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

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

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]

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

51. What are Accessible Instructional Materials?

55. Who needs Accessible Instructional Materials?

63. Visit RFB&D at the AT EXPO

67. Visit Bookshare at the AT EXPO

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

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

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]

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

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

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

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

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

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

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

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

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

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

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!

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

230. Q&A and Wrap Up