This webinar is part 1 of the series Successful Transition to College: The Role of Technology. AT Specialists Bryan Ayres and Janet Peters discuss the major factors involved in planning for the transition of students with disabilities from schooling to employment or post-secondary environments. (Download the accompanying slides below.)
- [Russ] Okay, well it's 4 o'clock, so we're gonna go ahead and start. First of all, good afternoon to all of our participants. I'm Russ Holland, partner in the Center for Technology and Disability and we're very pleased to be hosting the event and it's my pleasure to introduce today's faculty to you. Janet Peters is the project coordinator of accessible technology for the Great Lakes Americans with Disabilities Center. She has 18 years of experience with assistive and accessible technologies for people with disabilities. She's worked with a wide range of stakeholders to promote whole and unrestricted participation in society for people with disabilities through promoting technology that is accessible to all. She has a Bachelor's Degree in Computer Science and a Master's Degree in Learning Technologies from the University of Minnesota.
Bryan Ayres is a licensed general and special educator, currently the director of the Technology and Curriculum Access Center at Easter Seals, Arkansas. He has over 30 years of experience working with children, youth and adults with a variety of disabilities. His center collaborates with the Arkansas Department of Education Special Education Unit and the Southwest ADA Center. He holds a Master's Degree in Special Education with an emphasis in Severe disabilities and Applied Behavior Analysis. His special interests include Assistive and Adaptive Technologies, Universal Design for Learning and Curriculum Assessment Access. He presents many trainings in local, statewide, and national venues. I've had the pleasure of working with both Janet and Bryan on numerous projects over the years, including several regional and federal initiatives, and most recently in the early development of the QIAT-PS project which has evolved into the tools and strategies they'll be sharing with you today. Janet and Bryan, thanks very much for sharing with us today. And Janet I believe you're gonna get us started.
- [Janet] Thank you, Russ. Welcome, everyone. I'm glad you're all here. Thanks for joining us today. I don't know where you're located, but I'm in Minneapolis, Minnesota and it's beautiful out, so hopefully it's nice where you are as well. Our webinar today is going to focus on students who use Assistive Technology and what happens as they transition from high school to postsecondary environments. We know that this period of transition from high school to adult life gets, already gets special attention in the IEP process and that many states have extensive guidance for that transition process. But even with this special of focus, we feel Assistive Technology can sometimes be overlooked. Our session today, we will be talking about some key points to remember about Assistive Technology during this process.
Our session, we have about one hour together. And in that time, we hope to cover some of the key factors to consider when students who use Assistive Technology or who could benefit even if they're not currently using Assistive Technology, as they transition from high school to postsecondary life. Bryan and I have been working on this project for a long time, since 2009, called the Quality Indicators for Assistive Technology in Post Secondary Education. This project is sponsored by the Great Lakes ADA Center and the Southwest ADA Center. Both of those centers are part of the ADA National Network. Today we hope to share with you the research we have on the topic and demonstrate the QIAT-PS student tool which is available for you to use for free. And finally, before the end of the day, we will talk about questions that we want to discuss in this week's forum and we hope that that forum, that this webinar is just really a kicking off our starting point for that conversation about this important topic.
But before we jump in and get going with the contents of the day, we would like to take a little poll, so that you can tell us about yourself and who you are as a webinar participant today. And I think Anna Marie will do the poll for us. So it's up there and you can go ahead and vote or vote. Go ahead and put in your answer of who you are, so Bryan and I can see who's participating. Okay. Looks like we have almost everybody in. We'll give it a few more seconds. Good, thank you. Thank you for sharing. Looks like we have a lot of Assistive Technology specialists in the room, which is great. And service providers. Other. We don't know who you all are, but that's good too. I think it's great to have a good audience mix, such as yourself. And even in the category, the large categories like AT specialist, there's a lot of diverse, unique perspectives you all bring to the topic, so thank you. I will end that. I don't know how to do that. There we go So it looks like this topic might be really relevant for those of you working in the AT teams that have students in transition.
We know that transition services by law must be included in the IEP when a student reaches the age 16, that's the federal law. Some states have a younger date to start transition services and I think most states would allow younger starting of the transition process if the IEP team deems that appropriate. The transition services are a coordinated set of activities that promote movement from school to post-school activities, such as postsecondary education. The coordinated set of activities are based on the individual student's needs and it takes into account his or her preferences or interests. Ideally the student is not only a ... Sorry about that Ideally the student is not only a participant in this process but takes the lead. The plan encourages the coordinated efforts and appropriate, coordinating the efforts for all agencies and classifies who is responsible in that process. So that's just the general transition planning. There's a lot going on in that process.
But if Assistive Technology is involved, there is some special issues to consider. In the postsecondary, the academic workload usually increases significantly, so the team should consider the current AT supports that that student has. And in that discussion, they need to decide if, or have a conversation if that will change in the postsecondary environment. For example, a student may be getting, may be getting along okay in high school, or sufficiently well in high school, but they transition into college and they need increased Assistive Technology support or new Assistive Technology support just because the quantity of the academic workload is so much higher, I get ... I receive a lot of calls like that for people who have not necessarily been using Assistive Technology in high school, but in order to make it through college, needs some additional assistance. And so really trying to anticipate those future needs and based on what they're currently doing. It's important to discuss who owns the Assistive Technology as you're doing the IEP transition planning.
For example in my state in Minnesota, we have vocational rehabilitation counselors who can come to those IEP meetings when a student is a junior or a senior. If they're part of that process early on, they can be involved in a transfer or a buyout of that Assistive Technology, so that the Assistive Technology actually can follow the student into the postsecondary school. But that process takes time and takes a lot of coordinated effort and so it's really important that that begin early on in that transition planning versus later or even after the student graduates, it might be too late for a different agency to get involved. The funding for that transfer, if vocational rehabilitation is not an option for the student because you need to qualify for that program, that needs to be a discussion within the IEP team of how that Assistive Technology might be provided in the postsecondary environment, either by that institution, or is it something that possibly the family or the individual can plan for to make a personal purchase.
And finally in thinking about Assistive Technology issues in that transition, we need to think about the steps necessary for a student to be independent with their Assistive Technology. This includes any training or resources that might be necessary that are currently being provided by the high school or within that IEP team, but obviously the IEP team doesn't get to go to college with them, and so helping that student and family identify the resources that they might need in that new environment. So some key points to remember about Assistive Technology in this process is the Assistive Technology usually doesn't come with the student, so if Voc Rehab is involved or another agency, there might be the ability to buy out or pull that Assistive Technology with. But generally that Assistive Technology, if it's purchased by the school, belongs to the school and the team needs to talk about, you know, that factor. The language changes when a student graduates and goes from high school into adult life.
So in high school, a student is under Special Education law with IDEA. And in adult life, there's actually a different set of laws that apply to provide equal access to society. So in adult life, Assistive Technology is part of an accommodation process, and accommodation ... Assistive Technology is one type of accommodation and other types might be something in a postsecondary environment, such as extra time for taking a test or a separate room, or a student that would be a note taker. The student themselves need to request the accommodation or their Assistive Technology, and in order to do that, they need to be able to disclose their disability and ask what accommodation they need. And they need to understand the accommodation is an interactive process, that it's not something ... It's a little bit different than in high school where there's a proactive step to provide that. The student actually has to disclose and make a case for the accommodation they're asking for. So there's a lot of skills that go along with that process.
The college is ... The college that the student might be attending might not provide the same tools that they're using in high school. For example, let's say a student was using Read&Write Gold in high school really successfully as her Assistive Technology, but the postsecondary institution she would like to attend only provides Kurzweil as an option for them. If she knows this in advance, the IEP team can either work with training her on the different Assistive Technology products, or talk with the family and the Voc Rehab counselor or others involved, if a different, if she can buy out and take that Assistive Technology with her. And it's also important to remember that postsecondary institutions vary greatly. There's a lot of diversity on how much they know and their knowledge levels on Assistive Technology. So while all, you know, higher ed institutions have at least someone on campus that acts as a disability resource, their real, their experience and knowledge with Assistive Technology can vary greatly.
So as the student is in the transition process, the IEP team can help with questions to ask the college, things on addressing specific needs around Assistive Technology because they do vary and so the family and the student need to be aware that it's different, institution to institution. So in thinking about Assistive Technology, it is not something different or completely contrary or outside of the skills that an IEP team is already working on within that, within that transition process. It is the same skills that you work on for self-determination, for choice-making, problem-solving. All of those types of skills you're working on the transition process are the same skills you work on with Assistive Technology. But Bryan and I make a case that you should have ... You should work on Assistive Technology with those skills specifically, and make sure that it's not overlooked in that process. So as you introduce Assistive Technology to a student, at whatever age, in an age appropriate manner, the student should be learning some of those self-determination skills that go with it.
So, for example, the student should learn operational skills about their device. These are just the basic, the basic functioning of the device, so like how to turn it on and off, how to change the battery, where the reset button is. Sometimes our AT teams or our SLTs or OTs or AT specialists are doing such a great job at providing that Assistive Technology that we don't really take the time to train the student on just those basic operational devices, things about the device, that they will in an independent environment need to be able to do themselves because they won't have the team there to help them. It's also important to talk to students about their functional skills. These are the skills around, the language around why they're using that specific Assistive Technology. So is the Assistive Technology helping them with writing or expressive language, or what functional limitation does the Assistive Technology address?
I get many calls from college families, usually the parents that can tell you what the product name and brand name is, but don't have a really good understanding of, "I'm using a word prediction tool "because I need help in fluency of my writing." They can't really articulate what that Assistive Technology is helping them with. That language and being able to discuss that is really important because that's how a student will request an accommodation, both at a postsecondary institution, but also as they go into the work force. Being able to articulate what the AT does in a functional manner is how they will request the accommodation. So that needs to be part of that transition process, so that a student is knowledgeable about the functional need of their AT and can talk about it both in specific brand name, but also in general category to, you know, to help with that accommodation process.
And then finally, Assistive Technology in an independent setting, such as college, needs to be used strategically by the person who's using it. A good example of this is if someone uses voice to text as a dictation, how they do their writing, not all environments are appropriate for that. Possibly the library as a quiet space might not be the best place to use your Assistive Technology. That's a pretty extreme example that seems obvious, but there are times when the Assistive Technology ... A student has to make some strategic decisions when to use it and when to use a backup or an alternative plan. And then speaking of backups, it's very, this is part of those strategic skills. A student should really have the self-management skills to know how to either replace their AT, get support, or what their backup plan is because technology is technology. And if they need that technology, they should be aware of what the backup is, if a big test is coming due or a big reading assignment.
So these are all very specific skills that fit in with those self-determination skills a student would be working on within the transition plan, but that are specific to Assistive Technology and really do need to be addressed very, very directly. So the QIAT-PS project is one resource in that endeavor for Assistive Technology skills. The QIAT-PS project was modeled after the Quality Indicators for Assistive Technology project in K12, many of you may be familiar with their work. They had ... It's a group of grassroots collaborative. And they developed quality indicators for Assistive Technology to improve service delivery way back when Assistive Technology was first introduced as a criteria into the IEP process. They have eight areas, including a focus on transition. Bryan and I have both been involved in the QIAT K12 project and we really, as people working with adults, saw the importance of this type of tool that they had developed. We thought that that would be a really good integration and way to measure Assistive Technology service delivery in college, you know, in the college life.
So we've developed a website, the URL is up there. qiat-ps.org and we will be demonstrating some of the tools today from that, the student tool. I do want to say that the QIAT-PS project is a collaborative project. It's based heavily on the work with the K12 QIAT project. but we also held many national meetings and Russ mentioned this. He was involved in the beginning with us and really one of the thought leaders on thinking about the indicators in an adult environment. So we solicited feedback from professionals in the field nationally. We do work in partnership with the Association on Higher Education Disability Ahead who has worked with us on some of the pieces of our tools. And we do ongoing data collection through a survey and through a pilot data collection project we're doing. I wanted to share a little bit of the data we have recently collected. This is a survey that we have distributed nationally to college students with disabilities about their Assistive Technology use.
This is the second round of our survey. The first round of the survey was in 2009. I will kind of compare some of the data. There's some interesting things that we'd like to share with you. This question that you're looking at right here asked, "In which of the following school environments "have you used Assistive Technology?" And it's a little bit hard to see, but we have 80% using it in postsecondary, 54% in high school, 35 in middle school, 22 in kindergarten/elementary, and birth to pre-school, 11. This mirrors what we had in the 2009 data as well. And it mirrors our anecdotal data of AT being really heavily used in that postsecondary environment, sometimes for the very first time. We have some open-ended questions and people share with us that the workload just increases so much in postsecondary environments in college that, you know, where mom or dad used to read a difficult passage to a student, now they really have to do things independently and just the workload is so much higher that they're relying on Assistive Technology more.
Again, this tells us that it's really important that we have some of that Assistive Technology skills, the skills a student would need kind of going into the postsecondary environment. In this slide, this is an answer to the question of, "How important has access to Assistive Technology "been for you in regard to your ability to "complete tasks successfully and independently?" So we have 59% saying very important, and 31% saying somewhat important, so that's over 90% in the important category, and only 5% saying not at all important. So Assistive Technology continues to be a factor that students who are in postsecondary being successful identify as part of what, how they're able to do their work successfully and independently. The graph that you're seeing right now shows that students were able to keep ... This is about students who were able to keep their Assistive Technology from high school into the postsecondary environment.
So in other words, were they able to use Voc Rehab or a personal purchase to continue with that. And so we see that 30% are able to keep that. So the "no" is were you? The question is weird, worded funny, "So, were you, when you entered postsecondary school, "was it necessary for you to make a change?" So "no" means you got to keep your Assistive Technology. In 2009 that was 20%, so we are seeing some increase in the technology transfer for students into postsecondary, which I think is a good thing because we wanna see more seamless integration of Assistive Technology from high school into the postsecondary environment. The survey that this data is from, we have ... There's probably 15 questions and the results can be found where, it's open until May and after that point we will put the results of the survey on our website with the 2009 results that are there right now.
We're asking for your help. It would be great if you could get the word out and help us distribute this survey. Any postsecondary student with disabilities can take the survey and give us that feedback and of course the wider the audience, the more, the better the data we get. So please help us distribute that. So I've mentioned a couple of the tools that we have for the QIAT-PS project, and Bryan will b demonstrating one of them in a second here, but we do have two tools that we offer on the website. One is the student's self-evaluation matrix that Bryan will demonstrate for us. The other tool is a campus self-evaluation matrix. And the idea with the campus self-evaluation matrix is really a systems-wide tool that campuses can use to measure their assertive technology quality in their service delivery. So there are five quality indicator areas in that tool and five actual quality indicators in each area. And the matrix is a way to measure how you think you're doing in that area as a campus.
Presently we are conducting a pilot study with postsecondary institutions nationwide to validate and give us feedback on the indicators. We have a slide here with a few of the higher ed institutions we've worked with. So we've worked with small private colleges, large community college systems, large four-year institutions, and so we're testing it across a lot of different types of postsecondary institutions. I see a question coming through, "How do you find or decide what institutions "to do your pilot with?" We do presentation at AHEAD and the major Assistive Technology conferences, so we try to get the word out and recruit schools. And a school, then it's just a, from there it's a conversation with Bryan or I about the process and the commitment because there is, there's basically a year long commitment to, to participate as a school, but if you are at a postsecondary institution and are interested, our contact information will be available on the back, or on the end slide, and just get in touch with us and we can discuss that further. We're looking for schools, so if you know of a school or you are a school, let's have that conversation. And I think with that, I will turn it over to Bryan who's going to go to the next section of our webinar.
- [Bryan] Thanks, Janet. I did want to attend to Andy's question that he asked earlier. He asked what the non-category was for the, non-category was for the survey and that was typically those students who had their needs identified late, those folks who didn't have any Assistive Technology in K12 and either discovered the need when they were in college or in the postsecondary environment, so that was it. The other one is there was not, I don't believe there was a null category on that particular thing, so it could have included some of the folks who didn't answer that particular question. Is that right, Janet?
- [Janet] Yep, yep thank you. Sorry Andy, I missed your question.
- [Bryan] Okay, well thank you Janet. Yeah this has been a fun project for Janet and I. And Russ started us off with a session that was done in 2006. Joy Zabala and Russ did a pre-conference session at the California State North Ridge at CSUN and got us to thinking, like Janet said, through the process of the K12 QIAT. We found ourselves in Houston, Texas at the QIAT Summit at Region 4 Service Center around that time and had a discussion with Russ and with Joy Zabala and we sort of pitched this to our respective centers and this is how this is generated, so. What I did want to share with you this afternoon is, you know, I'm showing you some points, the 21.03 probably means nothing to folks outside of Arkansas. This is associated with our policies and procedures in Arkansas, but they pretty much mirror what's required in IDEA regarding transition.
So the issue about the transition from school to adult life is defined, as Janet said, based on the coordinated set of activities for the child with the disability. And we do, we think we do in K12, we think we do a pretty good job of coordinating, but we also recognize I think almost universally how difficult that can be. And so the issue around this is a little more in control of a K12 school because most everybody is working or in contract directly with that K12 environment. As a student approaches matriculation to a higher education setting, or a postsecondary education setting, it gets a little more difficult because we're dealing with a lot more, a lot more agencies, a lot more supports, and a little different perspective as far as what's required. So the transition plan is the student turns 16 and in Arkansas it's 14, we can start as early as 14. It makes it a little difficult for our division of rehabilitation services and our rehab counselors to get to conferences that early, but we certainly are seeing more of that. So it's really supposed to be based on the child's needs including preferences and interests. It's including all those things that we would typically have in the IEP instruction related services, but also including an increasing emphasis on community experience and the development of post-school adult living outcomes or objectives, if you will.
And then if appropriate, getting all the things in line, so that we have the support system when the person leaves the IDEA setting which is, arguably is a little more supportive or a little more directed by others to an adult system where you have to drive the bus yourself. You have to be a little bit more in charge. Again, it's very similar and it's worded very similar and this is pretty close to the federal definitions, can be special education, it can be related service, it can be any of those things, so we've got that broad perspective for that. And the content of the IEP needs to include measurable postsecondary education goals and including independent living skills and additional services or supports of study, or courses of study, that would assist the student in being more self-determining and being a good self-advocate. In Arkansas, as is in some states, we have this thing about state law and students that are incarcerated in adult prisons, probably in some of your states you have that thing.
We also have the transfer of rights, who needs to be participating in the meetings, and agency responsibilities. And one of the things that we have found to be really, really effective is our transition cadres in Arkansas work tirelessly. That's led by something called Arkansas Transition Services and we have seven statewide consultants that do that. And when we look at the student self-evaluation matrix in just a little bit, we'll be talking about how they use that in one of their college bound experiences, so we'll hit that in just a little bit. Here is from our OSEP and from our Section 1400, the effective transition services to promote employment or education, are one of those kind of power indicators in the area of our outcomes measurement for K12. And one of the things that became clear when we did the first survey is that when you go to another setting and you, the first time that you ever heard that you might benefit from Assistive Technology is when you matriculated to that setting, we're probably leaving a gap that we could of been, could of been and should of been serving in that K12 environment.
Vice Versa, you know, like Janet said, we have a wide variation of support services and certainly in the, under ADA and section 504 and some of the other laws that would apply to the adult environments as well as the K12 environment, you have different ways of moving those systems along and in the amount of self-control that you have to take over that, so. Anyway, enough of the legal stuff. Let's move on to some of the tools. One of the things when we suggested the QIAT-PS model to the respective Americans with Disabilities Act centers that we are associated with was that the tool needed to be something that was available, that it was usable, and that we would be able to, that we would be able to offer that to people that are free. And so, and so anyway, we're gonna be sorta looking at some of those pieces of the tool and addressing those.
This is the landing page, if you will, for our website QIAT-PS.ORG and we've got a history of how it originated and some other things that you're welcome to take advantage of at your leisure. One of the things that you may notice is that on the right upper corner of the screenshot that you see, you've got a log in and enter a username and password. This is important but it's not absolutely necessary, but if you are going to come back to your work that you're doing with any of the tool, or if you're going to participate in any of the data collection, it's really helpful sometimes to be able to get your information sent back to you in either a tabular format or in a file, a spreadsheet type file. So that's the reason that we added that and it was not present in our first iteration of this website. Like Janet explained earlier, we have a number of tools in there, including some links on how to use the campus tool because a lot of the information that's been done in this particular project has been on the campus tool. It's been used ... The student evaluation matrix has been used, but it hasn't been analyzed to the extent that the campus evaluation tool has been done.
So anyway, like we said, we're still in the process of that and expect to be another year on that particular project. The student evaluation matrix has a few indicator areas and one is, and you'll see in this scale as we transition from the slides we're gonna attempt to share a desktop and you'll see that you have a Likert scale, with one being a less promising practice to five being the more promising practice. With your log in, you are able to generate an account that will allow you to get a return email with your results in a tabular bulleted format. Or you can get it in a ... You can choose to get it in a CSV file so that you can produce it in a, in a spreadsheet type document. And this is pretty much our only way for you to have your work saved, so that you can return and finish it later. So that's a really good idea. It was one that was generated by users of the first iteration of the website too. This is just kind of an example of the, the information from the self-evaluation results.
This is many things, but it's not intended to to be something that's a rating of how the school is doing or the student is doing, it's a self-evaluation tool. So the more people that do it from their perspective, the more consensus building that you can get, so we're looking at trying to use it in that kind of a context. As we'll switch here shortly but as you can see, this is what the self-evaluation matrices look like when you go into those. And shortly we will go to that. The URL is qiat-ps.org and we'll have that for you several times here. And we'd just love for everybody to use it. A couple of other things that are available on this particular website is a guide to getting started with the campus tools, and eventually we hope to have a similar kind of a product with multi-media guidance on how to use it, but the student self-evaluation matrices is a little simpler to use, it's a little shorter, and so we'll be able to take a look at it quickly this afternoon, so we'll be able to give this a good look.
Here's the student indicator areas, there's seven. Self awareness, disclosure, communication, self advocacy, self evaluation, student initiative and decision making, and then Assistive Technology, problem solving, those good strategic skills that often times make the difference in whether a Assistive Technology solution is used or abandoned along the journey, so that is a really, really good piece that we need to pay attention to. We'll be coming ... We'll be going to the web page just pretty quickly. But there are a number of scenarios that could happen. The student could be a proficient user of Assistive Technology, they could be ... They could be a good self-advocate and self-determination would be pretty easy, but they may have been somebody who has been introduced to Assistive Technology, but it's independent in its use or need of the supports that they have, so the student may transition with an unmet need and find themselves. When we go to the AHEAD meetings and present this information, a lot of times what we hear is the student wasn't approached about Assistive Technology or realized the need until they were on the higher education setting, so they didn't get it in K12. The student may have Assistive Technology, but not really have those strategic and operational skills that we talked about, or they may only use it in some limited environments. So there might be many reasons why you would have those challenges, so you might ... There could be a number of factors that might hold you back, or there may be many reasons that you were effective in those particular environments. So having said that, we're gonna come back to Susan in just a minute. I am going to take a chance and we'll see if we can get this to work. I'm gonna do a quick sharing of my screen, and I don't really ... I think we need the... And we should be shortly looking at our, at the student evaluation matrix. Is everybody seeing that? Janet, are you, did we make the transition?
- [Janet] It's still spinning.
- [Bryan] Okay.
- [Janet] It looks like it's going there but we're waiting.
- [Bryan] Alrighty. Well in the mean time, we'll just talk just a little bit about the tool. When the self-evaluation matrix opens, you'll find it on the tool bar that was in the screenshots in the PowerPoint. You'll have four options, you'll have a guide to getting started, the campus self-evaluation matrix, and the student self-evaluation matrix, and then reports. And the reports explain how to generate your report in whichever format you choose. Alright and we're going to attempt to show our options, although mine is ... Yeah, okay. How about now, are we ...
- [Janet] Still spinning.
- [Bryan] We make that ...
- [Bryan] We make that transition?
- [Janet] Nope, still uh ... Still looks like it's loading.
- [Bryan] We might say a little bit about the, about the results from the survey, or the ongoing survey is the numbers have been mined nationwide through Listservs and including K12 settings and postsecondary setting. We're having I would say similar participation numbers, maybe a little bit down this time than we did in the one that was done in 2009. So we'll continue to be looking at the power of the campus evaluation matrix. Alright, I don't want to take up all afternoon with this trying to get this to load. We'll give it just a second more, if not we'll hit our scenarios. Alright, let me explain what I'm looking at. I'm gonna just talk about the first indicator that's come up, self awareness. So on this particular matrix, you have a number of ways you could do this, but the matrix is pretty simple. It's constructed with the question and a slider bar and then you can hide or show the five options on the Likert scale, and so on the far side, or the one, if you will, the less promising practice, we have the student being unaware or misinformed about the impact of their disability, for instance. And then on the far end of that particular scale, the student has an accurate and clear sense of their goals, abilities, and need of the Assistive Technology, knows how to request and/or acquire them, and then in between we have the level of support that the student is demonstrating in that particular area. This is pretty handy to be able to be done from the student's perspective as well as those stakeholders that are around them, the parents, the staff at school, other people that might know the students. Those particular tools can kind of help with a sort of being able to hone in on what the perspective to see if it's realistic, see if there's some starting points where a K12 high school transition staff can start addressing those and build some of those skills. A similar indicator on disclosure disability information, same on communication, self advocacy, and self evaluation. In the interest of time, I think we're gonna go back to the PowerPoint. This worked really well in the test, which often happens but ...
- [Russ] Bryan, Janet is showing us. Janet is showing us her screen now, can you see it?
- [Bryan] Janet, are you on or ...
- [Russ] She's sharing her desktop with the webpage. Oh, okay.
- [Bryan] Alright well, let's run, let's just go back to ... We're gonna shoot back to the PowerPoint, I think. Cause we're just kind of surging right now so.
- [Janet] Okay. Yeah, maybe with all of us trying to share. I'll stop.
- [Bryan] Yeah, sorry about that, yeah. Okay, we'll hit the pod and let's go back. Anna Marie, I think we lost Janet in that transition.
- [Janet] I am on the phone, but you can keep going, Bryan. I'll log back in.
- [Bryan] Alright, well we're gonna get the PowerPoint back here, there we go. We would invite you to go ahead and look at that on your own. It's a pretty easy to use tool. And we'd encourage you to ... We'd love for you to get an account, but if you'd just like to anonymously play with it, it's there for free and we want you to use it, and encourage your higher ed colleagues. I know we have a few folks from higher ed. We have a lot of disability services offices using it, more that are participating in our study. So, anyway, here we go. We should be back up. I want to talk about a couple of case studies using this particular tool. Susan, for instance, is first. Susan is a 17-year-old, she has Cerebral Palsy and uses a communication device to communicate. She's had it since she was 12. She's considered proficient by those that work with her and using it. She relies on some Para-professional help at school to assist her with management of her books and educational material. And has assistance with activities of daily living. She began her transition plan at age 16 with her IEP team. She's been a participant, though, in her IEP meeting since the age of 13 or 14, so she's been coming to her, her meetings earlier so she started in that student led IEP team movement pretty early.
She wants to go to college. And she wants to major in writing, Journalism. So, that's kind of her protocol or profile. And just looking at the results that we have ... Uh-oh. from our self-evaluation, here's what Susan's information indicated. That obviously you see here that it was pretty high rating. A four, five and four on self-awareness, disclosure and communication, so she's a pretty capable young lady. However, you'll see on the bottom part of the matrix, Susan's level, rating in self-advocacy, her confidence and her ability to take the lead in her self-advocacy, she's not confident in that area yet, and still feels that she needs to help when she looks at self-evaluating and problem-solving, and those type of thing. S
o, when we've got the results from the matrix, what could we do with it now? Recognize that we might have more than one person being interactive with this. Well, let's just kind of think about a quick brainstorm. These are things that we've done, suggesting that it might be a possibility. We, as an IEP team, might include professional development for her and other support people. Concerning her AT or support needs, we might investigate, compare and investigate supports of different universities offer. We also might consider some kind of assertiveness training or Quick Links for her to be able to follow-up with other, for her support numbers, emails, websites and other resources. Other agency linkages and family and friends supports that she can build on and branch out. So and you can take this a long ways and we would, we're thinking that we would like to do that. Anyway, we will be able to do that. Okay. And then ... We'll kind of finish up with Eli.
Eli is a 16-year-old, has a specific learning disability. He will be ... Let's see. He wants to goto a local community college, he thinks. He's been using a tablet for the past couple of years to produce his written products. And his grades aren't real good at school, but staff and family all think he's capable, and that he needs to kind of buckle down and try a little bit harder. He has 45-minute daily on his IEP right now to work on his reading and writing in traditional resource room. And he's never attended his own IEP meetings. So, here is Elis' self-evaluation matrix. You see, he was fairly realistic it looks like to us that the disclosure and self-awareness and communication are not as, not as well developed as Susan's, for instance. And then he felt on self-advocacy and self-evaluation and decision-making, that he needed a little more help. So what can we do? We can, again, think about what kinds of things that we might do with this. Exploration of technologies and what colleges offer, training law.
Training might be useful for this particular student. Practice ineffective communication skills, training and practice in self-advocacy and trials with additional technologies, examples might be text to speech or speech to text. So in that particular situation, we've got those kinds of things. So just a couple of examples quickly and this might be something that we can kick around in the discussion forum this week. We'll kind of close by previewing a little bit this afternoon about some questions that we'd like to ponder a little bit for the transition threads of our discussions. I'll just let you look at these a second as I review them. For instance, what does it take for an IEP team and student who uses or needs Assistive Technology to mutually assess that person's capability or capacity and exchange ideas effectively? Also, what are some suggestions for a student who uses Assistive Technology to sort of expand or build their network of supports? And what are some strategies or techniques that can be used to teach good habits and impose collaboration? It doesn't really work well in the adult world. So how can we teach concept of collaboration to students? How can that be done for younger students? We have a lot of questions and a lot of comments. I think at this point we're running quickly down on time. Let's open this up for questions, if we can. I know that Anna Marie and several people have been answering some of those, but if you have any, let's go ahead and post them up.
- [Russ] While you're looking at them, Bryan, I'll mention that this is just the first step, again, in this week-long event. Beginning pretty much this afternoon when this is over, there will be some questions posed in the discussion area which you can access the same as you, as you would in to the CTD site and access this webinar. There will be another link there for the discussion as well as links for the, by tomorrow, links for the webinar itself as well as the PowerPoint. So we encourage everybody to go back this afternoon or tomorrow, take a look at the questions, consider them, and make this discussion a real viable conversation with Bryan and Janet and each other during the coming week. And what takes place in discussion, discussion room this week will have some impact on what Bryan and Janet share with you during the wrap-up webinar next Monday at 4 o'clock Eastern. Bryan, do you see any questions there, you're gonna wanna ...
- [Bryan] I did want to kind of just sort of as a teaser, talk a little bit, we had considered the idea of looking at Voc Rehab and occupational preparation and found the same thing in K12. So I do appreciate RJ's questions that he's posted about getting started early on that as well as postsecondary school kinds of setting. What we found is when we presented this, that the responsiveness and the similarity with the higher ed was a match that was easier, an easier starting point for us. So we'll attend to those kind of questions a little bit and follow those kinds of threads, if you want to go there, because that's certainly has been an interest of ours, too. Janet, any additional that you want to talk about on that?
- [Janet] Nope, I just want to encourage everyone to get in to the discussion. And looking forward to flushing this out more and having more time to talk through some of these issues. So, yeah, we'll see you all on the discussions.
- [Russ] I'll just draw your attention to Anna Maria's chat entry there. If anybody is interested in a certificate of participation, you can put your email at the end of the survey. And we'd like to encourage everybody to take the survey. You can mention that we had some technology that didn't work quite as it had when we had our dry run through, but also we'd like to know your thoughts on how we can make these webinars more useful and as good a use of your time as we could. We'll be continuing to talk through the week. But I want to thank Bryan and Janet for taking the time. First of all, for continuing this work which I think is extremely valuable and has a lot of potential both for students and for postsecondary institutions. I thank you guys for taking the time to share with us today.
- [Bryan] Thank you, Russ. Thanks, everybody.
- [Janet] Thanks, everybody. Bye bye.