical Institute for the Deaf (NTID), a college of Rochester Institute of Technology (RIT). http://www.ntid.rit.edu/CPrint/equipment_cprint.php

43. Tape Recording Lectures Some students may need to tape record class lectures or discussions as an accommodation because they may not be able to physically take notes; have trouble comprehending the lecture or discussion; have difficulty concentrating while in the lecture or discussion and may need to go back to the lecture or discussion to retrieve missed information. Permission to tape record lectures must be obtained from the instructor. Current technology uses Digital Tape Recorders which can be utilized by students in the classroom to record portions of lectures when needed. The digital piece allows students to convert the spoken word to electronic text and then edit it or transfer it to an MP3 or 4 player to listen over and over again.

44. Outlining Programs Outlining programs enable students to manipulate visual shapes in order to organize ideas. The programs then turns that structure into a traditional linear outline. Students can organize information using headings, subheadings and then expand topics into writing. Information from notes and class materials can be placed into an outline format. Instead of having to remember difficult labeling systems (Roman numerals), student can spend their time inputting the information. The software programs automatically outline the information. Common example of outlining programs: Inspiration

45. Low Tech Word Processing Tools: Word processing can be utilized in many different ways for individuals with low vision, dyslexia, LD, AD/HD, head injuries etc. Word prediction enhances the ability to type words and the computer gives a list of words that could potentially fit. This can be used in conjunction with dictionary features. Thesaurus, spell check and grammar checks can be utilized to enhance homework and papers by indicating errors and giving options for correcting errors. Some of these tools work well in a classroom or for homework, but may not be acceptable on tests depending on the essential function of the course.

46. Low Cost Solutions Available to Most Individuals with Computer Access Windows platforms have built-in Accessibility Wizards in most versions of their systems. They can typically be found by going to Start, Programs, Accessories and then Accessibility. The following Web link provides an overview of all Windows accessibility features: http://www.microsoft.com/enable/products/default.aspx The following link provides a comparison of the Windows platforms: http://www.microsoft.com/enable/products/chartwindows.aspx

47. Low Cost Solutions Available to Most Individuals Who Utilize Apple Computers or Products Apple has built many accessibility solutions directly into its products as standard features. VoiceOver, screen reading technology that’s part of Mac OS X, provides voice description and offers plug-and-play support for Braille displays. For those who find it difficult to use a mouse, Spotlight search technology makes it easy to launch applications and find files, images, calendar events, or Wikipedia entries using a keyboard. iPod, iPhone, Apple TV, and other products support closed captioning. Reference: http://www.apple.com/accessibility/

48. Final Thoughts Utilizing AT prior to entering higher education: Allows young adults transitioning to focus on studying, rather than learning new technology their first semester. Allows familiarity of using AT, which also reduces stress. Enhances independence and self-advocacy skills. Increases retention rates within the first two years. Assists in leveling the playing field with other transitioning youth without disabilities.

49. Final Thoughts Transition into higher education is difficult enough without having to learn various new technologies at the same time. The shift of utilizing more technology in the classroom in higher education means that the use of Assistive Technology for youth with disabilities transitioning into higher education is crucial to their success and retention. Without AT, we create a distinct disadvantage.

50. Accessible Instructional Materials Presented by: Susan Gill, Education Consultant PaTTAN King of Prussia [email_address]

51. What are Accessible Instructional Materials?

52. Accessible Instructional Materials in IDEA 2004 Provisions within IDEA 2004 ( 300.172 ) require that textbooks and related core instructional materials be provided to students with print disabilities in specialized formats in a timely manner.

53. “ Specialized Formats” Braille: a series of raised dots that can be read tactually by people who are blind or have low vision Large print : provides the same content as standard print, in larger font or page sizes. Audio: includes formats such as tapes, CDs, MP3 files, and text-to-speech. Digital text or E-text (electronic text) include file formats such as rich text files (RTF), ASCII, HTML, and Digital Talking Books.

54. Digital text is flexible … because it can be converted into other accessible forms including refreshable Braille, audio, large print, and text with enhanced features. Instruction in use of digital text and tools, and instruction using digital text and tools has enormous potential to provide access, and foster independence as well as engagement with text for all students .

55. Who needs Accessible Instructional Materials?

56. “ Students with print disabilities” Persons certified by competent authority as unable to read printed materials because of: Blindness Visual impairment Physical limitations Reading disability due to organic dysfunction

57. Who needs AIM? Students who are unable to obtain information through the use of traditional print materials Why? To enable them to gain the information they need to access the curriculum and meet goals. To enable them to experience accommodations that are allowable while building skills that are expected in post school settings.

58. Is all of this new? No and Yes … The requirement is not new. Accessible instructional materials have always been one means of providing access to the curriculum. Eligibility for Copyright exemption is not new. IDEA 2004 provides new mechanisms for providing AIM: NIMAS and NIMAC.

59. Primary Sources for AIM Publishers: Commercial products may be available in some digital formats from curriculum publishers. Copyright-Compliant Accessible Media Producers : Bookshare, RFB&D, APH, PaTTAN Obtain from other sources Create using available tools

60. Sources of Accessible Instructional Materials OSEP-Funded Accessible Media Producers (AMPs)

61. RFB&D: Recording for the Blind & Dyslexic® High quality audio versions of textbooks, all recorded in human voice. All educational levels, in a wide variety of academic and vocational subjects . Produced and circulated as compact disks (CDs) downloadable audio files or AudioAccessSM; allows download of audio textbooks directly to Windows-compatible computer, and then to standard available portable media players.

63. Visit RFB&D at the AT EXPO

64. Bookshare.org™ Bookshare.org is an online library of accessible books for readers with print disabilities. Textbooks Teacher Recommended Reading Special Collections New York Times Best Sellers, Newbery Winners. Caldecott Winners , Young Reader’s Choice, Spanish books. Newspapers and Magazines

65. Multimodal Reading Four ways to access Bookshare.org books Listen to them (many voice options) View them enlarged (on a PC screen or printed) See and hear the words simultaneously Read Braille (digital or hardcopy)

67. Visit Bookshare at the AT EXPO

68. Sources of Accessible Instructional Materials Commercial Sources

69. Sources of Accessible Instructional Materials Make Your Own

70. AIM tools Playback devices Daisy Players Portable Notetakers (PDA) MP3 players

71. AIM Tools Software Text-to-speech Integrated Reading/Writing software Scan/Read software Free and commercially available.

72. How do we find out more? AT EXPO November 3 Pittsburgh November 4 State College November 5 Berks County IU 14 November 6 Valley Forge IU AT Consultants

73. AIM at the EXPO Screen readers, screen magnification software and portable note takers for blindness and low vision. (Freedom Scientific and Sage Vision) Braille software and conversion programs (ViewPlus and Enabling Technologies) Portable Daisy book players and screen readers (Humanware)

74. More AIM at the EXPO Comprehensive Reading/Writing software (Cambium Learning, TextHelp) Enhanced Text to Speech Software and portable readers (Don Johnston, Inc) Reading tools for cognitively impaired students (Ablenet) Graphic symbols for creating alternative materials (Mayer Johnson)

75. Access to texts is not enough! Independent access to Textbooks and other materials Online learning tools and communities Integrated writing tools Discussion

76. AT Competencies What works How it works When to use it, when to use something else Experience discussing it What it’s called and what version Who owns it

77. AIM Resources Accessible Instructional Materials at the PaTTAN website www.pattan.net Accessible Instructional Materials http://aim.cast.org NIMAS at CAST http://nimas.cast.org

78. Planning for AT in Employment Presented by: Dana Hodges, Supervisor Special Programs Division PA Office of Vocational Rehabilitation [email_address]

79. Objectives What Do Employers Expect? What Do We Need to Achieve the Goal of Employment with AT? Types of AT (No-, Lo-, High- Tech) OVR’s Role in the Transition Process

80. What Do Employers Expect? Teamwork - Ability to work cooperatively with others to achieve a goal. Communication - Ability to relay thoughts and ideas clearly, both verbally and in writing. Higher-order thinking - Ability to engage in creative problem solving, critical thinking, and goal setting. Self-management skills - Ability to manage time and follow through on work without supervision.

81. Customer service awareness - Ability to put customers first and respond to complaints in a tactful and timely manner. Social/business etiquette - Ability to dress and socialize in a manner appropriate to a specific work environment or situation. Leadership - Ability to guide and support others, and seek guidance and support from others to pursue goals. Computer literacy - Ability to use computer technology to communicate and learn effectively

82. What Do We Need to Achieve the Goal of Employment with AT? Earlier/ongoing AT assessment Earlier/ongoing education/training on all types of AT for Students, Parents, Teachers, and Employers Earlier/ongoing Self-Awareness and Self-Advocacy Training Earlier/ongoing Career Assessment & Exploration Increase utilization of AT resources already available and develop more resources for AT. Increase basic computer literacy AND MOST OF ALL

83. SET HIGH, LONG-TERM EXPECTATIONS FOR STUDENTS TO USE ASSISTIVE TECHNOLOGY INDEPENDENTLY AT SCHOOL, AT HOME, AND AT WORK BEFORE THEY GRADUATE!!!

84. Types of AT in Employment NO TECH LOW TECH HIGH TECH

85. Examples of No Tech establish consistent routines provide extra cues or prompts task analysis use physical cues and directions highlight key words etc. on paper review and practice in real situations change text size, spacing, colors on reading material daily meetings with supervisor reduce choices color coded filing systems for putting materials away peer tutoring cooperative learning extended time alternative assignment preferential seating/working position (standing rather than sitting)

86. Examples of Low Tech picture schedule/ directions/reminders tape recorded instructions headphones for isolating attention slant boards for writing/reading tactile enhancements modified lighting adapted seating/positioning pencil grips specialized paper (line indicators, extra space between lines, etc.) typewriter Post-Its calendars medication organizer dry erase boards

87. Examples of High Tech talking dictionaries reading pens talking word processors large monitors touch windows or monitors screen magnifiers scanner or OCR technology modified keyboards switch-controlled computer utilities to enlarge computer cursor large hard drive to minimize need for disk/CD handling digital recorders/voice reminders/PDA’s software applications for voice recognition, text to speech, on screen keyboards, etc. environmental control units powered wheelchairs/scooters automatic door openers

88. OVR’S ROLE IN TRANSITION FROM SCHOOL TO WORK Before graduation: Provide various forms of assessment including AT, which a school district is not otherwise able to provide. Center for Assistive and Rehabilitative Technology at the Hiram G. Andrews Center in Johnstown, PA Provide vocational counseling & guidance to the student and their families to assist the student in setting an informed, realistic, appropriate vocational goal as well as establishing a plan for reaching that goal Job readiness skills Serve as an informational and technical resource to students, families, and educators during IEP Process

89. OVR’S ROLE IN TRANSITION FROM SCHOOL TO WORK After graduation: Continue with necessary assessments as well as counseling and guidance Identify and plan services necessary to assist the student in reaching his/her vocational goal Assist with job development and job placement Conduct Worksite AT Assessment and Provide AT Training to employee and employer Provide information and technical assistance to employers regarding the Americans with Disabilities Act and Disability Awareness Provide follow-up support to employee after job placement for 90 days

90. Planning for AT in Independent Living Presented by: Brenda Cover, Allied Health Services Manager Hiram G. Andrews Center PA Department of Labor and Industry [email_address] and Michael Kiel, Center for Independent Living representative Hiram G. Andrews Center PA Department of Labor and Industry [email_address]

91. Levels of assistive technology Independent: no assistive device required Modified independence: low technical assistive device or modification required to maximize self-independence Dependent: high technical assistive device required

92. DOOR ENTRANCE

93. INDEPENDENT No assistive device required to manage door or lock

94. MODIFIED INDEPENDENT Lever handle/ door lever extender Pull strap to assist with door closure Key holder Pushbutton door lock

95. DEPENDENT High technical assistive device required such as: Power door operator Fixed or remote door control switch ECU remote switch

96. BEDROOM

97. INDEPENDENT Standard bed Standard mattress Standard alarm clock Standard dressing

98. MODIFIED INDEPENDENT Electric hospital bed Position control, hand pendent, safety rails Foam/Inner Springs/ Egg crated mattress Large button alarm clock

99. DEPENDENT ECU integrated for electric hospital bed positioning control Hearing-impaired vibrating alarm system Alternating/low air loss pressure relief systems

100. DRESSING

101. INDEPENDENT No necessary assistance in dressing required

102. MODIFIED INDEPENDENT Clothing setup Dressing stick, stocking aide, button hook Adaptive clothing

103. DEPENDENT Requires personal-care staff for assistance in dressing

104. GROOMING/ BATHING

105. INDEPENDENT Able to bathe and monitor/maintain personal hygiene without assistive devices

106. MODIFIED INDEPENDENT Hand-held shower spray, shower chair, tub transfer bench Automatic tub lift, rehabilitation shower/commode wheelchair, specialized tub system Adaptive hygiene aids, washing mitt, long handle, sponge

107. DEPENDENT Requires personal-care staff to utilize the assistive technology mentioned in modified independence

108. KITCHEN

109. INDEPENDENT Able to prepare meals as well as cleanup afterwards without assistive technology or assistance

110. MODIFIED INDEPENDENT Cafeteria line assistance, tray set up Scoop dish, plate guard, adaptive utensils, adaptive drink aids Automatic feeder system

111. DEPENDENT Requires personal-care staff for assistance from preparation through cleanup

112. TRANSFERS

113. INDEPENDENT Ability to transfer from one point to another without Assistance i.e. wheelchair-to-shower bench, bed-to-chair

114. MODIFIED INDEPENDENT Safety rail, cane or walker Sliding board, trapeze system Pivot pole

115. DEPENDENT Requires personal-care staff to utilize any of the following during passive transfers: Manual lift system Power lift system Turn stand

116. MOBILITY

117. INDEPENDENT Able to walk distances and carry books or personal items without difficulty or assistance

118. MODIFIED INDEPENDENT Braces Cane, crutches Dolly book carrier Walker Manual wheelchair

119. DEPENDENT Power wheelchair Scooter Custom seating system

120. LIVING ROOM

121. INDEPENDENT Able to operate entertainment systems utilizing only standard equipment and remotes

122. MODIFIED INDEPENDENT Specialized remote-control devices Multiple system universal remotes Custom large button oversize remote-controls

123. DEPENDENT Voice-activated remote Switch activated remote Custom ECU system

124. LIGHTS

125. INDEPENDENT Standard light switches and lamps

126. MODIFIED INDEPENDENT Touch lamps Motion control lamps

127. DEPENDENT ECU controlled

128. COMMUNICATION

129. INDEPENDENT Standard phone system Standard cell phone system

130. MODIFIED INDEPENDENT Cordless or speakerphone Phone holder or headset Scanning telephone with large button control

131. DEPENDENT Augmentative communication device ECU integrated phone system

132. LAUNDRY

133. INDEPENDENT No assistance necessary in laundering

134. MODIFIED INDEPENDENT Frontloading washer and dryer Spill resistant detergent dispenser Clothing cart

135. DEPENDENT Requires personal-care staff for assistance in laundering

136. MISCELLANEOUS Everyday usage, ranging from low-tech to high-tech as well as in multiple environments and across varying disabilities Low-tech; mouthstick High-tech; mobility/ECU Or by disability; Cognitive Impairment: medication organizer Hearing Impairment; alerts

137. Self Advocacy and Personal Perspectives Presented by: Josie Badger, Youth Advocate PA Youth Leadership Network [email_address] and Allison Mervis, Youth Advocate PA Youth Leadership Network [email_address]

138. Josie’s Transition Where I Come From: Provided everything in high school and in my family Became involved in the disability community at age 18 College Transition: Moving to dorm Self-advocacy PCAs Graduate School Transition: Finding new nurses Finding an apartment Food preparation Budgeting Time Management

139. Allison’s Transition Biographical Information Transition Story Assistive Technology

140. What is this “Toolkit” of which we speak?

141. What is the Toolkit? Youth driven, youth written tool for youth 110 page guide and workbook for the transition process Accessible Great to complete BEFORE transition

142. Phase One ACCEPT YOURSELF! PYLN personal stories……………………………p.15 So you have a disability…………………………p.17 Help is out there………..…………………………p.21 Sometimes you feel like you just don’t fit in………………………………………………........p.25 Tips to get the most out of assessments.p.31 In summary………………………………………....p.57

143. Phase Two DECLARE YOURSELF! PYLN personal story……………………………....p.61 What is transition?....................................p.61 Speak up for yourself………………………….....p.64 Putting the I in IEP…………..……………………..p.67 Checklist for a successful outcomes……….p.74 Resources……………………………………………...p.89 In summary…………………………………………...p.90

144. Phase Three EMPOWER YOURSELF! PYLN personal stories…………………………………........p.93 Empowerment…………………………………………..………p.96 Help is out there………………………………………….......p.98 Ensuring you are headed in the right direction….p.99 Becoming empowered…………………………………….p.102 PYLN personal stories………………………………….....p.106 In summary……………………………………………………. p.108

145. Knowing Yourself and Your Needs Few kids know their needs IDEA is great, but kids no longer need to know their needs or accommodations Workbook activities Accommodations are so important! Worksheet: Transition assessment Worksheet: Getting to know yourself

146. Example Worksheet: How to participate in your IEP At the meeting, you want to be able to: describe your disability talk about your strengths and needs describe your learning style tell team members the accommodations you need and why you need them describe any medications you are taking or medical needs you have

147. What is advocacy and how to do you advocate for yourself? Advocacy can be easily defined as an action that produces change. YOU know what YOU want! PYLN

148. The 4 keys to being a good self advocate Do Research In order to tell people what you want, you need to know what is out there. What are your options? Communication Learning how to communicate with people is key to advocating for your needs. Compromise While the decisions that are being made are about you, it is important to be open minded about other people’s advice and ideas. Teamwork You have a great number of people you can count on for good advice. Know who the people are who you can count on. ITS ALL ABOUT YOU!

149. What is empowerment? Empowerment is a process which helps people gain power. People who are empowered have the knowledge and ability to lead.

150. Pennsylvania Youth Leadership Network Looking for new PYLN board members Ages 16-28 Youth leaders with disabilities Applications due November 30 th Contact PYLN at pyln.gb@gmail.com

151. AT In The Transition Process Presented by: Michael Stoehr, Education Consultant PaTTAN Pittsburgh [email_address]

153. A Process for Addressing Transition Step One: Identify the student’s post-school desired goals or vision. (Assessment) Step Two: Describe the student’s Present Levels of Academic Achievement / Functional Performance (Assessment) Step Three : Determine Agency Linkages and Supports Step Four: Design a Transition Plan that includes courses of study and activities/services (transition grid) Step Five: Determine Measurable Annual Goals that lead to post-school goals (academic, transition, etc)

154. Present Levels Transition Services Measurable Goals Program Modifications and Specially-Designed Instruction Related Services Supports for School Personnel How Assistive Technology and the Transition Process Impact the IEP

155. Step One: Identify the student’s post-school desired goals or vision. (Based on Assessment)

156. Post-School Goals (previously referred to as “Outcomes” ) Measurable statement: Identifies where student will be AFTER high school NOT intended to describe events that occur IN high school NOT the same thing as IEP measurable annual goal Addresses Post-Secondary Education/Training Employment Independent Living Each post-school area must be addressed by the IEP team Leave no goal area blank!

157. Sample Post School Goal: Phillip Postsecondary Education and Training Goal: Phillip has a goal of enrolling in postsecondary training in the area of automobile repair or a related field. Measurable Annual Goal Yes/ No (Document in Section V ) Courses of Study : Service/Activity Location Frequency Projected Beginning Date Anticipated Duration Person(s)/ Agency Responsible

158. Sample Post-secondary Education/Training Goals 1. 2 or 4 year college 2. Postsecondary vocational training program 3. Short-term education or employment training program 4. Community or technical college 5. Apprenticeship program 6. On–the-job training 7. Licensing program (Nursing, Cosmetology, etc.) 8. Adult continuing education courses 9. Adult Training Facility 10. Adult center program 11. Adult in-home program 12. Other training program - please describe: ____________ 13. The IEP team has determined that this goal area is not applicable

159. Sample Post School Goal: Phillip Employment Goal: Phillip has a goal of competitive employment in the area of auto body repair or related field. Measurable Annual Goal Yes/ No (Document in Section V ) Courses of Study : Service/Activity Location Frequency Projected Beginning Date Anticipated Duration Person(s)/ Agency Responsible

160. Sample Employment Goals 1. Competitive employment 2. Military 3. Supported employment (paid work in a community setting for those needing continuous support services) 4. Sheltered employment (where most workers have disabilities) 5. Employment that allows for technological and medical supports The IEP team has determined that this goal area is not applicable for this student

161. Sample Post School Goal: Phillip Independent Living goal: The IEP team including Phillip and his parents has determined that a goal is not needed for Phillip in this area at this time. Measurable Annual Goal Yes /No (Document in Section V) Courses of Study : Service/Activity Location Frequency Projected Beginning Date Anticipated Duration Person(s)/ Agency Responsible

162. Sample Independent Living Goals 1. Independent -- will access community resources and programs without support 2. Family support -- will access community resources and programs with family supports 3. Agency support -- will access community resources and programs with agency supports 4. The IEP team has determined that this goal area is not applicable for the student

163. Step Two: Describe the student’s Present Levels of Academic Achievement / Functional Performance (Based on Assessment)

164. Present Levels Must: Identify strengths and prioritize needs Describe effect of disability on performance Provide a starting point for development of annual goals Guide development of other areas of the IEP Be data driven (measurable and observable) Reference post-school transition goals.

165. Sample PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: Phillip At the beginning of 8 th grade, Phillip had an assistive technology evaluation for assistance with reading in the content areas. Based on the evaluation, the district purchased “scan and read” software for use in his general education classes. He used it for reading assignments in 8 th and 9 th grade in science, health, and social studies. When he used the scan and read software in these classes he maintained grades in the 75% - 85% (C-B range) However, since the middle of 10 th grade, while Phillip willingly uses it as needed with his tech manuals at the career and technology center, he resists using it during his half day at the high school. He feels that he is doing well enough without it, doesn’t need it for his classes, and doesn’t want to call attention to himself. Since he has stopped using his scan and read software his grade averages have declined and he is now averaging 65% - 78% (D-C range), with the exception of English, in which he typically earns grades in the 60% - 70% (D range)

166. Sample PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: Phillip While Phillip acknowledges that he struggles with reading, he also states that he is able to “get by” in classes by listening, making his own study guides for tests, and making his own graphic organizers for vocabulary. He states that the best strategy for him to understand difficult text is to re-read the material, and he also uses pencil marks and highlighters to mark what he considers to be important. He points out that he already comes in early to work on his reading three days a week.

167. Sample PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: Phillip Phillip’s parents are supportive of his current career path, but report that they want him to keep his options open because he is so young to choose a career. They express concern that his reading skills will be an obstacle to success in the adult world. While they are not adamant about his use of the scan and read, they would like him to at least try it out in his general education classes this year. They would also like Phillip to explore whether this type of adaptation would be acceptable at a postsecondary program, as well as to find out what other accommodations are allowable. An informal parent survey, as well as the Comprehensive Informal Inventory of Knowledge and Skills for Transition, were given by the district, and indicate that Phillip is self sufficient and age appropriate in all areas of independent living.

168. Sample PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: Phillip Needs: In order to meet his post-school goals, Phillip has the following specific needs: Develop/improve reading comprehension skills in summarizing and identifying supporting details. Improve written language by working on proofreading and self-correcting of errors. Develop self management skills related to speed of task completion, and to more effectively discriminate when a particular task is complete while working on projects in the Auto Repair Shop. Integrate the use of assistive technology into his career preparation, by continuing to use Scan and Read technology and exploring, its applications to content area classes. Understand, and be able to articulate his needs for accommodations in current and post-secondary settings.

169. Step Three : Determine Agency Linkages and Supports

170. For transition services that are likely to be provided or paid for by other agencies, is there evidence that representatives of the agency(ies) were invited with parent consent to the IEP meeting? §300.321(b)(3)

171. IEP Team Participants for Transition Planning Required Members student parents/guardians local education agency representative (LEA) regular education teacher special education teacher vocational-technical education representative (if being considered) Other Members SLT, OT, or PT staff AT consultant SD transition coordinator psychologist guidance counselor job coach (if considered) employer representative community/agency representatives relatives/friends/advocate

172. Agencies Supporting Youth and Adults with Disabilities Centers for Independent Living Office of Medical Assistance Office of Vocational Rehabilitation Bureau of Blindness & Visual Services (OSP/DPW) Office for the Deaf & Hearing Impaired (L&I/DPW) County Mental Health/Mental Retardation / Child, Youth, and Families / Drug & Alcohol United Cerebral Palsy Association Doctors/Medical Staff The Arc Mental Health Association Epilepsy Foundation Special Olympics Etc.

173. Word of Caution! Never commit an agency or an individual for a service or activity without their full knowledge and participation!

174. Step Four: Design a Transition Plan that includes courses of study and activities/services (transition grid)

175. Courses of Study Characteristics: Supports post school outcomes A coordinated set of activities Focus on improving academic and functional achievement Facilitate movement from school to post school by aligning curriculum with identified transition outcomes Should promote graduation by meeting district standards

176. Sample Course of Study: Phillip Postsecondary Education and Training Goal: Phillip has a goal of enrolling in postsecondary training in the area of automobile repair or a related field. Measurable Annual Goal Yes/ No (Document in Section V ) Courses of Study : Auto Body Repair Program; English, Algebra II, Chemistry; US History Service/Activity Location Frequency Projected Beginning Date Anticipated Duration Person(s)/ Agency Responsible

177. Transition Service / Activity Action steps – both activities and services Include instructional services to address skill deficits, supported by Measurable Annual Goals Slated to occur during current IEP Leading to achievement of post-school goal Put all together from 1 st year to final year of transition planning = coordinated set of activities

178. Transition Services For each post-school outcome there needs to be at least one of the following: (a) instruction, (b) related service(s), (c) community experience, (d) development of employment and other post-school adult living objective , (e) if appropriate, acquisition of daily living skill(s), or (f) if appropriate, provision of a functional vocational evaluation listed in association with meeting the post-school outcome

179. Sample Service / Activity: Phillip * Denotes measurable annual goal

180. Step Five: Determine Annual Goals that lead to post-school outcomes (academic, transition, etc)

181. Measurable Annual Goal IEP goal, covers one year Addresses skill deficits (identified in needs) Begins from baseline of skill (present levels) Describes skill attainment level (endpoint) NOT curriculum Contains measurable, countable data Leads to visual, countable monitoring Not more than 3-5 goals

182. Use the Student’s Name Measurable Annual Goals at a Glance Condition Name Clearly Defined Behavior Performance Criteria Describe the situation in which the student will perform the behavior. Materials, settings , accommodations? Given visual cues… During lectures in math… Given active response checks… Describe behavior in measurable, observable terms. Use action verbs. What will s/he actually DO? Locate Name Point Separate Rank Choose The level the student must demonstrate for mastery: How well? % of the time #times/# times With the # or % accuracy “ X” or better on a rubric or checklist. Number of times needed to demonstrate mastery: How consistently? How consistently will the student need to perform the skill(s) before considered “mastered?” Evaluation Schedule : How often? How often will the student be assessed? What will be the method of evaluation?

183. Grids -> Goals - Phillip Phillip has a goal of enrolling in postsecondary training in the area of automobile repair or a related field. Measurable Annual Goal Yes/ No (Document in Section V) Courses of Study : Auto Body Repair Program; English, Algebra II, Chemistry; US History Service/Activity Location Frequency Projected Beginning Date Anticipated Duration Person(s)/ Agency Responsible *Instruction and exploration of the use of his Scan-Read software for content area classes. High School Using at least 6 times in general ed. classes Sept. 19, 2008 Jan. 4, 2009 LS Teacher, General education teachers, Phillip *Articulate his needs for accommodations in current and postsecondary settings. High School At least weekly in his classes Sept. 19, 2008 June 4, 2009 LS Teacher, General education teachers, Phillip

184. Grids -> Goals - Phillip MEASURABLE ANNUAL GOAL Include: Condition, Name, Behavior, and Criteria (Refer to annotated IEP for description of these components.) Describe HOW the student ’ s progress toward meeting this goal will be measured Describe WHEN periodic reports on progress will be provided to parents Report of Progress Given instruction on identifying the supports and accommodations (including the use of Scan and Read software) that enable him to score at least 85% on classroom assignments and assessments in English, Chemistry, and US History, Phillip will identify the need, and independently request these supports and accommodations, and document in his planner, in 90% of graded assignments and assessments, for five consecutive weeks. Weekly charting with LS teacher of results of his review of graded assignments and assessments, compared with documentation in his planner and annotated accordingly. Annotated chart sent home quarterly

185. Additional Areas of the IEP to Address PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED INSTRUCTION (SDI) RELATED SERVICES SUPPORTS FOR SCHOOL PERSONNEL

186. The Summary of Academic Achievement and Functional Performance (SAAFP )

187. IDEA 2004 Requirement: Summary of Academic Achievement and Functional Performance “ For a child whose eligibility under special education terminates due to graduation from secondary school with a regular diploma, or due to exceeding the age of eligibility, the local education agency shall provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals .” 300.305 (e)(2)(3)

188. The SAAFP should: Be useful and relevant Summarizes individual student abilities, skills, needs and limitations Provide recommendations to support successful transition to adult living, learning and working

189. The SAAFP should: Be designed to assist the student in identifying supports in postsecondary settings, the workplace, and the community. Help the student better understand the impact of his/her disability and articulate individual strengths and needs as well as supports that would be helpful in post-school life

190. The SAAFP should be completed during the final year of a student’s high school education The completion of the SAAFP may require the input from a number of individuals including the student, parent, special education teacher, regular education teacher, school psychologist, related services personnel or agency representatives.

191. Remember when completing the SAAFP that the services and accommodations a student is entitled to receive in high school are not the same as those provided in post secondary settings. (Eligibility vs. Entitlement)

192. How To Get Started The RSA Transition Grant Project PAS Promoting Academic Success Presented by: Maryann Sutor, Placement Supervisor and AT Coordinator, OVR Pittsburgh District Office [email_address] And Esther Mason, Lead Director for Supportive Services for Students with Disabilities Community College of Allegheny County [email_address]

193. OVR Transition Grant Overview OVR was awarded a Transition Grant from the US Department of Education. Grant Period: 10/01/2007 – 09/30/2012

194. Grant Specifications The Grant specifies that students with cognitive disabilities be provided the opportunity to acquire transition skills by attending a one credit course at a local Community College. Cognitive disabilities include learning disabilities, ADHD, and Autism Spectrum Disorders.

195. PAS Project Project PAS ( Promoting Academic Success) (PAS) is based on the model developed in the OVR Pittsburgh District Office with the Community College of Allegheny County (CCAC). A pilot project was completed in May, 2008.

196. SDS102 - Project PAS Modeled after a 2006 Baldwin Mini Grant that piloted a PAS program at CCAC South for students in their senior year of high school. OVR has replicated course materials for the Grant. Offered Spring, 2008 at 3 CCAC campuses. 66 High School students attended 14 School Districts 11 OVR Counselors

197. Developing Project PAS Grant funds are being utilized to: Develop a standard curriculum Receive electronic copies of curriculum content Train the Trainer courses Develop a standard evaluation tool Outreach and guidance to interested colleges Provide commonly used AT software to colleges

198. PAS Grant Funds The Grant provides students with: Tuition and Fees for SDS 102 (1 college credit) Textbook: Keys to Success Workbook Planning Guide

199. SDS102 Curriculum Week One: Setting the Stage - Differences between high school, work & college Week Two: Active Learning - “Face a Note-taking Challenge ” Week Three: Learning Styles - Multiple Pathways to Learning Week Four: Disability Law - “Know Your Rights and Responsibilities Under the ADA”

200. SDS102 Curriculum Week Five: Assistive Technology - How technology can improve academic performance. Week Six: Overview of Reading and Study Skills Week Seven: Evaluating Learning and Progress Week Eight: Problem Solving and Decision-Mak ing

201. Who ? Who should be referred? Students with cognitive disabilities (LD, ADHD, and Autism Spectrum Disorders). Who is responsible for making the referral? OVR counselors, high school transition coordinators, college supportive service staff, and parents.

202. How? The School district must be willing to release the student from class and provide transportation. The parents must sign a permission slip and complete a dual enrollment form. The student must be accepted for OVR services.

203. When? Senior year October or March Grant is driven by: the academic school year OVR Transition Policy College’s availability to provide an instructor and classroom.

204. Responsibilities OVR: Eligibility determination Tuition, fees, and books School District: Transportation Permission for student to be out of school Dual Enrollment forms Community College: Instructor and classroom for the course Final reports for the transition team

205. Making the Connection College Administrators Disability Services Coordinators High School Principals Transition Counselors OVR Administrators OVR Counselors

206. What We Know There is a real need to prepare youth with disabilities for adult life. Students with learning disabilities do not typically receive AT as part of their IEP. Students may not enroll in appropriate post-secondary training programs. Proprietary schools often are expensive and lack support services. Community college programs strive to fill local educational and employment needs .

207. Why Community College? Open enrollment policy Students may not be “academic learners” Offers traditional and non-traditional courses of study Inexpensive way to see if college is a good fit Focus is on students that need specialized programs

208. The Role of Assistive Technology Maximizes academic independence Minimizes the need for disclosure of disability Provides flexibility with time management Increases self confidence Acquired AT skills can be applied to future employment

209. How CCAC Supports Using AT IT staff includes AT technicians Access to a variety of software Ability to schedule individual lab time as needed AT software is available throughout the college

210. Common AT Software Dragon Naturally Speaking Kurzweil Zoom Text Wynn Inspiration Jaws Zoom Text

211. Creative Solutions IT staff trained for AT Electronic books MP3 Files Digital recorders Voice files trained by professors Professional scanners Flash drives

212. AT Evaluations Community College students Informal evaluation Ability to use software for extended period Access to trained staff for assistance Other college students May not have AT consultant or software Student needs to undergo formal evaluation by an AT clinician prior to entering college.

213. Financing AT for College Students The CCAC advantage Student has AT readily available in the college setting which lessens the need to purchase. Student has hands-on experience and many opportunities to learn software applications. Other Colleges Student must advocate for AT. Lending library may not be a viable option. Limited ability to try out before buying. Student may need to seek other sources for AT solutions and procurement (parents, OVR, loans).

214. Getting (And Keeping) The AT You Need Presented by: Amy Goldman, Associate Director Institute on Disabilities Temple University [email_address]

215. What AT devices do you have NOW that you will continue to NEED? Do you own it? (How was it paid for?) How long have you had it - When is it likely to need to be replaced? Have your needs changed (e.g. will you need a more current version of the device/software you are using now)? Can the device go with you into new environments ? (e.g. ceiling track lift)?

216. What AT services do you have NOW that you will continue to NEED? Will the current provider change? Who pays for your AT services now? Will you continue to be eligible for that funding source? Are there (new) funding sources for which you will be eligible after transition?

217. What AT are you GOING TO Need? Who will help you figure out what devices and services you need (assessment) and who will pay for that service? Who can help you find the funding?

218. Getting Ready to Request Funding Know what you need (understanding that it may not be possible to get what you want ) Identify WHO can help you with the funding process (e.g. case worker? friend? counselor? other service provider?) Identify potential funding sources Know how what you need fits or meets the mandates and restrictions of the targeted funding source (s) Learn and follow the rules for applying Know your rights, and where to go for help to appeal decisions that are not in your favor

219. Key Questions Your age Your “diagnosis” (medical labels) Where you live You/your family’s income What is the coverage provided by your private health insurance plan (e.g. the plan from your family/parents’ employer; your employer; your college) Eligibility and scope of coverage of public health insurances (e.g. Medicaid)

220. Key Questions Do you want to work? Are you ready to work? How will the AT you need help you be employable? Keep your job? Get ready for work in the AM? Get to work? Are you a dependent of an active-duty military or veteran? What AT are you looking for (there may be programs for specific types of AT, e.g. TDDP or vehicle modification programs from car manufacturers)?

221. Medical Assistance Medical Assistance is a program for people with low income. Children with significant disabilities may already be receiving Medical Assistance (MA) even if their family is not “poor”. Typically, there are more services (including AT) available to children than to adults under MA. SO: Plan ahead!

222. Medical Assistance Waivers A variety of home and community waivers to avoid institutionalization A complex web of eligibility, usually by diagnosis (e.g. Autism waiver, Consolidated waiver [people with intellectual disabilities], Michael Dallas waiver [technology-dependent]) Scope of benefit ranges May be caps on the numbers served Students with intellectual disabilities should be enrolled as soon as possible through the county offices in order to determine their priority for certain waiver services. THERE MAY BE WAITING LISTS. See www.drnpa.org for more details on waivers. Specific training on waivers for persons with intellectual disabilities is available for students, parents, and advocates from www.TheTrainingPartnership.org .

223. Office of Vocational Rehabilitation (OVR) OVR includes the Bureau of Blindness and Visual Services Services to help you prepare for, start, and maintain employment You must want to work and be able to benefit from rehabilitation services Evaluation is free A written plan (Individualized Plan for Employment [IPE]) is developed for eligible consumers and will include information about the AT devices and services you need

224. Office of Vocational Rehabilitation (OVR) OVR must provide the AT you need for an employment outcome, even if you can get it elsewhere You may need to make a financial contribution to the purchase of AT devices/services, based on your financial resources. Programs like the PATF may help you pay your share over time, through a cash loan, if you can’t pay it all at once. OVR may pay for some, but not all, of what you need. You may need to wait for OVR funding

225. Other Work-Related Possibilities Your employer may provide your work accommodations, fulfilling their responsibilities under the ADA OVR may help employers (not covered under the ADA) offset the cost of accommodating a particular employee with a disabilities with partial funding through an ICAN grant Plan for Achieving Self-Support (PASS): If you receive SSI, you can save up for the employment-related AT you want (for more info, contact DRNPA Protection and Advocacy for Beneficiaries of Social Security program) Businesses may be eligible for tax credits or deductions

226. Other Family Savings Account program for TANF recipients (200% of poverty); government “matches” funds up to $1000/year Home modifications programs: USDA (rural only); home modifications loans for home buyers (PA Housing Finance Authority); Home Access Program (DCED)

227. “ Take Away” Messages There are many possibilities for funding Funding may need to be “pieced together” from multiple sources, especially for big ticket items Sources may include loans and grants, public and private; you may need to pay your share There are many resources to turn to for information and assistance

228. Resources Presented by: Susan Gill, Education Consultant PaTTAN King of Prussia [email_address]

229. Assistive Technology Transition Resources: Wiki Site http://at-transition-resources.wikispaces.com

230. Q&A and Wrap Up