Teachers of students of visual impairments in Kentucky were surveyed to identify the current assistive technologies their students were using and to identify the teachers’ possible unmet training needs. Although the teachers had access to and used computer-based technologies, they lacked the training and support for teaching specific technologies to their students, so only half their students used these technologies.

With technological advances and growth in availability of assistive technology, infants and toddlers with disabilities have many more options than they had previously. Professionals that serve this population are required by law to consider assistive technology for each child with a disability that they serve. This study examines the factors that impact the decisions made about assistive technology by the professionals that serve them through the Kentucky First Steps Program. Fifteen of 16 professionals approved to provide assistive technology services in Kentucky were interviewed. An analysis of the differences in experience, philosophy, and beliefs of the participants by discipline provide insight into the process of decision making and the implications they have on the implementation of assistive technology. The analysis revealed several contradictions. While appearing to be philosophically aligned, the participants delivered assistive technology services in many different ways. Teaming was espoused as an important component of service delivery but was frequently not implemented. Family members were not seen as important members of these teams but client goals were rated as extremely important factors in making decisions about assistive technology. Parents and professionals need to be aware of the differences between disciplines and delivery strategies to assure a complete and balanced look at the whole child.

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We describe a model that can be used as a framework to guide decision-making about the use of technology to facilitate the development of competencies that people with disabilities need in order to make a successful transition from school to various adult environments. Legal mandates associated with the provision of transition services and technology are described. Types of technology and the technology continuum are explained. Examples of technology applications to facilitate competencies in seven areas of human function that cut across different adult environments are provided. Several on-line sources of information about technology that can be used to support competencies needed for successful transition are provided. Implications are drawn for the use of the framework by those involved in planning and delivering transition services.