Section 5: Additional AT and Transition Resources

Websites and Organizations

• DO-IT (Disabilities Opportunities Internetworking & Technology) Program:   DO-IT seeks to increase participation of individuals with disabilities in challenging postsecondary academic programs  and careers through the use of technology, mentoring, peer support, and universal design of academic environments. They offer many useful transition-related publications and videos. 
  http://www.washington.edu/doit/
   
• Job Accommodation Network (JAN) Educational Resources:  Provided by the U.S. Office of Disability Employment Policy, JAN offers a comprehensive set of resources including the Searchable Online Accommodation Resource (SOAR) system, designed to let users explore  accommodation options for people with disabilities in work and educational settings.   
  http://www.jan.wvu.edu/soar/index.htm


• National Association of Parents with Children in Special Education (NAPCSE): Transition-Services Information for Parents:    NAPCSE provides information on transition services, transition planning, employment planning, AT, vocational assessments, travel and transportation, and more.  To access the information, however, one has to join the organization ($20 for one year; $35 for two years).   
  http://www.napcse.org/site/transitionservices.php
   
• National Center for Learning Disabilities (NCLD):    The NCLD website provides links to a range of information resources on the transition of teens with learning disabilities to college and work. 
  http://www.ncld.org/
   
• National Center on Secondary Education & Transition (NCSET):    NCSET coordinates national resources, offers technical assistance, and disseminates information related to secondary education and transition for youth with disabilities.  The website includes over twenty-five transition-related topics, with links to policy updates, parent briefs, research to practice briefs, and other websites.  A few of the informative resources offered on the website include: Age of Majority- Preparing Your Child for Making Good Choices; Enhancing Academic Achievement and Transition Outcomes Using Technology; and My Future My Plan: A Transition Planning Resource for Life After High School.
  http://www.ncset.org/
   
• National Collaborative on Workforce and Disability for Youth (NCWD/Youth):    The NCWD/Youth’s website provides information resources for transitioning youth, workforce development professionals, the disability community, employers, and policy makers.  
  http://www.ncwd-youth.info/
   
• National Early Childhood Transition Center (NECTC):  NECTC conducts research to identify and validate factors needed to create successful transitions between infant/toddler programs, preschool, and public school programs for young children with disabilities and their families.   
  http://www.hdi.uky.edu/NECTC/Home.aspx
   
• National Secondary Transition Technical Assistance Center (NSTTAC):   In addition to supporting the transition activities of state and local education agencies, NSTTAC disseminates information to practitioners, researchers, parents, and students, designed to improve post-school outcomes.  Among its web-based resources is a comprehensive Age Appropriate Transition Assessment Guide.
  http://www.nsttac.org/
   
• Technical Assistance on Transition and the Rehabilitation Act (TATRA):  Administered by the PACER Center, this parent information and training project works to help families of people with disabilities better understand how to access and use services provided by the Rehabilitation Act. The project’s website includes many transition-related links. 
  http://www.pacer.org/tatra/
   
• Think College:   An initiative of the Institute for Community Inclusion, Think College conducts research and provides training and technical assistance related to postsecondary education for individuals with intellectual and developmental disabilities.  The website features a searchable database of postsecondary education programs and a discussion board for students who are interested in sharing college experiences. 
  http://www.thinkcollege.net
  
  
• Transition Coalition:   This project website offers information, support, training modules and links for professionals, family members, individuals with disabilities, and others interested in the transition from school to adult life.  Among its informative guides are:  It’s More than Just a Law: People Make it Happen; and Transition and Your Adolescent with Learning Disabilities: Moving from High School to Postsecondary Education, Training, and
  Employment.  
  http://www.transitioncoalition.org/
   
• U.S. Department of Labor Office of Disability Employment Policy:  This government website offers resources to encourage successful transition planning and employment of youth with disabilities. 
  http://www.dol.gov/odep
   
• WNY Collegiate Consortium and Disability Advocates (CCDA):   Among the transition-related resources provided by this project are college and accommodation planning tools, including a free guide, Effective College Planning.    http://www.ccdanet.org/
   
• Youthhood.org:  This teen oriented website offers interactive tools to help young adults and their teachers, parents, and mentors plan for life after high school.  Youth can explore different aspects of adult life  – “The Job Center,” “The Health Clinic,” and “The Apartment” – and use the “Life Map” to develop and implement transition goals. 
  http://www.youthhood.org

Articles and Publications

•  IDEA 2004 Close Up: Transition Planning: This article on the Great Schools website provides a concise overview of the transition planning requirements of IDEA 2004.  Links to other useful organizations and resources are included.   
  http://www.greatschools.net/LD/school-learning/idea-2004-close-up-transition-planning.gs?content=933
  
  
• Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities: This U.S. Department of Education publication explains the rights and responsibilities of students with disabilities in post-secondary schools.
  http://www.ed.gov/about/offices/list/ocr/transition.html
   
• Transition to Preschool: This article dates to 2001, so references to IDEA are not current per IDEA 2004.  However, it discusses, in a family friendly way, how to prepare a young child with disabilities for preschool.  It identifies the information that needs to be shared by families and school personnel to ensure a smooth transition.  http://www.brookespublishing.com/email/archive/june01/june01EC1.htm
  
  
• Transition-Related Planning, Instruction, and Service Responsibilities for Secondary Special Educators:  This fact sheet summarizes research-based transition practices for which secondary special educators should be responsible. It identifies five categories — student-focused planning, student development, interagency collaboration, family involvement, and program structures – and lists tasks for each.
  http://www.dcdt.org/factsheets/DCDT_Fact_Sheet_Transition_related_planning.pdf

Checklists, Guides and Toolkits

• Assistive Tech and Transition:   A number of assistive technology and transition checklists can be found on this webpage from the Mississippi Bend Area Education Agency (MBAEA).  Resources are provided for students and members of the IEP team.
  http://www.aea9.k12.ia.us/en/programs_and_services/integrated_services/special_education/transition/assistive_tech_transition/
  
  
• Charting a Course for the Future - A Transition Toolkit:  This extensive transition planning resource from the Colorado Department of Education offers material in both English and Spanish.  It provides a great deal of valuable information (not state-specific) and includes sample worksheets and other tools for individualized transition planning.  
  http://www.cde.state.co.us/cdesped/TK.asp
  
  
• Engaging and Empowering Families in Secondary Transition – A Practitioner’s Guide: This guide from the Council for Exceptional Children (CEC) provides schools and agencies with planning tools and practical strategies to foster family partnerships. Cost: $29.95.
  http://www.cec.sped.org/ScriptContent/orders/ProductDetail.cfm?pc=P5943
  
  
• QIAT 2005 Quality Indicators for AT Transition and Self-Evaluation Transition Matrix: The QIAT Consortium of school districts, AT providers, consumers, universities, and policymakers has developed indicators for the provision of quality assistive technology services.  Among the matrices of indicators provided is one specifically for transition.  Others address AT consideration, needs assessment, IEP inclusion, implementation, evaluation of effectiveness, administrative support, and professional development.   
  http://natri.uky.edu/assoc_projects/qiat/documents/QIATMatricesSept2009.pdf 
   
• Transition Assessment Resource Manual:  This 2008 manual from the Connecticut Transition Task Force includes a matrix and description of dozens of individual transition planning and assessment tools.
  http://www.ctserc.org/transitionTtransition_assessment.pdf?2fa6f942252db2ec6c621fe255459617=715e14a47e468b93aa4da657974451d7
   
• Transition from School… to Adult Life:  A Guide for Families:   This guide, compiled by the Indiana Institute on Disability and Community in collaboration with IN*SOURCE, offers checklists that cover transition planning steps, participants, roles, timelines, and quality indicators.  Planning worksheets and surveys are included as well as a glossary of transition terms, state law, and a list of Indiana state resources. 
  http://www.insource.org/pdf/Transition-Guide_Families.pdf
  
  
• Transition Timeline for Children and Adolescents with Special Health Care Needs:   The Transition Timeline offers a concise list of what parents can do at different points in their child’s life to make transitions as successful as possible.  It is organized in seven stages of transition: birth – 3 years, transition to preschool, 3 – 5 years, 6 – 11 years, 12 – 18 years, 18 – 21 years, and transition to adulthood. 
  http://depts.washington.edu/healthtr/Timeline/timeline.htm
   

Conclusion

The goal of this guide has been to equip families, and the organizations that serve them, with the information they need to effectively prepare for and participate in periods of transition in their children’s lives. Though some of the suggestions may seem daunting, remember that the best way to tackle any challenge is one step at a time. Begin where you are, take a step toward where you need to be, and keep going. Advocate for your child and help him or her learn to advocate for themselves. When you get tired, rest, then start again. Know that your actions have a tremendous impact on the outcome of your child’s transition and that there are people and resources available to help you.