Overview

As students prepare to leave the K-12 environment many things change. They are ready for work, dorms, parties, whatever may come their way. Freedom. For our students who utilize assistive technology, and those with IEPs and 504s there is an additional freedom, setting your own goals. When assistive technology is involved there are many ways we can integrate teaching students to take control in the areas of goal setting and contributing to their own plans and future. Beyond the tool there is much we can influence to ensure student success as they graduate and move into a future they have made their goal. We have the evidence that increased knowledge of assistive technology makes students more successful in post-secondary environments. We have the ability to implement and capacity build robust assistive technology consideration. In learning about transition we create a bridge where the IEP team (student, parents, staff) can be involved in implementing assistive technology and using these tools to set goals for post secondary life. Transition and Assistive technology are very intertwined for students in this life changing period. Come become more informed to strengthen your practice to empower your students and teams.

Learning Objectives

1. Name two strategies for teaching self advocacy.
2. Define self-determination and list the five principles of self-determination.
3. Define the three pillars of transition planning and discuss how they relate to assistive technology.

Strand(s)

Transition and Workplace Accessibility; Leadership

Target Audience

Accessibility Professional; ADA Coordinator; Administrators; AT Specialists; Alternative Media Specialist; Caregivers; Communication Specialist; Consumers/Individuals with Disabilities; Consultants/Trainers; Curriculum and Instruction; Disability Services; Educators; Faculty/Instructors - Higher Education; Family Members; Government/Non-Profit Agencies; Instructional Technologist; Media Specialist; Occupational Therapists; Paraprofessionals; Physical Therapists; Rehabilitation Counselor; Speech-Language Pathologists; Special Education Educators; Teachers of the Visually Impaired; Teachers of the Deaf/Hard of Hearing; Transition Coordinator; Visual Impairment Specialists; Vocational Rehabilitation

Experience Level

Introductory; Intermediate; Advanced

Primary Life Cycle Addressed

Elementary - Secondary (K-12); Higher Education

Session Delivery Format

In-person presentation with recording

Course Schedule

This course was given at the ATIA 2024 Conference on Friday, January 26 from 2:15 PM - 3:15 PM (EST)

Continuing Education Credits

For Satisfactory Completion and Continuing Education information, please visit: ATIA Online Education CEUs

This course is offered for the following CE Provider Credits:
ACVREP; AOTA; CRC; IACET
For: 0.10 CEU Units or 1.0 CEU Hours

Recorded Session: This course is offered for 0.05 ASHA CEU Units or 0.5 ASHA CEU Hours per ASHA guidelines.

Speaker/s:

Sayard Bass, MS CCC-SLP/L-ATP

SWCCCASE, Assistive Technologist/SLP

Biography

Sayard is an SLP and assistive technology professional located in the Chicago suburbs. A graduate of UIUC with a B.A. in speech communications, she came to communication disorders as a second career starting in the SLPA program at College of DuPage, post baccalaureate work at Saint Xavier University, before achieving her MS from Illinois State University. Her journey as a speech pathologist has involved everything from SNF, to contract school work, working directly for a school district, and now working for a cooperative. In all of her settings she has learned more about AAC and assistive technology. This led to pursing her Assistive Technology Professional Certificate. She has presented at Closing the Gap, ATIA, ISHA, ISAAC, RESNA, Infinitec, the International Seating Symposium as well as for AbleNet and multiple state tech act programs. Currently, Sayard is the assistive technology coordinator for Southwest Cooperative, as well as an adjunct instructor in the UIC assistive technology certificate program. She has presented nationally and internationally on topics of implementation, AAC, processes in assessment, and transition. She lives in Downers Grove (west of Chicago) with her husband and two children.

Relevant Financial Relationship: Yes
Southwest Cooperative - salary from employment. UIC - salary from employment.

Relevant Non-Financial Relationship: Yes
RESNA, ASHA