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Supporting the Transition of Elementary School Students Who Use AAC as They Are Promoted From One Grade to the Next

Communication and Writing Aids Service, Bloorview Kids Rehab
Toronto, Ontario

One of the challenges in supporting students who use AAC and who have complex learning needs is the transition from one school year to the next. These students are typically supported by large teams, many of whom change from one year to the next. Effective, efficient transfer of knowledge and skill from one team to the next does not always occur, compromising the continuity of programming. This article will outline a 3-year project (spanning two transition periods) that aimed to improve on the transition practices within a school board in Ontario Canada. Data collection focused on beliefs and knowledge about transition, transfer of important strategies and tools, and the actual process undertaken by each school. Following analysis of data collected in five schools during the first transition period, the schools developed and piloted a transition checklist, designed to improve on practice. The transition checklist, which resulted in significant change in practice in all five schools, will be described and is offered by the author upon request.