An Intensive Transition Planning Approach for Young Adults who are Deaf-Blind Created by Susanne Morrow NYDBC Project Coordinator
10/17/17 AGENDA •Overview of Transition Planning •Transition Planning Tools • Transition Planning Timeline • Major Target Areas of Transition Planning
What is Transition Planning?
Transition Definition A set of individually designed, coordinated activities that assist a student with disabilities and his/her family prepare to transition from the educational environment to the adult world.
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The IDEA amendments became effective in 1990 and included a requirement for districts to provide transition services for all students with disabilities age 16 and older. (20 USC 1401(a)(19))
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States have modified the provision of transition services (New York State requires that transition services be provided at age 15) check with your state
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A transition statement in the IEP at age 12.
Who Are DeafBlind Young Adults?
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All students have diverse vision and hearing loss, with the presence or absence of additional disabilities.
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Some individuals go on to college and/or live independently while others will require varying degrees of lifelong support.
Transition Planning Timeline
Major Target Areas of Transition Planning
Assistive Technology
Orientation & Mobility
Independent Living Skills
Job Exposure & Experience
Self-Advocacy & SelfDetermination
Identity of Self
Recreation & Social Network
Community Resources
Communication
Communication
• Does the student have a clearly identified communication system? • What are expressive & receptive modes? • Is it viable across environments? • Do all communication partners understand and support the communication system? • Can the student explain his/her communication preferences to others?
Assistive Technology
• Does the student use any assistive technology (AT) for communication or to access the world around him/her? • Does the student have AT for all environments (outside of the school)? • Is the AT portable and easily accessible for communication or other needs? • Has the team considered ALL aspects of AT?
Orientation & Mobility
• Has the student had an O & M assessment that will assist with safety travel skill development? • Has the student applied safety travel skills in various environments? • Have communication cards or other O & M devices been used by the student for travel?
Independent Living Skills
• Has the student been exposed to daily living skills training, such as self-care, cooking, cleaning, etc.? • Does the student have a system for identifying clothing, money, items in the kitchen, etc.? • Has the student been taught the concepts of banking & budgeting?
Job Exposure & Experience
• Has a job exploration assessment been conducted? • Has the student been exposed to multiple career opportunities? • Has the student had hands-on job experience with job coaching support? • Was communication accessible throughout job exploration & experience?
Self-Advocacy & SelfDetermination
• Is the student aware of his/her rights and responsibilities as a citizen? • Is the student aware of the laws that will support him/her in the classroom, community and on the job? • Does the student understand the concepts of interdependence & the ability to define wants vs. needs?
Identity of Self
• Does the student understand his/her disability and can he/she explain it to others? • Does the student understand his/her place in the world in terms of family membership, community membership, etc.? • Is the student connected to a particular cultural affiliation? • Can the student explain his/her needs?
Recreation & Social Networks
• Does the student have hobbies outside of school & work that he/she enjoys? • Has the student been exposed to various sporting & fitness activities? • Is the student connected into various social networks (online and in-person)? • Has the student been introduced to others with a similar life experience?
Community Resources
• Is the student aware of resources and supports available outside of school life? • Is the student/family aware of state-sponsored resources for support in the community, postsecondary education & job training? • Has the student been exposed to a Support Service Provider (SSP)?
Accessing the Dream: Preparing Deaf-Blind Youth for a SelfDetermined Life https://nationaldb.org/pages/show/accessing-the-dreampreparing-deaf-blind-youth-for-a-self-determined-life
For more information please contact us at the number or email below.
Queens College 65-30 Kissena Boulevard PH 200 - NYDBC Queens, NY 11367-1597 NYDBC@qc.cuny.edu www.nydbc.org 718-997-4856
NYDBC Staff Susanne Morrow, Director Christopher Russell, Coordinator Silvia Verga, Family Specialist Suzanne Chen, Outreach Coordinator Eneida Lamberty, Project Assistant Dr. Patricia Rachal, Principal Investigator
New York Deaf-Blind Collaborative