ugmentative-communication-and-transition

Please answer the question concerning Augmentative communication (AC) and assistive technology. Please keep discussion question separate from student disscussion board.

Discuss two benefits and two drawbacks of AAC. Explain in terms you would share with another team member, such as a parent or general educator.

Please respond to student discussion board:

1. (Jacob) Jeff – According to Jeff’s background of having an above average understanding of math and science courses, with adequate progress being made in language arts and history, Jeff would probably have success in a junior college setting or a local university where he could commute while still living at home with his parents. While at a secondary education institution Jeff may discover his interest in computers, due to his successes in math and science. Depending on his ability to complete tasks that are assigned to him in the computer courses he may find employment in data entry or analysis. This would be a good career for him due to his need for repetition in his routine. Entering data or running data analysis programs can be very rote, something that Jeff may thrive at completing. Jeff would be able to live on his own later in life, with little assistance from his parents or outside agencies.

Craig – In accordance with Craig’s case study and backstory I would first want to involve some form of an outside agency at the beginning of his transition needs at age 14 and a half. He will require some form of training after he is done with secondary education where he can learn how to complete a task that is given to him in the work place. In my area he would be referred to a program called The Arc, which specializes in autism related services. The Arc would work on his training in their facility and then assist in placing him in employment. One of the jobs that he could complete that The Arc places individuals in would be at a local appliance assembly plant. Craig would be given the task of placing the manuals and extra parts needed in small plastic bags that go in the boxes with new appliances. I would supply his Arc liaison with his preference for spinning items and let him know he can spin the manuals into the boxes when he is done, or spin the documents before placing them in a bag, thus allowing him a routine and an outlet for his inner desire to spin things. Craig would benefit from living in a group home after high school and after transitioning from his parent’s home.

Maria – Given Maria’s backstory and case study she would benefit from out Occupational Job Therapy, or OJT, that is offered throughout the school day. This is also tied to the outside agency of the Illinois Department of Human Services, or DORS, which specifically work in finding employment and job opportunities for individuals with all disabilities. Many of the students at the high school here end up working at a local grocery store in the courtesy department where they bag grocers, run to get items for customers if they have questions at the register, get carts from the parking lot, stock shelves, etc. This is a job that many of my past students who fit Maria’s profile, still work at today. This particular chain of stores is employee owned and once employees have been there for a certain amount of time they get a small stake in the ownership, resulting in possible higher pay or different or more desirable job. Maria may need to live at home for a period after school is done to help her establish a work routine for her personal hygiene, but she may be able to live alone or with a roommate at some point as well.

Reference:

Wehman, P., Smith, M. D., & Schall, C. (2012). Autism and the transition to adulthood success beyond the classroom. Baltimore: Paul H. Brookes Pub.

2. What laws address transition planning for individuals with disabilities? Do different laws apply after an individual exits school than what applies during school years?