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Closing The Gap Assistive Technology Resources for Children and Adults with Disabilities February / March, 2026 Volume 44 - Number 6 2026 Edi t ion ANNUAL RESOURCE DIRECTORY Solutions

A guide to the latest assistive technology products for children and adults with disabilities. It is the culmination of an extensive search for the latest software, hardware and other assistive technology products that are on the market today, as well as their producers.

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Using Assistive Technology Across the Transition Continuum for Post- Secondary Success By Deborah Schwind

41 Using AI to Transform

IEP Writing: A Teacher’s Journey From Burnout to Breakthrough By Tim Ranis

49 Kinemo: Regain Access to Your Digital Life, Hands-free By Dr. Nordine Sebkhi

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58 Closing The Gap Resource Directory A guide to over 1,400 Assistive Technology Products!

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19 Bridging the Gap: The Role of Assistive Technology in Connecting Homebound Students to K-12 Education By Hope Hole-Yates 27 From Isolation to Inclusion: An Educator’s Journey in Raising an Adopted Special Needs Child By Dr. Melissa Smith

36 Practitioner’s Handbook: Assistive Technology for

59 Producers 73 Hardware Product Matrix 81 Hardware Product Listings 98 Software Product Matrix 107 Software Product Listings 135 Other AT Product Matrix 148 Other AT Product Listings

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instruction, literacy & inclusion

Using Assistive Technology Across the Transition Continuum for Post-Secondary Success Summary: The goal for all students is to transition upon graduation with the skills needed for further education, employment and independent living skills. These are not the outcomes students with disabilities experience. There are specific predictors of transition success that improve outcomes when developed early. This case study spotlights how transition skills were developed starting in elementary school across a continuum with the use of assistive technology to ensure post-secondary success upon graduation.

LITERATURE REVIEW The employment outcomes for students with disabilities are poor (Cheng & Shaewitz, 2022) and they are less likely to pur- sue further education, or participate in the community (Wehm- an, 2013). There are 23 specific predictors of transition success identified by Mazzotti et al. (2021) that improve these outcomes and can lead to employment . The predictors are grouped into four clusters (Ohio Employment First, 2022) as shown in Table 1 but the top predictor of post-secondary success for students with disabilities is having paid work, an internship, or volunteer work while in high school (Avellone et al., 2023; Siperstein et al., 2014). By law, transition planning must be included in the IEP by age 16 (IDEA, 2004), though some states require it by age 14. When transition is addressed by 14, outcomes are bet-

ter (Cimera et al., 2014; Cimera et al., 2013). This highlights the importance of addressing transition early. OTPs can support the development of these clusters and predictors through their domain and practice framework (Carroll et al., 2025; Carroll & Schwind, 2023) using assistive technology (AT) interventions. STUDENT SKILLS CLUSTER AND FUNCTIONAL LIVING SKILLS Independent living skills are listed as a predictor of post- secondary success for students with disabilities (Mazzotti et al., 2021) under the Student Skills Cluster in Table 1. Independent living skills or functional living skills can be divided into Activi- ties of Daily Living (ADL) as shown in Table 2 and Instrumental Activities of Daily Living (IADL) as shown in Table 3 (AOTA,

February / March, 2026 | https://www.closingthegap.com/benefits-of-membership/ 3 Closing The Gap © 2026 Closing The Gap, Inc. All rights reserved. DEBORAH SCHWIND is an occupational therapist with 30 years of experience in a variety of pediatric settings with the past 20 years in the public-school setting. She completed her doctoral dissertation from Drexel University. Her research focused on developing job skills, work behaviors, social skills, and self-determination skills through a school-based Community Based Instruction (CBI) program for students with autism in elementary school. She has presented nationally on transition skills, community-based instruction, IADL intervention, accessible curriculum and adapted arts tools. She has also been published on these topics including a co-author of several book chapters. She graduated with an undergrad degree in OT from East Carolina University where she completed internships at Duke University and Johns Hopkins University. She received her graduate degree from Old Dominion University in educational administration. She has worked in pediatric rehab, early intervention, home health, and inpatient (including NICU) as well as outpatient settings with the most recent being in school based practice. She is an active member of the AOTA Community of Practice Transition work group. She is Pediatric Board Certified through AOTA and has a School Specialty Certification. She was the recipient of an Innovator Award from NBCOT and was accepted into the Roster of Fellows in 2023.

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Cluster

Predictor

2020). Students who are independent with functional living skills including communication skills have better outcomes (Pillay & Brownlow, 2017; Anderson et al., 2017) so developing these ADL and IADL tasks are essential and AT can support in- dependence with skill acquisition and performance. It is not uncommon for students with disabilities, especially those with autism, to lack independence with daily living skills regard- less of intellect (Kim et al., 2024). The IADL and ADL tasks can translate into paid employment (Corkrean & Schwind, 2019) and must be taught. If students can perform tasks that re- quire more executive function skills with more steps such as IADL tasks (or chores), then they may perform other jobs for employment (Laverdure & Schwind, 2024). If a student can do laundry, they could work at a spa or a resort. If they can cook, they can work at a restaurant. If they can take care of their pet, they could work at a vet or a pet store. Specific evidence-based teaching strategies used for the development of transition skills (Ohio Employment First, 2018) should be utilized to teach the predictors and are identified in Table 4. Universal Design for Learning (UDL) principles can be implemented when teaching students transition skills to promote access, engagement and participation (Eismann et al., 2017). The use of UDL principles can promote inclusion, a pre- dictor of transition success in the policy cluster in Table 1 (Ohio Employment First, 2022). Presenting information and allowing students to demonstrate their knowledge in a variety of ways in the inclusive setting can promote success and engagement. ASSISTIVE TECHNOLOGY AND THE PREDICTORS OF TRANSITION SUCCESS The predictors and the teaching strategies can be support- ed with AT. The United States Department of Education’s Office of Special Education Programs (2024) identifies AT in three cat- egories – low-tech, mid-tech and high-tech devices as defined below: Low-tech – devices that are readily available, inexpensive and typically do not require batteries or electricity such as pencil grip, page holder or modified scissors Mid-tech – devices that are usually digital and may require batteries or another power sources such as a calculator, au- dio book or digital recorder High-tech – devices that are typically computer based, likely to have sophisticated features, and can be tailored to the specific needs of an individual student such as a tablet, screen reader or voice recognition software Using a case study, the teaching strategies and transition predictors will be applied with AT supports. The case study demonstrates a continuum of skills from elementary school through high school. Throughout the case study, underlined words indicate a transition predictor.

Career Development Cluster

Career awareness, Occupational courses, Paid employment/work experience, Career and technical education (CTE) and Work study Interagency collaboration, Parental expectations and involvement, Student support, and Transition programs Self-care, Independent living skills, Social skills, Travel skills, Community experiences, Self- advocacy, Self-Determination, Goal setting, Youth autonomy and Decision making, Psychological empowerment and Self-realization Exit exam requirements, High school diploma status, Inclusion in general education and Program of study

Collaborative Systems Cluster

Student Skills Cluster

Policy Cluster

Table 1 - Predictors of Post-Secondary Success by Cluster as identified by Ohio Employment First.

Activities of Daily Living (ADL) (AOTA) • Bathing/showering • Toileting and toilet hygiene • Dressing • Eating/swallowing • Feeding • Functional mobility • Personal device care • Personal hygiene and grooming

Table 2 - List of Activities of Daily Living.

Instrumental Activities of Daily Living (IADL) (AOTA) • Meal preparation and clean up • Shopping • Care of others including the community

• Care of pets • Child rearing • Use of communication devices • Safety and emergency maintenance • Community mobility and navigation • Financial management

• Home establishment and maintenance • Health management and maintenance • Religious observation Table 3 - List of Instrumental Activities of Daily Living.

Note: Retrieved from the Occupational Therapy Practice Framework-4. https://www.aota.org/~/media/Corporate/Files/Advocacy/Federal/ coding/OT-Practice-Framework-Table-1-Occupations.pdf

• Chaining • Community Based Instruction (CBI) • Computer Assisted Instruction • Mnemonics • Self-monitoring and Self- Management • Video Modeling • Prompting • Self-Advocacy and Self- Determination

Table 4 - Evidence Based Teaching Strategies for the Development of Transition Skills.

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CASE STUDY

ELEMENTARY This student profile includes: Down Syndrome, low muscle tone, myopic vision requiring glasses and an intellectual dis- ability who was in general education. The OTP provided inter- ventions in the general education classroom with embedded and pull-out services. This type of service model allowed the OTP to see the classroom expectations, to teach skills in isola- tion and support the generalization of skills in the classroom. A collaborative team utilized Universal Design for Learning (UDL) principles to modify and adapt materials for inclusion success (CAST, 2024). There were academic expectations and also classroom and community expectations. Elementary school students were assigned classroom and school-based jobs. Classroom respon- sibilities included being line leader, teacher’s helper, safety pa- trol or library helper. Classroom tasks included wiping down tables, stacking chairs, sweeping and vacuuming. A low-tech visual support checklist was used in the classroom for remind- ers of daily job tasks (Figure 1). There was also a school-based Community Based Instruction (CBI) program that promoted school-based jobs for early work and community experiences (Schwind et al., 2021; Schwind, 2017). Jobs were performed (listed in Table 5) and taught using evidence-based teaching strategies with AT supports that addressed the transition pre- dictors. ELEMENTARY SCHOOL AND AT INTERVENTIONS Low tech AT supports were provided such as primer lined, color-coded paper for letter alignment and letter sizing that was manually bound at the top for left hand dominance. A pencil grip was used due to low muscle tone. Sentence frames and starters were used with weekly sight words, a low-tech strategy for writing prompts. Visuals were provided for inde- pendent access to science experiments as shown in Figure 2. The OTP supported school-based jobs and classroom jobs with AT interventions. Video modeling and simulation helped to teach the steps of each job. Video modeling, a widely ac- cepted support (Wicker et al., 2022) was an important AT in- tervention especially after holiday breaks for memory recall. A tablet was used to access the QR code job videos. Low-tech supports were used on various jobs. The student stocked items in the school store using visuals to match merchandise and vi- sual scripts were used for customer interaction. Parent involve- ment was encouraged by having parents shop in the school store. Part of the school store was a banking job. Visuals were used to match, sort and count money including a ten popsicle stick puzzle to count dimes (Figure 3). A large calculator was utilized to add money for vision and fine motor weaknesses. Daily visual schedules were utlized. The jobs were placed

Figure 1: Checklist of Classroom Jobs created using LessonPix.

on a visual schedule as seen in Figure 4. Each job took about 15 minutes with 1-2 jobs performed each day. Being a preschool helper and a library helper like other fourth and fifth grade stu- dents were favorites. The library helper included gathering books from classrooms, loading them on a cart, pushing the cart and scanning books in. Books were then placed on a cart with visuals indicating the genre (a “B” on the spine to the “B” on the cart indicating Biography). Low tech interactive books similar to social narratives (Fig- ure 5) were used to teach jobs along with simulation activities. There was planting, watering and harvesting in the garden. Low tech interactive books with textures and manipulatives were made to teach the parts of a plant, the plant cycle, and the water cycle. Self-recorded audio books about parts of a School Based Community Instruction Vocational Opportunities Outdoor Garden – planting, watering, harvesting Farmer’s Market - washing, packaging, selling, greeting, counting Backpack Buddies – sorting items and packing backpacks Backpack Delivery – loading, unloading, matching numbers, navigating halls Coffee Cart – stocking, selling, counting money Lost and Found – sorting, hanging and color matching Banker - counting money and coin sorting School Store – stocking, selling, counting money Library - collecting books, navigating halls, scanning returned books Feeding the birds by filling birdfeeders Composting Table 5 - School-based Community Based Instruction (CBI) Program Example Jobs for Elementary School.

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Figure 4: Example visual schedule that includes the Farmer’s Market job that day.

Figure 2: Visual steps for science experiment in a tab book using LessonPix.

Figure 5: An interactive book teaching the steps of the Lost and Found job.

plant were created using QR codes (Figure 6). For the Lost and Found, color-coded dividers were placed on the clothing rack to assist with color sorting the clothing. For the backpack de- livery job, a number grid printout was utilized to check off the backpack numbers. A visual script was used on the coffee cart and a dollar bill visual for giving change was utilized (Figure 7). Video modeling and visual scripts were utilized to learn Figure 3: Dollar Bill Low Tech Visual demonstrating counting by 10s or dimes.

workplace behaviors such as greeting customers, asking for help, working as a team, and solving a problem. Expected be- haviors and coping strategies on the job were taught as part of social skills and self-regulation. A visual choice board pro- moted self-regulation. The choice board provided a nonverbal way to self-express a break. It gave voice and choice for self- determination and promoted decision making about what self- regulation tools to use.

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Figure 8: A play dough activity addressing emotions and what that emotion may look like on a job followed up with strategies on how to change the emotion.

Figure 6: A book about the needs of a plant that was told by the student using a QR code audio insert.

Figure 7: Dollar Bill Change for 50 Cent Coffee visual.

Figure 9: A jelly bean with a happy face on it which said “I liked that job.’ or “I did a good job.”

The self-regulation lessons included emotion identifica- tion. Explicit instruction on emotions experienced on the job was provided. For example, “What does silly look like on the Farmer’s Market?” Strategies for changing that emotion were discussed and were written about (Figure 8). Self-assessment on performance of the school-based jobs developed self-mon- itoring and self-management skills. A simple visual of a thumbs up or thumbs down was used to minimize verbal demands when there was frustration. Identification of likes, dislikes and preferences for jobs developed self-determination with a voice output switch (Figure 9). Two switches (“I liked that job” or “I did not like that job.”) were used for more accurate responses when there was fatigue or frustration. These responses became part

of a vocational folder (Figure 10). Visuals representing the jobs were placed in a folder on an “I like” side or an “I do not like” side. Expectations increased in 3rd to 5th grade. The vocational folder became a bound vocational journal. Sentence frames were used such as “I worked in the __________.” as a pattern. There were options to circle answers in journals to questions such as “What job did you do today?” or “What tool did you use today?.” These questions supported a goal of answering “wh” questions. Composition and vocabulary words about the jobs were written. Magnetic letters (Figure 11) and bottle caps (Fig- ure 12) were used to spell words which required less memory.

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Figure 10: A vocational folder that indicated the jobs she liked and the jobs that she did not like which could go with her to middle school so they could see the jobs she had been exposed to in elementary school.

Figure 13: Using cut up sentences with cards or post it notes when learning the word “make” created with LessonPix.

Figure 14: Cut up sentences to match related to vocabulary on the Coffee Cart which she could then write or type.

Figure 11: Using magnetic letters to spell for UDL support when handwriting may be challenging.

Words such as “like”, “have” and “make” were frequently used on the job - “What would you like?” or “Did you like that job?” A cut up sentence using visual cards was performed and then cop- ied for less cognitive load (Figure 13). Cut up sentences were part of the school jobs (Figure 14) to promote literacy and were used as a heavy workstation to provide sensory input for self- regulation and self-management (Figure 15). There were classroom jobs that developed functional living skills including: vacuuming, sweeping, wiping tables, stacking chairs and taking out trash. These jobs were on the board with visuals and the students’ names so they knew which job they were responsible for. A simple, low tech timer was used as a countdown for job duties. The jobs were highlights during the day. An AI generated task list, goblin.tools, was used (Figure 16)

Figure 12: Using lids to bottles with letters on them to spell words using UDL principles when handwriting may be challenging.

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Figure 15. A heavy work station with weighted milk jugs for cut up sentence activities. Tis helped develop strength and provided sensory input for self-regulation in the classroom. “It can go up.” referred to the stems on the plants in the garden. This was followed up by writing or typing the sentence.

Figure 17. A visual showing the steps of taking out the trash generated by goblin.tools created using LessonPix.

Figure 18: Visual support of steps for morning arrival routine created using LessonPix.

Figure 16: Using goblin.tools, an online task generator, steps to home chores were created so she could complete chores at home.

Figure 19: A button bag was used in Center work in the classroom to practice buttoning skills for the Lost and Found job.

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to develop steps to the classroom jobs and visuals were made (Figure 17). Visual supports were utilized for the morning (unpacking), afternoon (packing) and recess routines for memory supports (Figure 18). Throughout elementary school, independence with activities of daily living (ADL) or self-care was promoted. To teach buttoning for dressing and the Lost and Found job, video modeling was utilized. Button bags were used in the classroom during center activities that all students used (Figure 19). Clothing closures were practiced throughout the day for generalization to ADL tasks and Lost and Found. MIDDLE SCHOOL AND AT: BUILDING A CONTINUUM In middle school, school-based jobs expanded with work and community experiences in a larger building. The OTP sup- ported students in the Career and Technical Education (CTE) classes where career awareness and career exploration occur. In the CTE classes like Family and Consumer Science (FACS), functional living skills were taught. The OTP did a group ac- tivity with monthly themes listed in Table 6 which this student attended during a resource block. Travel skills, a functional living skill, was addressed. Students navigated and traveled within the building between classes and for the school-based jobs program. To learn travel skills and building navigation in- dependently, point of view video modeling was created.

Low tech visuals were utilized for ADL activities. Visual sup- ports for the steps to change a pad were provided as shown in Figure 20. Simulation was utilized for putting the pad on and disposing of it. A timed wearable (Figure 21) was used to indi- cate when to change the pad. Collaboration with the parent included having elastic waistband yoga pants worn on PE days for easy changing. A sticker was placed on the PE locker for locker location. A key lock was used instead of the combina- tion lock due to motor and memory weaknesses.

MIDDLE SCHOOL AND AT SUPPORTS FOR CAREER AND TECHNICAL EDUCATION Inclusive occupational courses and CTE courses were in- troduced such as Tech Ed, art, music, drama, band, FACS and computer science (typing) with the support of a collaborative team. Students need to be taking these courses and may need adaptations or AT to access them. The team modified the as- signments using UDL principles and AT supports for access, en- gagement and participation. In music, the OTP adapted music lessons in low tech ways by color coding and enlarging notes on the music scores. There was a focus on learning the chorus or the repetitive refrain. Gamifying note identification was done by making a musical note game (Figure 22). These successes lead to a goal (self-de- termination) of being in the high school marching band. There was a part in the inclusive school play, Annie , where lines were adapted to the reading level for better memorization and the Figure 21: A wearable that has a picture of a toilet when it alarms indicating to the student that it is time for her to go to the bathroom to change her pad.

Theme

Month

Getting to Know You – likes, dislikes

September

Meal Prep Pet Shop

October

November December

Hot Chocolate/Coffee Shop My Goals for the Year and for the Future

January

Volunteer Project Hardware Shop Flower Shop Popcorn Shop Ice Cream Shop

February

March

April May June

Table 6 - Middle School Group Themes Led by Occupational Therapist

Figure 20: Step by step visual for using the bathroom and changing a menstrual pad.

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script was enlarged for easier reading ability due to visual acu- ity. In computer science, there were typing lessons and lessons on how to create documents, slide shows and other computer skills. All students had access to Read & Write with lessons on word prediction and text to speech for reading access and ed- iting. Low tech visual step by step directions were provided to set up digital presentations. Lessons were taught on: cut and paste, font size and color, and insert pictures. Access to applications such as Brain Pop and audiobooks was provided for accessing content in other classes. For typing, there were untimed tests and the keyboard was not occluded. The BBC Dance Mat Typing program was used with vocabulary, read- ing and spelling aligned with abilities. Low tech keyboard puzzles were created by the OTP to build keyboard awareness and memory of key location (Figure 23). The keyboard puzzle was used to spell words related to school jobs and academic vocabulary words Low tech AT solutions and UDL principles were used in the inclusive FACS class where functional living skills were taught such as laundry, cooking and sewing. Visual recipes were pro- vided with pictures and words aligned with reading levels (Fig- ure 24). Color coded measuring cups and measuring spoons were used as low-tech solutions since fractions were not read yet. Slide decks with audio inserted directions and video links to demonstrate projects were provided. There was explicit in- struction on how to access these mid-tech solutions. A visual choice board was utilized for decision making about knowl- edge demonstration with options such as creating a video, drawing a picture, typing, writing or doing a digital book or cartoon (Figure 25).

Figure 22: Adapted card game to learn the musical notes in band.

Figure 23: A keyboard puzzle created to teach keyboard awareness and key location. Words related to her school jobs were spelled using this puzzle.

Figure 25: A choice board that she used to decide how she wanted to express her knowledge and to learn new jobs or knowledge.

Mobile technology and low-tech tool adaptations were provided. Apps on the tablet for visual recipes and grocery shopping were utilized. An adapted stylus holder was created using a milk jug handle (Figure 26) for accuracy with icon selec- tion and drag and drop features on the touchscreen. Art tools

Figure 24: A visual step-by-step recipe to make dog treats created with LessonPix.

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were adapted due to hand weakness and included built up handles and adapted clay carving tools (Figure 27) (Schwind & Schoonover, 2017). Solutions like autodraw.com were used to help with generating images when drawing was difficult. In FACS, adaptations were provided for the sewing unit. Due to vision and fine motor weaknesses, sewing a small button with thread was difficult. A low-tech solution was to use a but- ton the size of a frisbee and rope to “sew” it onto a plastic bin lid (Figure 28). By making it larger and removing the visual and fine motor barriers, task completion was accomplished. Adap- tations and AT were provided for the laundry unit. A low-tech visual sorting activity was used with paper plates resembling washing machines. Visuals of darks, lights and brights were sorted into the paper plate washing machines (Figure 29). Apps

Figure 26: An adapted stylus holder for the tablet using a milk jug handle so mobile technology could be used to learn ADL tasks.

Figure 28: Using a large wood disc and a jump rope to learn how to sew on a button as part of FACS class, a CTE curricular course.

Figure 27: Adapted art tool using PVC and plastic tube to hold a wooden dowel used for carving clay.

Figure 29: A low-tech adaptation for sorting laundry using cut up paper plates that resembled a washing machine and visuals of dark, lights and brights clothing crated with LessnPix.

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were used to help teach the steps of the laundry process with videos. In the laundry unit, a worksheet project required them to do laundry at home and was adapted using only pictures. Directions were provided on an interactive thinkglink which had links to videos for pouring detergent, loading, sorting and folding laundry. This allowed the assignment to be completed independently. To complete a resume assignment in FACS, low tech and mid tech solutions were implemented. The assignment was to re- search a career of interest. This was adapted using a slide deck of job preferences. There were two pictures on the slide and the preferred activity was chosen. The picture may be some- one working outside in a garden or someone working inside an office. It was in a “Would You Rather?” game format such as “Would you rather work inside or outside?” A picture of the response was glued on a large poster board creating a job pref- erence resume for self-determination. A healthy eating unit in FACS was adapted. A slide deck was made of healthy and unhealthy eating options with audio inserts. Healthy and un-

Figure 31. Using the ozobot to make a path on map of the school where specific jobs are performed to learn navigation skills, an IADL, instead of coding and programming more challenging robots.

Figure 32. Using the Beebot in Tech Ed to learn programming and coding in an adapted way on a grid that had school jobs on it along with the supplies the job needed on the other side of the grid.

Figure 30. Adapting the architecture assignment by using Tinker Toys to create a 3-D house in the architecture unit using step by step visual sequencing cards instead of a computer aided designed program.

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healthy responses were typed using word prediction for spell- ing and text to speech for editing. Without these supports and modifications, access to these lessons would have been mini- mal. Solutions were also provided in Tech Ed for continued Career and Technical Education course exposure. Brain Pop videos were accessed to gain knowledge on specific topics. Computer aided design (CAD) programming was difficult so low-tech vi- suals were provided for the creation of 3-D objects using build- ing materials such as popsicle sticks, K’Nex and Tinker Toys (Fig- ure 30). Programming the robotic car was difficult so a Lego car was made from step-by-step visuals that the OTP created in a Google slide deck. During other coding or programming activities, the ozobot (Figure 31) and Beebot (Figure 32) were used for participation and access. Social skills, self-regulation skills and workplace behaviors were utilized while performing these skills like the peers in this inclusive classroom. MIDDLE SCHOOL THEMED GROUPS The OTP lead a weekly job related themed group (Table 6) and created low tech visuals and interactive books for each theme. Simulation activities were performed to learn the job of the month. Composition pieces and vocabulary words were typed related to that theme. The culmination each month was role simulation in the “shop.” Some students took on the role of customer and some took on the role of shopkeeper for contin- ued work experience. A visual script for customer interaction and pricing visuals (Figure 33) were provided. The goal was al- ways independence. Writing and literacy activities were part of these groups (Fig- ure 34). Students were encouraged to self-advocate for using the computer. At the end of every monthly theme, interest surveys were completed. Questions such as “Did you like the ice cream shop?” were asked and “If you liked working in the pet shop, where could you work?” In this way, there was expo- sure to careers and job opportunities while expectations were created and self-determination was supported. In 6th grade, these monthly responses were bound and sent home to par- ents for increased parent involvement and parent expecta- tions. In 7th and 8th grade, there was more familiarity with technology, so slide decks were made for writing responses. Worksheets were uploaded as a background image on a slide and text boxes were inserted. Classroom digital stories were created as a class (Table 7) that supported typing skills and were shared with parents (Figure 35). HIGH SCHOOL AND INTERNSHIPS WITH AT SUPPORTS In high school, there was still a range of AT supports provid- ed in inclusive high school classrooms to promote a program of study that supported a specific high school diploma. As part

Figure 33: A visual pricing sheet for birdseed wreaths that were sold in the Farmer’s Market indicating how much up to 4 birdseed wreaths would cost.

Figure 34: A journal response using digital writing following the flower shop activity indicating who she was going to give the flowers to and how it will make her feel.

Table 7

Flower Shop Digital

Popcorn Shop Digital Book

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of the CBI program for community work experience. This class- room was within an elementary school. Low-tech AT solutions were provided, including a visual checklist of work activities to be performed. A job coach, working in collaboration with the Department of Aging and Rehabilitation Services (DARS), helped with task initiation and task completion. Simulation ac- tivities were used to teach functional living skills such as sweep- ing the floor, using a spray bottle, wiping down tables, opening lunch boxes, and helping children put on coats and hats. A low-tech visual choice board was created with self-man- agement and self-monitoring strategies. It was upsetting when the noise level increased. The choice board allowed tool choice for self-regulation. With success in the preschool class- room, the internship moved to the larger kindergarten class- room where similar tasks were performed with AT supports but with more children. After a year in the kindergarten classroom, a goal to work in the cafeteria was self-identified (self-deter- mination). The internship provided invaluable social skill and workplace behavior development. These skills were practiced at the high school with the speech language pathologist using visual scripts and then generalized to the internship. The internship in the cafeteria required new skills and AT supports to include: • Simulation and visual supports to stock condiments and utensils • Simulation and video modeling to learn how to wipe down the tables and dry them off • An adapted handle on the trigger to help with hand fatigue • Video modeling to demonstrate how to perform ADL tasks or functional living skills such as how to put on a hairnet, how to wear a mask, how to put gloves on and how to put on an apron • A low-tech visual checklist for hygiene checked off daily (Figure 37)

of Advanced PE class, all students wiped down and cleaned the gym equipment. Because of hand strength, squeezing the spray bottle was challenging. The trigger was adapted with an extension making it longer and easier to squeeze. The jobs continued to be used as writing prompts (Figure 36). Child Life/ Child Development was taken for occupational course expo- sure and CTE courses with a requirement to volunteer in the preschool at the high school in 9th and 10th grade. Low tech visual supports were provided to learn the preschool routine. School jobs included being part of the high school’s morning news show where the daily weather report was provided using visuals. Success in high school settings led to an internship as a teacher’s assistant at age 16 in an off-campus preschool, part Figure 35: A digital book that was typed by this student that was then shared through a link to the parents who then shared with other family members creating a great deal of pride and engagement.

Figure 36. Using a cartoon from Storyboard That to show her response to cleaning the gym equipment after taking an Advanced PE class in high school.

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DISCUSSION The predictors of transition success can be developed start- ing in elementary school through programming opportunities, as shown in this case study. The skills built early can create a strong foundation. A variety of AT supports were used to devel- op predictors and foster independence. Students need oppor- tunities to explore occupations. As part of transition planning, students are asked about their future goals. Without opportu- nities to explore different careers, students may not know what they’re good at or what they enjoy. Providing access to CTE courses and internships is essential for student success after graduation (Mazzotti et al., 2021). Adaptations, modifications, and AT supports may be necessary to help students access, par- ticipate in, and engage with these courses. Students are more successful when they determine their fu- ture and set goals. School-based work experiences may be key to developing self-determination. Self-determination begins with identifying strengths, needs, and preferences. As students gain hands-on experience with jobs, they can see whether they like or dislike them. Self-determination is a predictor of suc- cess (Mazzotti et al., 2021), and one way students discover their preferences is by exploring different occupations in a hands-on way. Functional living skills can expand work options, and AT sup- ports can enhance performance. When students perform jobs successfully, they are seen as independent and valued com- munity members (Schwind et al., 2021). Employers have identi- fied specific workplace behaviors or soft skills vital for success (Virginia Department of Education, 2019), which are part of the Student Skills cluster of predictors (Ohio Employment First, 2022). These skills can also be supported with AT solutions. Key skills include communication, personal hygiene, problem-solv- ing, interpersonal skills, professionalism, and positive work at- titudes. When employees possess these skills, their employabil- ity increases, whereas; their absence creates barriers (National Association of Colleges and Employers, 2020). Vocational skills instruction can be supported with AT, such as apps that teach everyday skills and vocational skills (Flantua, 2021). OUTCOMES AND BENEFITS Unfortunately, outcomes for students with disabilities re- main poor (Cheng & Shaewitz, 2022). These outcomes improve when specific predictors are developed (Mazzotti et al., 2021) and can be supported with AT. This case study ended with a high school internship. Having an internship, paid work, or volunteering during high school is the strongest predictor of success after graduation (Avellone et al., 2023; Siperstein et al., 2014). Because of that internship, employment was offered— an outcome we aim for all students. AT was used across a con- tinuum to promote independence in academics, functional liv- ing skills, self-determination, social skills and vocational skills.

• Visual task cards that worked on job expectations • A slide deck with audio inserts to explain new jobs re- viewed at home for parental support and involvement • Visuals for practice at home for challenging skills • A wearable watch alarm for scheduled breaks and snacks • A pacing board to slow speech rates down to increase in- telligibility • Visual supports to stock the ice cream cart and sell ice cream • Visual grid of 20 squares to count the after-school snack bags for over 100 students • Visual supports and editable digital resources to assist with self-determination in preparation for IEP and transition planning • Visuals when interviewing that represented her responses for communication and memory As more skills and more independence developed, less AT supports were required. The familiar routines that were prac- ticed built success and confidence allowing the self-realization of personal abilities and strengths.

Figure 37: A visual hygiene checklist that she used each day at the beginning of her shift to make sure she was ready for work.

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The team collaborated to provide the necessary supports for success. Valuable lessons were learned when occupational op- portunities were integrated with AT supports, including: • developing transition skills early; • understanding that not having these predictors creates barriers to future success; • recognizing that outcomes for adults with disabilities are often poor • involving families in programming; • applying UDL principles to promote inclusion; • using AT to foster independence and occupational perfor- mance; • providing early work experiences with classroom jobs and school-based CBI; • offering work and school-based jobs to explore different careers and support self-determination; • addressing functional living skills (ADL and IADL tasks), self-determination, social skills, self-regulation, along with academics for long-term success; • working collaboratively with a team to meet students’ di- verse needs; • leveraging the expertise of related service providers to de- velop transition skills and improve access via AT; • believing in every student’s potential;

V., & Strauser, D. (2023). A scoping review on internship programs and employment outcomes for youth and young adults with Intellectual and Developmental Disabilities. Rehabilitation Counselors and Educators Journal, 12 (1). https://doi.org/10.52017/001c.38785

Carroll, T. C., & Schwind, D. (2023). Evidence-based predictors of post-school success. OT Practice 28 (8).

Carroll, T. C., Hollenbeck, J., Majeski, K., & Schwind, D. (2025). The crucial need for occupational therapy to prioritize postsecondary transition. American Journal of Occupational Therapy January/February 2025, Vol. 79(1), 7901090010. doi: https://doi.org/10.5014/ ajot.2025.050944 CAST. (2024). About Universal Design for Learning . Retrieved from https://www.cast.org/impact/universal-design-for- learning-udl Cheng, L., & Shaewitz, D. (2022). The 2022 Youth Transition Report: Outcomes for Youth and Young Adults with Disabilities . Institute for Educational Leadership. https:// files.eric.ed.gov/fulltext/ED625957.pdf Cimera, R.E., Burgess, S., & Bedesem, P. L. (2014). Does providing transition services by age 14 produce better vocational outcomes for students with intellectual disability? Research and Practice for Persons with Severe Disabilities, 39 (1), 47-54. Doi: 10.1177/1540796914534633 Cimera, R.E., Burgess, S., & Wiley, A. (2013). Does providing transition services early enable students with ASD to achieve better vocational outcomes as adults? Research and Practice for Persons with Severe Disabilities, 38 (2), 88- 93. Corkrean, S., & Schwind, D. (2019). Best practices in IADLs to enhance participation. In G.F. Clark, J.E. Rioux, & B.E. Chandler (Eds.), Best Practices for Occupational Therapy in Schools (pp.405-412). American Occupational Therapy Association. Eismann, M.M., Weisshaar, R., Capretta, C., Cleary, D.S., Kirby, A.V., & Persch, A.C. (2017). Characteristics of students receiving occupational therapy services in transition and factors related to postsecondary success. American Journal of Occupational Therapy, 71, 7103100010. https:// doi.org/10.5014/ajot.2017.024927

• remembering our educational purpose; and • viewing transition as a continuous process. CONCLUSION

Predictors can be taught and integrated across a continuum to prepare students for post-secondary success. A range of low- tech to high-tech tools can assist students in developing these predictors using evidence-based practices. It’s clear from this case that developing skills before transition planning— age 14 or 16—is crucial to allow for repetition and scaffolding. The process should start early and AT supports may help students access these opportunities leading to post transition success. REFERENCES American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy, 74(Suppl. 2), 7412410010. https://doi. org/10.5014/ajot.2020.74S2001 Anderson, K.A., McDonald, T.A., Edsall, D., Smith, L.E., & Taylor, J.L. (2017). Postsecondary expectations of high-school students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 31 (1):16-26. doi: 10.1177/1088357615610107.

Avellone, L., Taylor, J., Ham, W., Schall, C., Wehman, P., Brooke,

Flantua, E. (2021). Applications to enhance participation in

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everyday life for children and adolescents with ID and ASD. Master’s thesis. Jankoping University goblin.tools https://goblin.tools/About

Instruction (CBI) in elementary school for students with autism. Journal of Occupational Therapy, Schools, & Early Intervention . 1-27. 10.1080/19411243.2021.1910609.

Individuals with Disabilities Education Improvement Act of 2004, Pub. L. 108-446,20 U.S.C. 1400 note

Schwind, D., & Schoonover, J. (2017).

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Adapted Repurposed Tools. OT Practice 22 (9), 8-13.

Kim, Y., Munsell, E.G.S., Coster, W.J., & Orsmond, G.I. (2024). Brief Report – Age-related changes in functional skills and daily life management among autistic youth. American Journal of Occupational Therapy, 78 (3):7803205180. https://doi. org/10.5014/ajot.2024.050624 Laverdure, P., & Schwind, D. (2024). Activities of Daily Living and Instrumental Activities of Daily Living. In P. Laverdure, & F.M. Seruya, Theory in School-Based Occupational Therapy Practice: A Practical Application (p.69-85). Taylor & Francis.

Siperstein, G. N., Heyman, M., & Stokes, J. E. (2014). Pathways to employment: A national survey of adults with intellectual disabilities. Journal of Vocational Rehabilitation, 41 (3), 165–178. https://doi.org/10.323 3/jvr-140711 United States Department of Education (2024). Myths and Facts Surrounding Assistive Technology Devices and Services. Retrieved from https://sites.ed.gov/idea/files/ Myths-and-Facts-Surrounding-Assistive-Technology- Devices-01-22-2024.pdf Virginia Department of Education (2023). I’m Determined. Tools for Young People. Retrieved from https://www. imdetermined.org/youth/ 21st century workplace readiness skills for the commonwealth. https://www.cteresource.org/media/zzug4dmv/wrs_ poster_2019-final2.pdf Virginia Department of Education. (2019). Wehman, P. (2013). Life beyond the classroom: Transition strategies for young people with disabilities . Baltimore: Brookes. Wicker, M.R., Davis, T.N., & Hrabal, J.M. (2022). Use of technology in vocational skills training for individuals with intellectual and developmental disabilities: A systematic review. Education and Training in Autism and Developmental Disabilities, 57 (2), 135-150.

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Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W.-H., Fowler, C. H., … Test, D. W. (2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44 (1), 47–64. https://doi. org/10.1177/2165143420959793 National Association of Colleges and Employers. (2020). Job Outlook 2020. https://in.nau.edu/wp-content/uploads/ sites/204/2020-nace-job-outlook.pdf Ohio Employment First (2018). Evidence Based Practices for Transition Youth. https://www.ocali.org/up_ doc/handout_1_2018_evidence_based_practices. pdf?1687013280 Ohio Employment First. (2022). Predictors of Post-School Success. https://www.ocali.org/up_doc/Evidence-Based- Predictors-for-Post-school-Success-2018.pdf Pillay, Y., & Brownlow, C. (2017). Predictors for successful employment outcomes for adolescents with autism spectrum disorders: a systematic literature review. Review Journal of Autism and Developmental Disorders 4 (1), 1-11. Schwind, D. (2017). Using Typical School Routines to Build Transition Skills: A Paradigm Shift in Community-Based Instruction. OT Practice 22 (6), 10-13.

Schwind, D.B., Orlin, M., Davidson, L., & Kaimal, G. (2021). Evaluating a novel approach to Community Based

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