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.
BACK TO CONTENTS
Made with FlippingBook Ebook Creator