Exploring assistive technology and post-school outcomes for students with severe disabilities

Abstract

Purpose: This study sought to understand the extent to which students with severe disabilities receive assistive technology in school and out-of-school, and the relationship between receipt of assistive technology in school and post-school outcomes for these students. Method: This study was a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2) from the USA. To analyze the data in this correlational study, researchers conducted frequency distributions, Chi Square Tests of Associations, significance tests and logistic regressions. Results: The main results suggest (a) receipt of assistive technology in school varied greatly by disability identification; (b) receipt of assistive technology post-school also varied by disability identification, but receipt was generally lower; and (c) few statistically significant post-school outcome differences existed between students who received assistive technology and those who did not. Conclusion: An under-utilization of assistive technology exists in practice in the USA for students with severe disabilities.

Implications for Rehabilitation

• An under-utilization of assistive technology for secondary students and adults with severe disabilities likely exists.

• A need exists for improved collaboration between professionals in rehabilitation and professionals in schools to ensure continuation of needed services or aids, such as assistive technology.

• Additional research is needed to better understand the adult life (or post-school) outcomes of individuals with severe disabilities, factors from PK-12 schooling or post-school services that positively and negative impact those outcomes.

Keywords:

• Assistive technology
• low-incidence disabilities
• NLTS2
• post-school outcomes

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.