Michigan Assistive Technology in Transition Planning: From School-Provided to Adult-Funded

The Problem Most Families Don't See Coming

Under IDEA, the school district must consider assistive technology (AT) in every IEP. If the IEP team determines a student needs AT to receive FAPE, the district provides it — and pays for it. Screen readers, communication devices, adaptive keyboards, FM systems, specialized software, modified desks — whatever the student needs to access their education.

The problem surfaces at transition. When the student graduates or ages out of special education, the school-owned AT goes back to the school. The student walks out the door without the tools they've been relying on for years — unless someone planned ahead.

This isn't a hypothetical gap. It happens routinely. A student who used a district-provided AAC device for four years arrives at their first adult services intake meeting unable to communicate at the level the intake coordinator expects, because the device stayed in the classroom.

What the IEP Team Must Do Before Exit

Transition planning for AT should start at least two years before the student's expected exit from special education. The IEP team has specific responsibilities:

Document current AT in the transition IEP. Every device, software license, and assistive service the student uses should be listed in the IEP's present levels and accommodations sections — not buried in a supplementary note. This documentation feeds directly into the Summary of Performance (SOP) the school must complete at exit.

Determine ownership. Some AT is school-owned (the district purchased it and loans it to the student). Some AT was purchased with personal or Medicaid funds and belongs to the student. The IEP team should clarify ownership for every piece of AT the student uses and document it in writing.

Plan the funding transition. For school-owned devices the student still needs after exit, someone has to identify who pays next:

• MRS or BSBP can fund adaptive technology as part of an Individualized Plan for Employment (IPE) — but only if the technology is tied to a specific employment goal.
• Medicaid covers certain durable medical equipment and communication devices through the standard benefit or HCBS waivers administered by county CMHSPs.
• The Michigan Assistive Technology Program (MATP) operates a device loan and reuse program that can bridge short-term gaps.
• ABLE accounts can pay for assistive technology as a qualified disability expense.

Write AT transition goals. The student should learn to maintain, troubleshoot, and request their own AT — not just use it. After school, there's no special education teacher to call when the software crashes. Goals might include independently charging and maintaining a communication device, requesting IT support from an employer, or identifying when a device needs repair or replacement.

The SOP Is Your Bridge Document

The Summary of Performance the school completes at exit is the document that tells adult service providers what AT the student used and why it worked. A good SOP doesn't just list devices — it explains what the student could do with the technology and what they couldn't do without it.

When the SOP clearly documents AT dependence, it strengthens the student's case for adult-funded replacement. An MRS counselor deciding whether to fund a $3,000 screen reader for a client's IPE needs documentation showing the client used one throughout high school and it was essential for task completion. The SOP provides that documentation.

Planning by AT Category

Communication devices (AAC): These are the highest-stakes AT to transition. If the student's primary communication method is a school-owned device, the IEP team should initiate a Medicaid funding request at least 12 months before exit. Medicaid's prior authorization process for speech-generating devices takes time, and gaps in communication access affect every other adult service the student tries to access.

Computer access and software: Screen readers, magnification software, voice recognition, and adapted input devices are frequently needed in both employment and postsecondary education settings. MRS can fund these for employment; college disability offices typically provide campus access but may not cover personal devices.

Mobility and environmental aids: Powered wheelchairs, adaptive seating, and environmental controls funded by the school revert to the district at exit. Medicaid or private insurance typically covers replacement, but the prescription and fitting process can take months.

What Families Should Do Now

If your student uses any assistive technology provided by the school district:

1. Ask the IEP team to list every AT device and service in the transition IEP, with ownership status documented.
2. Start the adult funding conversation at least two years before exit — MRS referral, Medicaid prior authorization, or CMHSP intake.
3. Include AT maintenance and self-advocacy goals in the transition IEP so the student can manage their technology independently.
4. Request that the SOP include detailed AT documentation — not just device names, but functional impact.

The Michigan IEP Transition to Adulthood Guide walks through the AT transition timeline alongside the broader agency handoff sequence — MRS, BSBP, Medicaid, and CMH — so families can coordinate AT funding before the school-provided devices go back on the shelf.

See more Michigan guides →