Assistive Technology and Secondary Transition Annotated Bibliography
(Prepared for NSTTAC by Kelly R. Kelley)
The term ‘assistive technology device’ is defined in the Individuals with Disabilities
Education Act (2004) as “any item, piece of equipment, or product system, whether
acquired commercially, modified, or customized, that is used to increase, maintain,
or improve functional capabilities of individuals with disabilities” (20 U.S.C.
§ 1400 [602]).
A history of reauthorizations exist related to assistive technology such as the
Technology-Related Assistance for Individuals with Disabilities Act of 1988 which
provided financial assistance to states for developing and implementing consumer-responsive
statewide programs of technology-related assistance for people of all ages with
disabilities. Then 10 years later the Assistive Technology Act replaced the former
act with the focus of also addressing the assistive-technology needs of individuals
with disabilities. Most recently, the Assistive Technology Act of 2004 was reauthorized
with the Assistive Technology program administered by the Department of Education.
Despite this history, there is limited research and sustainability related to assistive
technology procedures in secondary transition for adolescents with disabilities
transitioning into postsecondary education, work environments, and independent living
situations (Houchins, 2001).
The purpose of this annotated bibliography is to provide relevant research and internet
resources providing technical assistance for families, special education professionals,
and researchers on what is currently known related to assistive technology and secondary
transition procedures. To date, information was located on the topics related to
postsecondary education, employment, independent living, and the current status
and roles assistive technology can have for school personnel, families, and students
with disabilities as they transition into adulthood.
References
Assistive Technology Act of 1998, Pub. L. No.105-394.
Assistive Technology Act of 2004, Pub. L. No. 108-364.
Houchins, D. E. (2001). Assistive technology barriers and facilitators during secondary
and post-secondary transitions. Career Development for Exceptional Individuals,
24, 73-88.
Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. 1400
et seq. (2004)
Technology-Related Assistance for Individuals with Disabilities Act of 1988, Pub.
L. No. 100-407.
Annotated Bibliography
Postsecondary Education
Houchins, D. E. (2001). Assistive technology barriers and facilitators during
secondary and post-secondary transitions. Career Development for Exceptional Individuals,
24, 73-88. [Descriptive]
- Defined assistive technology according to the Technology Related Assistance Act
of 1988, Public Law 100-407
- Identified technology barriers and facilitation of students with disabilities transitioning
from postsecondary settings to adulthood based on survey input from 27 technology
specialists across the United States
- Common themes were: (a) increasing assistive technology instruction, (b) improving
student self-determination, (c) using best transition practices, and (d) establishing
an assistive technology infrastructure
- Future research needed with assistive technology during secondary and postsecondary
transitions
Lamb, P. (2003). The role of the vocational rehabilitation counselor in procuring
technology to facilitate success in postsecondary education for youth with disabilities.
Journal of Special Education Technology, 18(4), 53-62. [Qualitative]
- Examined specific roles and responsibilities of four rehabilitation counselors through
interviews for acquiring technology for students with disabilities
- Results indicated four major responsibilities: (a) collaborating with special educators
to transition youth, (b) serving as a vocational counseling resource for teachers
and students, (c) fostering students self-determination and self-advocacy skills,
and (d) using school resources to assist students in overcoming barriers to postsecondary
education/training, and employment (e.g., assistive technology)
- Common themes noted from interviews related to dilemmas with assistive technology:
(a) determining which assistive technology is most appropriate and necessary for
students’ success in education and training programs, (b) limited knowledge about
assistive technology and the devices and software program availability, and (c)
limited funding and access to monetary resources related to assistive technology
for supporting students with disabilities
- Provided implications for policy and practice (e.g., guidelines for purchasing assistive
technology and joint training opportunities between high schools and universities)
Martinez-Marrero, I., & Estrada-Hernandez, N. (2008). Assistive technology:
An instructional tool to assist college students with written language disabilities.
TechTrends, 52, 56-62. [Descriptive]
- Provided an overview of assistive technology and legal mandates such as the Assistive
Technology Act, Individuals with Disabilities Education Act, Americans with Disabilities
Act, Rehabilitation Act, and Telecommunications Act
- Described examples of specific input, output, and process devices (e.g., standard
or large print keyboards, touch-screen devices, screen magnification, large print,
keyboarding or reading programs)
- Defined learning disabilities and the need of college students using assistive technology
as an instructional tool (e.g., graphic organizers, speech recognition software)
- Recommended instructional design strategies such as: (a) being AT savvy, (b) making
it worth the effort, (c) focusing on strengths, (d) ensuring AT availability and
built-in capabilities of existing hardware, (e) determining if there is a need for
training or technical support, (f) exploring flexibility and evaluating AT devices,
and (g) consulting AT experts as needed
Mull, C. A., & Sitlington, P. L. (2003). The role of technology in the transition
to postsecondary education of students with learning disabilities: A review of the
literature. The Journal of Special Education, 37, 26-32. [Literature review]
- This review identified the specific technology recommendations found in the literature,
identified issues related to using these recommendations in the transition to postsecondary
education, and provided recommendations for transition planning to postsecondary
education
- A search of the literature included articles from 1966 to 2000 using descriptors
such as: assistive technology, auxiliary aids, adaptive technology, technological
accommodations, and transition or postsecondary education
- Common recommendations and issues with AT and transition to postsecondary education
were found such as: (a) AT can provide more individualized fits for learners and
measure student progress at the same time, (b) AT devices can be costly for institutions
and funding sources are often limited, (c) AT devices must be used for what they
are intended to be used for and maintenance must be performed by trained technicians,
(d) to maximize the use of AT devices, students and personnel must be trained on
how to properly use the devices, and (e) there is controversy with eligibility for
assistive technology for students with learning disabilities
- Future recommendations included: (a) earlier identifications of funding sources
for AT in postsecondary education, (b) AT devices should be based on current assessments
of the student needs and demands in their postsecondary education environment, (c)
training for students must occur for maximized use of equipment, and (d) careful
consideration must be examined before removing a student from eligibility of special
education services which includes assistive technology services and devices at the
postsecondary level
Specht, J., Howell, G., & Young, G. (2007). Students with special education
needs in Canada and their use of assistive technology during the transition to secondary
school. Childhood Education, 83, 385-389. [Qualitative]
- Interviewed four students, their parents, and relevant school personnel on the transition
planning and current practices that help or hinder students using AT devices as
they transition from elementary (K-8) to secondary schools (9-12)
- Four themes emerged from interview transcripts: (a) environment, (b) training, (c)
assessment, and (d) advocacy
- Results from the interviews indicated smoother transitions with technology come
from listening to the students, their families, and teachers about what is needed
with AT supports for successful participation in school
Webb, K. W., Patterson, K. B., Syverud, S. M., & Seabrooks-Blackmore, J.
J. (2008). Evidenced based practices that promote transition to postsecondary education:
Listening to a decade of expert voices. Exceptionality, 16, 192-206. [Descriptive]
- A search of the literature included articles from 1995 to 2006 using descriptors
such as: transition, postsecondary education, college students with disabilities,
surveys, voices, needs, opinions, literature review, and synthesis of literature
in combination with descriptors such as instruction, remediation, assistive technology,
adaptive technology, social skills, interpersonal skills, self-determination, college
decision, study skills, learning strategies, and college demands
- Common themes emerged: (a) self-determination strategies, (b) social and interpersonal
strategies, (c) academic preparation, (d) accommodations, and (e) assistive technology
- Access and knowledge about the usage of assistive technology was a major need expressed
by college students with disabilities throughout the literature
- Recommendations regarding self-determination and assistive technology included an
urgency for teachers to expand their knowledge of using various technologies in
their classrooms and giving students opportunities to practice using the technology
to determine which assistive technology device best fits the student’s individual
needs
Employment
Greenan, J. P., Wu, M., & Black, E. L. (2002). Perspectives on employing
individuals with special needs. Journal of Technology Studies, 28, 29-37. [Descriptive]
- Conducted a cross-sectional survey with a random sample of 250 employers within
industries and businesses in Indiana to examine employer perspectives and attitudes
on hiring individuals with special needs using a 5-point Likert rating scale
- Findings reported from 76% of the employers regarding assistive technology suggested
the financial investment in remodeling facilities and purchasing assistive devices
for employers with disabilities were major difficulties in hiring individuals with
disabilities
- Implications suggested a need for more professional coordination and collaboration
to satisfy the assistive equipment needed for hiring individuals with disabilities
as they transition into the workforce
Heller, K. W., Allgood, M. H., Ware, S., Arnold, S. E., & Castelle, M. D.
(1996). Initiating
requests during community-based vocational training by students with mental retardation
and sensory impairments. Research in Developmental Disabilities, 17, 173-184. [Experimental]
- Included four high school students ages 17-21 with mild to severe intellectual disabilities
who participated in community-based instruction
- Examined the effectiveness of teaching students to request assistance (e.g., “I
need…”) using dual communication boards
- Results indicated all four participants mastered the set criteria for initiating
requests using gestures and dual communication boards
- Future research is needed to see if requests can be initiated using communication
boards at job training sites to acquire new skills and increase job performance,
productivity, and independence
Riffel, L. A., Wehmeyer, M. L., Turnbull, A. P., Lattimore, J., Davies, D.,
Stock, S., et al. (2005). Promoting independentperformance of transition-related
tasks using a palmtop PC-based self-directed visual and auditory prompting system.
Journal of Special Education Technology, 20(2), 5-14. [Experimental]
- Included four high school students with mild to moderate intellectual disabilities
- Investigated the effects of the Visual Assistant computer program for increasing
productivity and task completion with vocational and independent living tasks
- Results indicated three out of four students increased independence with tasks using
the Visual Assistant computer program and reduced the total number of support statements
and prompting needed to complete tasks and increase productivity
- Future research is needed to examine the impacts of using technology to promote
positive transition outcomes and greater independence levels for students with disabilities
Independent Living
Johnson, K. L., Dudgeon, B., Kuehn, C., & Walker, W. (2007). Assistive technology
use among adolescents and young adults with spina bifida. Research and Practice,
97, 330-336. [Descriptive]
- Examined the historical longitudinal data from children’s hospitals and medical
centers for adolescents and young adults with spina bifida and their use of assistive
technology in relation to their community participation
- Participant record reviews were selected for individuals between the ages of 13-27
years old with a diagnosis of myelomeningocele and their use of assistive technology
- Results indicated individuals with spina bifida have a greater need for assistive
devices such as wheelchairs, braces, walking aids, digital organizational devices,
and personal care adaptations in order to increase their independence in the areas
of education, employment, and independent living
Mechling, L. C. (2007). Assistive technology as a self-management tool for prompting
students with intellectual disabilities to initiate and complete daily tasks: A
literature review. Education and Training in Developmental Disabilities, 42, 252-269.
[Literature review]
- This review identified empirical literature from 1990-2005 on the use of assistive
technology as a self-management tool for individuals with intellectual disabilities
- The inclusion criteria used for this review was: (a) use of experimental design,
(b) publication in peer-reviewed journal, (c) evaluation of assistive technology
for self-management, and (d) participants had intellectual disabilities
- Forty studies were identified in the literature that met the inclusion criteria
and were arranged into (a) picture prompts, (b) palmtop personal computers, (c)
tactile prompting, and (d) auditory prompting
- Findings from these studies reported positive results when using assistive technology
as an antecedent prompt for eliciting a target response and reducing the need for
instructor prompts
- Future research is still needed on how to best use assistive technology and how
it can continue to be improved (e.g., barriers with funding, underutilization of
use, lack of assessment for appropriate device, individualization with AT devices)
Current Status and Roles of Assistive Technology in Secondary Transition
Alper, S., & Raharinirina, S. (2006). Assistive technology for individuals
with disabilities: A review and synthesis of the literature. Journal of Special
Education Technology, 21(2), 47-64. [Literature review]
- Discussed the barriers to assistive technology and the need for increased awareness
for using assistive technology to help individuals with disabilities access the
general curriculum and acquire transition skills
- The inclusion criteria used for this review: (a) participants were individuals with
disabilities, (b) age 3 and older, (c) articles were published in referred journals
between 1988-2003, (d) included AT devices as independent variables, and (e) provided
an assessment of skill acquisition
- Independent variables included using: (a) video such as computer-based, videotapes
and videodiscs; (b) writing software and software games; (c) computer-based study
tools; (d) multi-media; (e) speech recognition and synthesis software; (f) prompting
devices; (g) palmtop computers; and (h) facilitated or augmentative communication
devices
- Out of the 68 studies reviewed, 43 did not include individualized assessments of
participants prior to selection of AT and only 25 mentioned individualized participant
assessments or ongoing assessments to modify or customize AT devices
Nochajski, S. M., Oddo, C., & Beaver, K. (1999). Technology and transition:
Tools for success. Technology and Disability, 11, 93-101. [Descriptive]
- Described the concepts of using the Technology and Transition model as best practices
for transition including: (a) use of collaborative teaming, (b) use of an ecologic
curriculum, and (c) the establishment and use of interagency linkages
- Provided the provisions necessary for assistive computer technology and how it can
be incorporated into an IEP or transition plan
- Included assistive computer technology tools for success such as lending libraries,
evaluation and training, coordination and collaboration, and transition websites
- Discussed the role of occupational therapists as experts in assessment and training
with assistive technology
Parette, H. P., & Peterson-Karlan, G. R. (2007). Facilitating student achievement
with assistive technology. Education and Training in Developmental Disabilities,
42, 387-397. [Descriptive]
- Distinguished differences between assistive technology, instructional technology,
and universal designs for learning
- Discussed three distinct aspects of the educational process for students with developmental
disabilities including: (a) IEP development, including placement alternatives; (b)
instructional interventions; and (c) student progress monitoring
- Provided overview of assistive technology outcomes reflected in a range of professional
publications in recent years and how the role of assistive technology in relation
to student achievement requires professionals to understand both how and why assistive
technology works for students with disabilities
Stodden, R. A., Conway, M. A., & Chang, K. B. T (2003). Findings from the
study of transition, technology and postsecondary supports for youth with disabilities:
Implications for secondary school educators. Journal of Special Education Technology,
18, 29-43. [Descriptive]
- Described the current status of transition related to postsecondary education, graduation
rates, and employment opportunities
- Discussed the disability-related supports in secondary and postsecondary education
in relation to differences for utilization of technology and other supports (e.g.,
instructional supports, assistive technology supports)
- Addressed instructional environments and legal mandates in relation to the current
barriers that exist to transition from secondary to postsecondary settings (i.e.,
differences in regulations, lack of alignment supports, differences in personal
responsibility being professional and parent driven versus student driven, focus
on legality and cost rather than on individual needs and outcomes)
- Provided recommendations for improving transition and other supports between secondary
and postsecondary schools such as: (a) increasing the use of postsecondary-type
supports in secondary schools, (b) increasing carry-over of technology between secondary
and postsecondary schools, (c) teaching students self-advocacy skills and educating
them about their responsibilities in postsecondary education, and (d) recognizing
that supports are an investment in positive outcomes and productivity
Wehmeyer, M. L., Palmer, S. B., Smith, S. J., Parent, W., Davies, D. K., et
al. (2006). Technology use by people with intellectual and developmental disabilities
to support employment activities: A single-subject design meta analysis. Journal
of Vocational Rehabilitation, 24, 81-86. [Literature review]
- This meta-analysis identified single-subject studies from 1977-2003 on the use of
technology by individuals with intellectual disabilities
- Out of the 411 articles that fit the search criteria, 13 single subject design studies
were selected for inclusion in the meta-analysis since they included students with
intellectual disabilities ranging in age from 12-37 who encompassed vocational and
rehabilitation-related activities for transition aged students through adulthood
- The mean Percentage Non-Overlapping Data (PND) scores for all 95 cases was 93% indicating
that employment and rehabilitation outcomes resulted in “fair” effects for individuals
with intellectual or developmental disabilities
- Findings suggested that technology use can contribute to more positive vocational
and employment related outcomes for youth and adults with disabilities
Other Relevant Sources
Burgstahler, S. (2002). Bridging the digital divide in postsecondary education:
Technology access for youth with disabilities. (Information Brief). Retrieved from
http://www.ncset.org/publications/viewdesc.asp?id=718
- This information brief was designed for secondary and postsecondary educators and
administrators, employers, individuals with disabilities, and parents
- Discussed the challenges youth with disabilities face for gaining and maintaining
access to technology such as the lack of knowledge and training with appropriate
assistive technology and lack of funding
- Provided recommendations for achieving greater technology access (e.g., establishment
of policies and procedures at all academic levels to ensure universal accessibility,
interagency collaboration with planning, funding, selecting, and supporting assistive
technology)
Center for Implementing Technology in Education. (n.d). CITEd research center.
Retrieved May 19, 2009 from http://www.cited.org/index.aspx?page_id=13
- This website sponsored by the Center for Implementing Technology in Education offers
evidence-based, promising, and emerging practices to classroom teachers, administrators,
and districts based on the latest research in assistive technology
- Several research topics include implementing and scaling up technology, calculator
technology, screen-based and multimedia technologies, professional development on
technology integration, and technology support for writing and differentiated instruction
Family Center on Technology and Disability. (n.d.). Family center’s AT resource
reviews. Retrieved May 19, 2009 from
http://www.fctd.info/resources/search.php
- This website sponsored by the Family Center on Technology and Disability (FCTD)
provides useful materials and brief reviews of literature and resources related
to the field of assistive technology
- Reviews of assistive technology are described from books, newsletters, training
manuals, software, and other websites which are searchable based on specific categories
such as assistive technology, material types, and specific disabilities
National Center for Technology Innovation. (n.d). Trends and topics: Assistive
technology. Retrieved May 20, 2009 from
http://dev.nationaltechcenter.org/index.php/category/assistive-technology
- This website sponsored by the National Center for Technology Innovation (NCTI) offers
information and resources on equipment and product systems used for increasing,
maintaining, and/or improving independence for individuals with disabilities
- Free webinars on various AT topics are available, new learning and assistive technologies
are described, trends and uses of portable technology
- Research articles on family centered decision making with assistive technology,
technology reviews, and assessments can also be found at this website
- Other links are also provided by NCTI such as Don Johnston Inc., WebABLE, TechConnect,
Quality Indicators of Assistive Technology Consortium, and Ability Hub
