AAC and Transition
The ability to communicate is the key to success for every individual. I know I may be "preaching to the choir", but often I hear that students who communicate differently are not actively involved in making decisions about their goals for the future. For those of you involved in secondary transition you may be facing some challenges assessing your students who do not communicate in a manner that allows you to collect information using formal assessments. I challenge you to think about how you might adapt these products so that every student can be actively involved and their interests and preferences captured and so that meaningful postsecondary goals can be reached. What do you think?