AAC & Transition Planning



This is a curated collection of information and resources related to transition planning. We encourage you to explore and judge for yourself which to add to your toolbox.

These resources are for educational purposes. This is not an exhaustive list. Inclusion does not signify endorsement. Use of any information provided on this website is at your own risk, for which NWACS shall not be held liable.

Do you have a favorite resource that we missed? Send us an email to share!

When should transition planning happen?

Transition planning is so important for children who use AAC. There are two times during a child’s education when there are rules for transition planning. Formal transition planning is required:

  • when moving from Early Intervention (birth to three) services to Early Childhood Special Education (special education preschool), and

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“We’re pretty good about caring for our disabled citizens - as long as they’re children. It’s time to put equal thought into their adulthoods.”
— Samuel R. Bagenstos

  • when transitioning from high school to adulthood, which may include:

    • employment

    • post-secondary education

    • community living

    • other post-school programs

However, there will be many more times of transition in your child’s first 18-21 years of life:

  • Moving from preschool to elementary school.

  • And then to middle school.

  • And then to high school.

  • Changes from grade to grade.

  • Any time there is a change in the team (e.g., teachers, aides, SLP, etc.).

All of these transitions require planning, preparation, and information that needs to be shared. Developing strong transition plans at each step along the way will help set up your child for the life they want when they grow up. This planning and preparation helps prevent teams from starting “from scratch” at each transition. It will help your child keep a consistent system of communication and support a positive trajectory. Including your child in this process, as much as they are able, builds self-advocacy and self-determination skills. Along with skilled AAC use, these are important to your child’s success.

Parents/Guardians: remember that you are an important member of your child’s team! In fact, you are the most consistent and long-term team member your child will have. So your input and involvement with transition planning are essential. Transition planning and transition services must be written into your child’s IEP. AAC/AT devices and services needed for transition must also be written into the IEP. AAC/AT devices and services will not be provided if they are not written into the transition plan.

According to QIAT (Quality Indicators for Assistive Technology Services), there are six quality indicators to guide transitions involving AAC and AT. These are guidelines to consider when planning for an upcoming transition. (Note: we have adapted these indicators to be actionable.)

  1. Identify the AAC/AT needs of the student, including:

    • roles of team members on the old team and assign these roles to members of the new team

      • any training needs of the new team

    • detail what AAC/AT systems and/or strategies that are working for the child

      • include an overview of systems/strategies that have been tried and were not optimal

      • include a plan of next steps for supporting growth of the child’s system and skills

    • who will communicate with the new team through (and after) the transition to ensure completion of tasks and efficient transfer of the AAC/AT

  2. Include the student in the transition planning at a level appropriate to age and ability.

  3. Identify who will be advocating for any equipment and/or training needs.

  4. Identify everything that will be needed in the receiving environment, including:

    • all equipment

    • support strategies and tools

    • environmental requirements

    • knowledge and skills (training)

  5. Create a timeline individualized to the child to map out action steps, target dates, and ongoing needs.

  6. Ensure that all equipment/system items arrive to the receiving location in working condition, along with any manuals and/or instructions.

    • include a plan for ongoing maintenance (including funding) and technical support (including training)

PRO TIP: Create a document to attach to the child’s IEP that includes the above information.

Resources

Articles, Books, and Documents

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Materials

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Transition Checklist from Informing Families (part of their High School Transition Toolkit)

Podcasts

Other Resources

Selected References:

  • Bagenstos, Samuel R. "The Disability Cliff." Democracy 35 (2015): 55-67. Available at: https://repository.law.umich.edu/articles/1722

  • Bryen D. N. (2008). Vocabulary to support socially-valued adult roles. Augmentative and alternative communication (Baltimore, Md. : 1985), 24(4), 294–301. https://doi.org/10.1080/07434610802467354

  • Bryen, D., Potts, B., & Carey, A. (2007). So you want to work? What employers say about job skills, recruitment and hiring employees who rely on AAC. Augmentative and alternative communication (Baltimore, Md. : 1985). 23. 126-39. 10.1080/07434610600991175

  • Carey, Allison & Potts, Blyden & Bryen, Diane & Shankar, Jui. (2004). Networking towards Employment: Experiences of People Who Use Augmentative and Alternative Communication. Research and Practice for Persons with Severe Disabilities (RPSD). 29.

  • Carter, E., Austin, D., & Trainor, A. (2012). Predictors of Postschool Employment Outcomes for Young Adults With Severe Disabilities. Journal of Disability Policy Studies. 23. 50-63. 10.1177/1044207311414680

  • Carter, E., Ditchman, N., Sun, Y., Trainor, A., Swedeen, B., & Owens, L. (2010). Summer Employment and Community Experiences of Transition-Age Youth with Severe Disabilities. Exceptional Children. 76. 194–212. 10.1177/001440291007600204

  • Chadsey, J. (2007). Vocational Skills and Performance. Handbook of Intellectual and Developmental Disabilities (pp. 619-634). 10.1007/0-387-32931-5_31

  • McNaughton, D., Arnold, A., Sennott, S., & Serpentine, E. (2010). Developing skills, "Making a match", and obtaining needed supports: Successful employment for individuals who use AAC. Transition Strategies for Adolescents and Young Adults Who Use AAC. Brookes.

  • McNaughton, D., & Bryen, D. (2007). AAC technologies to enhance participation and access to meaningful societal roles for adolescents and adults with developmental disabilities who require AAC. Augmentative and alternative communication (Baltimore, Md. : 1985). 23. 217-29. 10.1080/07434610701573856

  • Rossetti, Z., Lehr, D., Pelerin, D., Huang, S., & Lederer, L. (2016). Parent Involvement in Meaningful Post-School Experiences for Young Adults With IDD and Pervasive Support Needs. Intellectual and Developmental Disabilities. 54. 260-272. 10.1352/1934-9556-54.4.260

  • Trembath, D., Balandin, S., Stancliffe, R., & Togher, L. (2010). “Communication is Everything:” The Experiences of Volunteers who use AAC. Augmentative and alternative communication (Baltimore, Md. : 1985). 26. 75-86. 10.3109/07434618.2010.481561

  • Wehman, P. (2013). Life Beyond the Classroom: Transition Strategies for Young People With Disabilities (5th Edition). Baltimore, MD: Paul H. Brookes Publishing. 584 pages, ISBN-13: 978-1598572322