Technology and transition: tools for success.
The Technology and Transition project has established a collaborative model for providing and coordinating assistive computer technology (ACT) services to students with disabilities to support the transition process. The model addresses areas mandated by federal legislation including: (a) support fo...
| Publicado en: | Technology & Disability Vol. 11; no. 1/2; pp. 93 - 102 |
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| Autores principales: | , , |
| Formato: | tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
1999
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107108419&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107108419 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10554181 3QS jtl: Technology & Disability issn: 10554181 maglogo: N pubinfo: dt: 1999 vid: 11 iid: 1/2 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 107108419 107108419 2000035678 10.3233/tad-1999-111-213 107108419 ppf: 93 ppct: 9 formats: fmt: @attributes: type: P tig: atl: Technology and transition: tools for success. aug: au: Nochajski SM Oddo C Beaver K affil: Department of Occupational Therapy, 515 Kimball Tower, University of New York at Buffalo, Buffalo, NY 14214. E-mail: nochajsk@acsu.buffalo.edu sug: subj: Transitional Programs Assistive Technology Devices Computers and Computerization Computer User Training Individuals with Disabilities Education Act Program Evaluation Legislation Multidisciplinary Care Team Funding Source ab: The Technology and Transition project has established a collaborative model for providing and coordinating assistive computer technology (ACT) services to students with disabilities to support the transition process. The model addresses areas mandated by federal legislation including: (a) support for the role of occupational therapy in secondary settings and in the transition process; (b) provision of assistive technology services to students with disabilities in these settings; and (c) facilitation of successful transition outcomes for students with disabilities. The Technology and Transition model has 4 interrelated components: (a) ACT service delivery including evaluation, student training in the use of devices, and coordination of ACT with the technology used in the school; (b) the provision of ACT devices through a Lending Library, a key component of the model. Seventy-four percent of the participants borrowed equipment from the library; (c) an education component including a website providing transition related materials and resources and a summer training program in which students learn computer literacy skills; and (d) working with school personnel to facilitate coordination and collaboration between the student, family, school personnel, employers, and adult service providers. Occupational therapists have the skills and expertise vital in facilitating the successful transition of students with disabilities from secondary education to adult settings and have been instrumental in the development and implementation of the Technology and Transition model. Preliminary results indicate successful outcomes. Twenty seven students have participated in the project to date; 12 are in college and two are in job training programs with ACT in place, two withdrew from the project and the remaining students continue in secondary education with ACT from the lending library. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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