Abstract
Effective assistive technology transition planning for adolescents and adults with disabilities cannot occur without careful consideration of family and cultural factors. Using the language of the IDEA, the position is taken that successful transition planning requires family participation, consideration of the communication needs of adolescents and young adults with disabilities, and decisions regarding which assistive technology devices and services are required. A range of issues is explored pertaining to transition planning, including (a) independence for the adolescent or young adult desired by the family, (b) rules of acceptance, (c) needs for information, (d) changes in family routines, and (e) family and child life experiences. The importance of related assistive technology issues to training is discussed with particular emphasis on dimensions of relevance and specificity, family and cultural sensitivity, duration and intensity, and user-friendliness.
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