Technology and Transition: Resource Guide to Creating and Sustaining an AT Team at the High School Level
This resource manual provides strategies to systematically implement Assistive Technology (AT) services in High Schools. The strategies focus on assisting High Schools to deliver Assistive Technology services by:
- creating and sustaining school- and district-wide AT teams;
- providing AT services;
- monitoring and evaluating services to ensure that students with disabilities can access, participate in and make progress in general education curriculum.
Connecticut Assistive Technology Guidelines
The Connecticut AT Guidelines help to define the process for considering, implementing, and evaluating technologies that equalize the learning experience for students of all abilities.
AT for Families: From Consideration to Implementation
This 20-minute presentation by SERC consultants Smita Worah and Barbara Slone is designed to serve as a guide to consideration of Assistive Technology devices and services through all phases - before, during, and after - the Planning and Placement Team meeting.
Documenting Assistive Technology (AT) and Accessible Educational Materials (AEM) in the Individualized Educational Program (IEP)
View this multimedia module to learn where assistive technology and accessible educational materials should be documented in the IEP, and why it's important to do so.
2017 CT Secondary Transition Symposium: Documents and Downloads
Session handouts, agendas, and other related documents from the June 21, 2017 Secondary Transition Symposium are available for download.
Providing Access to Common Core Language Arts Standards to Students who use Augmentative and Alternative Communication (AAC)
The purpose of this document is to highlight the significance of communication in accessing the core curriculum language arts standards, and to provide examples of the manner in which students with complex communication needs (CCN) can access robust, rigorous, standards-based instruction when provided with augmentative and alternative communication (AAC). Children with disabilities who have complex communication needs must have access to augmentative and alternative communication systems so that they may have the knowledge and skills needed for success in college and careers, just like their typically developing peers.
A Survey of Augmentative and Alternative Communication (AAC) Services in Connecticut
Webinar Archive: Increasing Awareness of SLD/Dyslexia
Listen to this discussion by Connecticut leaders in SLD/Dyslexia as they review CT’s definition of dyslexia, explore issues surrounding the identification of students, and present evidence-based practices for structured literacy instruction and intervention.
Hint: This webinar is presented as a playlist of 9 segments. Click the 'playlist' icon at the top left to jump to a specific section of the webinar.
If you have difficulty viewing YouTube videos, you may use this alternate link (vimeo)
Webinar Documents
Download Powerpoint Handouts PDF
Download SLD/Dyslexia FAQ PDF
