Schools, Education and Transition Programs
Assistive technology for student access, participation, and transition
For school teams, transition coordinators, and postsecondary programs. We help you find, set up, and support assistive technology that works in every room. Your team leads and decides.
Where AT plans stall
Technology that works for the student, all day
Tap a challenge.
Matching tools to goals
No time to compare devices, mounts, and access methods.
- Options and tradeoffs for the team to weigh
- Built around the student’s preferences
Communication in every room
A system works in one room, then gets left behind.
- Portable mounting and carrying options
- Short, role-specific staff training
Consistent use by every adult
Paraeducators, subs, specials, bus staff.
- Training at the level each role needs
- Refreshers as staff change
Physical and sensory access
Seating, switches, screen size, sound.
- Switches, mounts, and settings
- Explored with the school’s therapists
Life after school
Which tools carry forward to work, college, home?
- Enabling technology for adult routines
- Early planning for device ownership
Planned for the hard day
Drills, evacuations, and outages affect students who rely on technology.
- Plans built with our emergency response and preparedness experts and clinicians
- Devices ready when routines change
What GMA provides
A practical partner to your team’s decisions
GMA does not evaluate, determine eligibility, write IEP goals, or make placement decisions.
- ConsultationWhat the student is trying to do, and where barriers show up.
- Communication technologyAccess methods, device types, mounts. Your SLP advises.
- Access toolsSwitches, mounts, accessories, settings.Products →
- Adaptive equipmentSeating, routines, and taking part.Equipment →
- Transition technologyReminders and task supports for adult life.Enabling technology →
- Setup and trainingFor the student, staff, and family, with follow-up.How it works →
Illustrative examples
Classroom and transition examples
Composites. Not real students, schools, or promised results.
A voice in every class
- GoalUse the chosen system in every setting
- ChallengeHard to carry, staff unsure how to prompt
- ApproachPortable mounting, settings, short staff training
- BenefitConsistent access, prepared staff
Vocabulary stays with the SLP and IEP team.
Tablet access without an adult
- GoalSame activities as classmates
- ChallengeThe touchscreen is not reliable
- ApproachSwitch access and mounts, with the school OT
- BenefitMore student control
Routines for life after high school
- GoalSchedules and task steps that last
- ChallengePaper schedules do not travel to job sites
- ApproachPersonal devices students learn to adjust
- BenefitRoutines that carry into work and home
Plan early for who owns the device after exit.
How we work with your team
On your timeline and decision structure
No student records to start. See how GMA works.
- 1Initial conversationThe program, the need, how purchasing works.
- 2Team-led goal reviewWith appropriate authorization.
- 3OptionsTradeoffs for the team to weigh.
- 4Team decisionThe IEP team or planning group decides.
- 5Setup and trainingAs the team directs.
- 6Follow-upNew grade, building, or adult setting.
Student privacy
Your team decides. We support it.
Supervision, instruction, and program decisions stay with school staff and the IEP team.
Student privacy
- Only what we need to configure and support
- Your district’s information-sharing practices
- Students take part in their own choices
See security and privacy.
Where MyCompass may fit
- For some transition-age students
- Not a classroom management tool
- Not for monitoring students at school
See MyCompass experiences and accessibility.
Paying for it
Purchasing, funding, and transition
Most school technology is bought through your own process.
- District purchasingQuotes and organizational purchasing.
- Adult waiver servicesFor transition-age students. Missouri, Oklahoma, and Colorado.
- TRICARETRICARE-authorized non-network provider.
- Other pathsPrivate pay or other payers, case by case.
See the coverage map. Eligibility and funding decisions sit with the program or payer. School-owned equipment follows school policy, which may affect whether it stays with a student after exit.
Questions from education teams
Does GMA make IEP or placement recommendations?
No. We share technology options and practical considerations. The IEP team or authorized planning group decides on services, accommodations, and placement.
Can GMA perform AAC evaluations?
Communication evaluations stay with the qualified professionals your team designates, usually the student’s speech-language pathologist. Once the team has a direction, we can help with setup, accessories, mounting, and staff training.
Do you need student records to get started?
No. A first conversation only needs a general description of the program and the need. If more detail is needed later, it is shared through channels your district or program approves.
Can you train paraeducators and other support staff?
Yes. Training is tailored to each role, from the student and teacher to paraeducators and family members, so each person knows what they need to know.
Do you work with postsecondary and transition programs, not only K-12 schools?
Yes. We work with transition and postsecondary support programs. We focus on technology the student can keep using at work, in further education, and in community life.
Plan technology support with your education team
Tell us about your school, district, or transition program and the access or participation needs your teams are working on. We will reply to set up a first conversation with your designated contact.
Start an Education Program ConversationPlease don’t include student names, records, or other sensitive personal details in your first message.
Person-centered technology, equipment, services, and ongoing support. Every recommendation begins with the person.
Office: 122 S. Main St., St. Charles, MO 63301
Mailing: 119 S. Main St., St. Charles, MO 63301
314-266-2678
info@graymattersalliance.com
