{"id":128,"date":"2024-01-22T10:00:41","date_gmt":"2024-01-22T10:00:41","guid":{"rendered":"https:\/\/satellite.mmu.ac.uk\/iasc\/?page_id=128"},"modified":"2026-07-30T15:44:55","modified_gmt":"2026-07-30T15:44:55","slug":"transitions","status":"publish","type":"page","link":"https:\/\/satellite.mmu.ac.uk\/iasc\/transitions\/","title":{"rendered":"Transitions"},"content":{"rendered":"\n
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Transitions<\/h1>\n<\/div><\/div>\n\n\n\n


The breakdown of the I-ASC explanatory model shows a range of factors that should be considered in AAC decision making. Transitions encompass future planning for predicted changes for the child or young person as well as ongoing changes in technology.<\/p>\n\n\n\n

\"The<\/figure>\n\n\n\n

The elements that make up ‘Transitions’ are explained below
– click on each heading to learn more<\/h4>\n\n\n\n

Please note: In this section, the term \u201cchild\u201d is used broadly and may refer to an AAC user of any age. The original study was conducted with children and young people, however we have had considerable feedback that with a little modification of the content provided, there is relevance to individuals across their lifespan. We encourage you to consider minor adaptations to better suit your\u00a0context.\u00a0<\/em><\/em><\/em><\/p>\n\n\n\t\t\n\t\t\t\n\t\t\t\tFuture planning\t\t\t\t<\/svg>\t\t\t<\/summary>\n\t\t\t\n\t\t\t\t\t\t\t\t\n

What does this term mean?<\/strong><\/p>\n\n

This refers to any future planning including expected change, how you intend the future AAC system to look and function, and how the child or young person may be communicating. It also includes changes in the environment or setting such as changes in educational provision or staff providing services.\u00a0

The findings suggest that expectations about these future changes played\u00a0an important role\u00a0in decision-making.\u00a0<\/p>\n\t\t

\n\t\t\t\n\t\t\t\tThings to consider\t\t\t\t\t\t\t<\/summary>\n\t\t\t
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