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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