Effective assistive technology transition planning for adolescents and adults with disabilities cannot occur without careful consideration of family and cultural factors. Using the language of the IDEA, the position is taken that successful transition planning requires family participation, consideration of the communication needs of adolescents and young adults with disabilities, and decisions regarding which assistive technology devices and services are required. A range of issues is explored pertaining to transition planning, including (a) independence for the adolescent or young adult desired by the family, (b) rules of acceptance, (c) needs for information, (d) changes in family routines, and (e) family and child life experiences. The importance of related assistive technology issues to training is discussed with particular emphasis on dimensions of relevance and specificity, family and cultural sensitivity, duration and intensity, and user-friendliness.
Get full access to this article
View all access options for this article.
References
1.
Ainlay, S.C., Becker, G., & Coleman, L. (1986). The dilemma of difference: A multidisciplinary view of stigma. New York: Plenum Press.
2.
Allaire, J.H., Gressard, R.P., Blackman, J.A., & Hostler, S.L. (1991). Children with severe speech impairments: Caregiver survey of AAC use. Augmentative and Alternative Communication , 7, 248-255.
3.
Allen, D.A., & Hudd, S.S. (1987). Are we professionalizing parents? Benefits and pitfalls. Mental Retardation, 25, 133-139.
4.
Angelo, D.H., Kokoska, S.M., & Jones S.D. (1996). Family Perspective on augmentative and alternative communication: Families of adolescents and young adults. Augmentative and Alternative Communication, 12, 13-20.
5.
Angelo, D.H. (1997). AAC in the family and home. In S. Glennen & D. Decoste (Eds.), Handbook of augmentative and alternative communication (pp. 523-541). San Diego, CA: Singular.
6.
Barrera, I. (1995). Project COMP-CARE: Preparing personnel to create competent and caring environments responsive to diversity in children and families. Grant funded by the U.S.D.E., Office of Special Education and Rehabilitative Services (No. H029K50182).
7.
Battle, D.E. (1993). Communication disorders in multicultural populations . Boston: Andover Medical Publishers .
8.
Berry, J.O. (1987). Strategies for involving parents in programs for young children using augmentative and alternative communication. Augmentative and Alternative Communication, 3, 90-93.
9.
Boone, R.S. (1992). Involving culturally diverse parents in transition planning. Career Development for Exceptional Individuals, 15, 205-221.
10.
Brotherson, M.J., Cook, C.C., Weigle-Garry, C., & Mize, I. (1994). Inside the home: Home environments to promote self-determination skills for young children with disabilities. Poster presented at Council for Exceptional Children, Division of Early Childhood, Annual Conference, St. Louis, MO.
11.
Brotherson, M.J., Oakland, M.J., Secrist-Mertz, C., Litchfield, R., & Larson, K. (1995). Quality of life issues and families who make the decision to use a feeding tube for their child. Journal of the Association for Persons with Severe Handicaps, 20, 202-212.
12.
Brown, J.M., Zager, D.B., Brown, P., & Price, L. (1998). Transition practices for students with mental retardation and developmental disabilities. In A. Hilton & R. Ringlaben (Eds.), Best and promising practices in developmental disabilities (pp. 225-236). Austin, TX: PRO-ED.
13.
Buzolich, M., Harris, O., Lloyd, L.L., Soto, G., & Taylor, O.L. (1994, November). Multicultural issues in augmentative and alternative communication. Miniseminar presented at the American Speech-Language-Hearing Association Annual Convention, New Orleans, LA.
14.
Carney, J., & Dix, C. (1992). Integrating assistive technology in the classroom and community. In G. Church & S. Glennen (Eds.), The handbook of assistive technology (pp. 207-240). San Diego, CA: Singular.
Council for Exceptional Children, Division on Mental Retardation and Developmental Disabilities Board of Directors. (1996 ). Position statement regarding assistive technology devices and services. Mental Retardation and Developmental Disabilities Express, 6(3), 9.
17.
Covington, G.A. (1998). Cultural and environmental barriers to assistive technology. In D. B. Gray, L. A. Quantrano, & M. L. Lieberman (Eds.), Designing and using assistive technology (pp. 77-97). Baltimore: Brookes.
18.
Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56(1), 18-36.
19.
Derer, K., Polsgrove, L., & Rieth, H. (1996). A survey of assistive technology applications in schools and recommendations for practice. Journal of Special Education Technology, 8, 62-80.
20.
Dunst, C.J., Trivette, C.M., Davis, M., & Cornwell, J. (1988). Enabling and empowering families of children with health impairments. Children's Health Care, 17, 71-81.
Fisher, S.K. (1999). In S. deFur & J. Patton (Eds.), The relationship of school-based related services to the transition process (pp. 309-385). Austin, TX : PRO-ED.
23.
Glennen, S. L., & DeCoste, D. C. (Eds.) (1997). The handbook of augmentative and alternative communication. San Diego, CA: Singular.
24.
Guy, B., Goldberg, M., McDonald, S., & Flom, R.A. (1997). Parental participation in transition systems change . Career Development for Exceptional Individuals, 20, 165-177.
25.
Halpern, A.S. (1994). The transition of youth with disabilities to adult life: A position statement of the Division on Career Development and Transition, The Council for Exceptional Children. Career Development for Exceptional Individuals, 17, 115-124.
26.
Harry, B. (1992). Restructuring the participation of African-American parents in special education. Exceptional Children, 59, 123-131.
27.
Hetzroni, O.E., & Harris, O.L. (1996). Cultural aspects in the development of AAC users . Augmentative and Alternative Communication, 12, 52-58.
28.
Hutinger, P.L. (1994). State of practice: How assistive technblogies are used in educational programs of children with multiple disabilities. Final report for the Project Effective Use of Technology to Meet Educational Goals of Children with Disabilities (No. 180R10020) . Macomb, IL: Western Illinois University.
29.
Individuals with Disabilities Education Act Amendments of 1997, P. L. 105-13. (June 4, 1997). 20 U.S.C. ยง 1400 et seq.
30.
Kemp, C.E. (1998). Parental involvement in assistive technology (AT) service delivery for students with disabilities. Unpublished doctoral dissertation , University of Texas, Austin.
31.
Luborsky, M.R. (1993). Sociocultural factors shaping technology usage. Fulfilling the promise. Technology and Disability, 2(1) 71-78.
32.
Lynch, E.W. (1992). From culture shock to cultural learning. In E. W. Lynch & M. J. Hanson (Eds.), Developing cross cultural competence. A guide for working with young children and their families (pp. 35-62). Baltimore : Brookes.
33.
McGregor, G., & Pachuski, P. (1996). Assistive technology needs in schools: Are teachers ready, able, and supported?journal of Special Education Technology , 8, 4-15.
34.
National Institute on Disability and Rehabilitation Research. (n.d.) AbleData [on-line]. Available: http://www.abledata.come/index.htm.
35.
Parent's Let's Unite for Kids (P.L.U.K.)Parent Training & Information Center, Billings, Montana [on-line]. Available: http://www.pluk.org.
36.
Parette, H.P. (1997). Assistive technology devices and services. Education and Training in Mental Retardation and Developmental Disabilities , 32, 267-280.
37.
Parette, H.P. (1998). Effective and promising assistive technology practices for students with mental retardation and developmental disabilities. In A. Hilton & R. Ringlaben (Eds.), Effective and promising practices in developmental disabilities (pp. 205-224). Austin, TX: PROED.
38.
Parette, H.P., & Angelo, D.H. (1996). Augmentative and alternative communication impact on families: Trends and future directions. The Journal of Special Education, 10 (1), 77-99.
39.
Parette, H.P., Brotherson, M.J., Hoge, D.R., & Hostetler, S.A. (1996, December). Family-centered augmentative and alternative communication issues: Implications across cultures . Paper presented to the International Early Childhood Conference on Children with Special Needs, Phoenix, AZ .
40.
Parette, H.P., Brotherson, M.J., Hourcade, J.J., & Bradley, R.H. (1996). Family-centered assistive technology assessment . Intervention in School and Clinic, 32(2), 104-112.
41.
Parette, H.P., & Hourcade, J.J. (1997). Family issues and assistive technology needs: A sampling of state practices. Journal of Special Education Technology, 13, 27-43.
42.
Parette, H.P., & Judge, S.L. (1998). Expanding the vision of assistive technology with young children and families: Future directions and continuing challenges. In S. L. Judge, & H. P. Parette (Eds.), Assistive technology for young children with disabilities: A guide to providingfamily-centered services (pp. 233-252). Cambridge, MA: Brookline.
43.
Parette, H.P., & VanBiervliet, A. (1990). A prospective inquiry of the technology needs and practices of school-age children with disabilities . Journal of Special Education Technology, 10, 198-206.
44.
Parette, H.P., & VanBiervliet, A. (1995). Culture, families, and augmentative and alternative communication (AAC) impact: A multimedia instructional program for related services personnel and family membersGrant funded by the U.S. D. E, Office of Special Education and Rehabilitative Services (No. H029K50072).
45.
Parker, S., Buckley, W., Truesdell, M., Riggio, M., Collins, M., & Boardman, B. (1990). Barriers to the use of assistive technology with children: A survey. Journal of Visual Impairment & Blindness, 84, 532-533.
46.
Phillips, B., & Zhao, H. (1993). Predictors of assistive technology abandonment . Assistive Technology, 5, 36-45.
47.
Roblyer, M.D., Edwards, J., & Havriluk, M.A. (1997). Integrating educational technology into teaching. Upper Saddle, NJ: Merrill.
48.
Roseberry-McKibbin, C. (1995). Multicultural students with special language needs . Oceanside, CA: Academic Communication Associates.
49.
Salend, S.J., & Taylor, L. (1993). Working with families: A cross-cultural perspective . Remedial and Special Education, 14, 25-39.
50.
Scherer, M. (1991). Assistive technology use, avoidance and abandonment: What we know so far. Proceedings of the 6th annual technology and persons with disabilities conference (pp. 815-826). Washington, DC: Rehabilitation Engineering Center, National Rehabilitation Hospital.
51.
Seligman, M., & Darling, R.B. (1997). Ordinary families, special children. A systems approach to childhood disability (2nd ed.). New York: Guilford Press.
52.
Smith-Lewis, M. (1992). What is mental retardation? Perceptions from the African American community. Unpublished manuscript. Hunter College, New York.
53.
Soto, G., Huer, M.B., & Taylor, O. (1997). Multicultural issues. In L. L. Lloyd, D. H. Fuller, & H. H. Arvidson (Eds.), Augmentative and alternative communication (pp. 406-413. Boston: Allyn and Bacon.
54.
Taylor, O.L. (1986). Historical perspectives and conceptual framework . In O. L. Taylor (Ed.), Treatment of communication disorders in culturally and linguistically diverse populations (pp. 3-19). Austin, TX: PRO-ED .
55.
Technology-Related Assistance for Individuals with Disabilities Act of 1994, P. L. 103-218. (March 9, 1994). 29 U.S.C. 2201 et seq: U. S. Statutes at Large, 108, 50-97.
56.
Trachtman, L.E., Spirek, M.M., Sparks, G.G., & Stohl, C. (1991, October/November). Response to a community-based information and communication system. Paper presented at the Annual Meeting of the Speech Communication Association, Atlanta, GA.
57.
United Cerebral Palsy Association. (1998). Assistive technology and education documents [online]. Available: http://www.ucpa.org/html/innovative/atfsc/atedu/html.
58.
Wissick, C.A., Lloyd, J.W., & Kinzie, M.B. (1992). The effects of community training using a videodisc-based simulation. Journal of Special Education Technology, 11, 207-222.
