| Exceptional & Tech. |
Lesson 2: Readings (2) |
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A Framework for Aligning Technology with Transition Competencies
Blackhurst, A. E., Lahm, E. A., Harrison, E. M., & Chandler, W.G. (1999).
Career Development for Exceptional Individuals, 22(2), 153-183.
Abstracted by Lisa Grotewiel
As an exceptional individual moves from learning in an educational environment to functioning more independently in an adult environment (such as the workplace), special education professionals will identify the individual's unique goals or competencies that will enable a successful transition to the new environment. Transition competencies may range from a physical skill for a specific piece of equipment to a mental ability to assess the needs associated with a disability. Technologies such as communication aids, specially designed computer keyboards, or a voice-operated computer can be important tools in facilitating the development of transition competencies.
The article covers legislation and its support for students' transitions to adulthood, in particular the Individuals with Disabilities Education Act (IDEA). The six types of technology and their implications for improving functional abilities also are included.
In order for technology to benefit exceptional individuals during their school-to-adult transition, special education professionals must thoughtfully decide how to use the technology. To assist with these decisions, the authors provide guidelines for aligning technology choices with transition competencies. The guidelines include the technology continuum (with examples from no-tech to high-tech) and the unifying functional model.
The unifying functional model provides a conceptual framework to assist professionals in determining the best mix of services for post-school transition. The model mirrors a dynamic process involving many variables (e.g., demands, personal perceptions, resources, external supports, and alternative solutions). These variables are constantly changing, and the model demonstrates how their complex interrelationships may be effected by these changes.
The authors address general considerations for identifying transition competencies. While some competencies will be specific to a job task, many should be basic skills for adult life (e.g., an awareness of one's disability and the requirements to accommodate it). The transition competencies associated with basic skills should be considered in the context of the student's new environment (e.g., domestic, community, or vocational). Functioning as independently as possible in the new environment should be the primary focus in developing all competencies.
For this functional perspective, Melichar's seven functional areas provide a useful framework for categorizing the ways technology can assist in developing transition competencies. The article defines the seven categories of human function (existence; communication; body support, alignment, and posturing; travel and mobility; environmental adaptation; learning, education, and rehabilitation; sports, leisure, and recreation) and provides examples of technologies organized by skill level.
On-line resources are recommended to help professionals locate technology applications that will help them work with students to strengthen transition competencies. The information includes several on-line searchable systems such as ABLEDATA, CO-NET, ADLS, and the University of Kentucky's web site.
