Supporting the Transition of Elementary School Students Who Use AAC as They Are Promoted From One Grade to the Next One of the challenges in supporting students who use AAC and who have complex learning needs is the transition from one school year to the next. These students are typically supported by large teams, many of whom change from one year to the next. Effective, efficient transfer of knowledge and ... Article
Article  |   December 01, 2008
Supporting the Transition of Elementary School Students Who Use AAC as They Are Promoted From One Grade to the Next
Author Affiliations & Notes
  • Susie Blackstien-Adler
    Communication and Writing Aids Service, Bloorview Kids Rehab, Toronto, Ontario
Article Information
Augmentative & Alternative Communication / School-Based Settings / Articles
Article   |   December 01, 2008
Supporting the Transition of Elementary School Students Who Use AAC as They Are Promoted From One Grade to the Next
SIG 12 Perspectives on Augmentative and Alternative Communication, December 2008, Vol. 17, 126-130. doi:10.1044/aac17.4.126
SIG 12 Perspectives on Augmentative and Alternative Communication, December 2008, Vol. 17, 126-130. doi:10.1044/aac17.4.126
Abstract

One of the challenges in supporting students who use AAC and who have complex learning needs is the transition from one school year to the next. These students are typically supported by large teams, many of whom change from one year to the next. Effective, efficient transfer of knowledge and skill from one team to the next does not always occur, compromising the continuity of programming. This article will outline a 3-year project (spanning two transition periods) that aimed to improve on the transition practices within a school board in Ontario Canada. Data collection focused on beliefs and knowledge about transition, transfer of important strategies and tools, and the actual process undertaken by each school. Following analysis of data collected in five schools during the first transition period, the schools developed and piloted a transition checklist, designed to improve on practice. The transition checklist, which resulted in significant change in practice in all five schools, will be described and is offered by the author upon request.

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