transition coordinated setetnjno of activities for ... coordinated set of activities for students...

Updated February 2010 Compiled by State Leadership Services for the Blind and Visually ImpairedNetwork

Transition Coordinated Setetnjno of Activities for Students with Visual Impairments

Community Experience

Activities/strategies listed in this area emphasize activities/strategies that are generally provided outside the school building and that prepare the student for participation in community life. These activities should encourage the student to participate in the community, including government, social, recreational, leisure, shopping, banking, transportation, or other opportunities. (This definition taken from Transition Services: Helping Educators, Parents, and Other Stakeholders Understand Postschool Outcomes, Course of Study, Coordinated Set of Activities; Ed O’Leary and Wendy Collison, February 2002)

Activities and Strategies • Participate in the Community • Encourage/receive orientation and mobility instruction in a variety of community settings

(grocery stores, department of motor vehicle, banks theatres, airports, post office, etc.) • Obtain orientation and mobility services for introduction to travel in appropriate setting as

needed for adult life, employment or post secondary education settings including: o home environment, o school environment, o community (residential, church, social, work environment, business travel), o map reading, o obtaining public transportation, o obtaining insurance for own vehicle, o explore agencies that provide orientation and mobility services needed (DARS-

DBS, Guide Dog, etc.), o accessing public transportation, o apply for disability card for reduced fees for public transportation, o college campus familiarity for travel

• Investigate transportation accessibility materials in Braille or large print (i.e. schedules menus, picture menus, etc….)

• Access visual impairment specific technology (web, email) at public library (workstations with screen reader/magnifier, scanner, etc.) for leisure or research reading

• Access large print and audio books at the public library • Be aware of current cost of various entertainment venues in the community • Investigate availability of personal safety/self defense class which includes techniques

designed for a person with visual impairments • Learn negotiation techniques for reciprocations of services/assistance • Be aware of family services (day care, etc.) • In community, access health services (hospitals, health care clinics) • Investigate ways to access community events that do not exist in rural areas


• Contact community recreation sites • Investigate registering to vote through local city offices • Locate and use accessible voting machine • Access Organizations for Community Experience • Investigate accessibility to religious and community organizations, such as:

o American Foundation for the Blind (AFB) o National Foundation of the Blind (NFB) student chapters, o American Council for the Blind (ACB) etc.

• Gather information on leisure resources such as: o United States Association of Blind Athletes (USABA), o Blind Outdoor Leisure Dev. (BOLD) American Blind Bowling Association, o American Blind Skiing Association, o Ski for Light Inc., o United States Blind Golfers Association (USBGA),

• Explore National Federation for the Blind (NFB)/American Council for the Blind (ACB) activities

• Be aware of participation of social events for students/peers through Department of Assistive and Rehabilitative Services (DARS)/Division of Blind Services (DBS)

• Access support groups for parents like National Association for Parents of Children with Visual Impairments (NAPVI).

• Access service agencies/volunteer agencies such as Big Brother Big Sister, Boy/Girl Scouts to encourage participation within community activities

• Investigate support groups for students with multiple impairments/visual impairments (respite care)


Transition Coordinated Set of Activities for Students with Visual Impairments

Employment

Activities/strategies listed in this area focus on development of work-related behaviors, job seeking, and keeping skills, career exploration, skill training, apprenticeship training, and actual employment. (This definition taken from Transition Services: Helping Educators, Parents, and Other Stakeholders Understand Postschool Outcomes, Course of Study, Coordinated Set of Activities; Ed O’Leary and Wendy Collison, February 2002)

Activities and Strategies • Career Exploration • Investigate types of jobs, skills and qualifications required through:

o interest inventories, o academic studies, o on the job training opportunities, o work experiences and o job shadowing

• Develop an understanding of work, based on real life experiences • Obtain work experience (paid or volunteer) before high school, to enable students to be

more employable • Utilize skills from the Expanded Core Curriculum (ECC)

o Compensatory skills o Daily living skills o Social skills o Self determination skills o Recreation and leisure skills o Visual efficiency skills o Orientation and mobility o Career/vocational skills o Technology skills

• Explore resources such as Career Connect, American Foundation for the Blind (AFB), Youthhood.com, “Occupational Outlook”, and Job Accommodation Network, consumer groups

• Aware of vocational rehabilitation agencies such as (Department of Assistive and Rehabilitative Services-Department of Blind Services (DARS-DBS), Lion’s World) for skills training and support services

• Use assistive technology devices to research benefit packages associated with employment • Identify strategies for disclosure of information about visual impairments


• Be able to advocate for employment based on skills and ability to compensate for visual impairments

• Learn to present self in an interview (i.e. direct gaze toward speaker) • Develop knowledge of assistive technology needs and sources specific to individuals with

visual impairments • Become proficient in use of required assistive technology specifically for individuals with

visual impairments • Be knowledgeable on the use of FREE MATTER for the Blind • Initiate time management skills including lunch time, break time (using a large

print/Braille watch to maintain punctuality) • Implement employability skills including interviewing, time management, transportation

options, orientation to workplace, employer expectations etc.) • Develop functional ability statement to include technical trainings, educational background,

etc. for seeking a job • Become familiar with the American Disabilities Act (ADA) and reasonable

accommodations • Have strategies for getting to the work place including:

o orientation and mobility skills, o public transportation (e.g. Metrolift), o soliciting drivers, o compensation for drivers, etc.

• Use “Finding Wheels” as a resource for strategies in transportation



Instruction and Functional Evaluation

Activities/strategies listed in this area have to do with “instruction,” whether that is a formal or informal imparting of knowledge or skills. The activities/strategies can include, but are not limited to, such things as broad curricular areas of needed coursework, educational experiences, skill training, etc/ activities/strategies that are necessary to prepare for and take part in college, continuing education, further skill training, adult living, etc. (This definition taken from Transition Services: Helping Educators, Parents, and Other Stakeholders Understand Postschool Outcomes, Course of Study, Coordinated Set of Activities; Ed O’Leary and Wendy Collison, February 2002)

Activities and Strategies • Learn visual impairment specific orientation and mobility techniques to adapt to unfamiliar

environments • Participate in away from home, overnight experiences with peers that are both visually

impaired and sighted (residential school, camps, work experiences, etc.) • Learn to produce signature, and if appropriate use a signature guide • Get Department of Motor Vehicle registration card for identification purposes • Learn visual impairment specific note taking skills including using listening skills to get

pertinent information • Learn visual impairment specific study skills such as organizing materials for study • Learn test-taking skills such as techniques for answering questions (American Printing

House answer sheets, oral administration, etc.) • Learn how to self-advocate in instructional settings (accommodations and modifications) • Compile list of educational requirements for post secondary education necessary for

desired occupation • Obtain study guides for tests (SAT, etc) in alternative media • Register with testing agency (SAT, PSAT, ACT, APC) in order to take tests with visual

impairment accommodations • Contact DARS-DBS for tuition waiver program • Learn how to get assignments to sighted instructors • Learn how to use readers (hire, fire, schedule) • Learn how to access print alternative materials • Order book titles independently from Texas State Library or Recordings for the Blind and

Dyslexic(RFB&D) • Learn how to obtain/maintain assistive technology (beyond DARS) • Apply for day programs • Learn social skills to increase positive contacts with others (make eye contact, smile, etc.)


• Learn visual impairment specific techniques for appropriate interactions with unfamiliar people

• Use alternative communication systems • Use a calendar system to organize and communicate daily routines • Learn to make, maintain and organize communication symbols • Learn to express needs and wants through alternative communication systems

• Explore distance education and correspondence courses from Hadley School for the Blind and other distance education

• Develop and express choices and preferences • Learn how to communicate appreciation (for assistance given or for wait staff in

restaurants) • Learn how to use assistive technology to access web based information/classes • Learn to assist in postural changes (in and out of wheelchairs)



Daily Living Skills

Daily living skills are those activities that adults do most every day. These can include such things as preparing meals, budgeting, maintaining a residence, paying bills, raising a family, caring for clothing, and/or personal grooming. (This definition taken from Transition Services: Helping Educators, Parents, and Other Stakeholders Understand Postschool Outcomes, Course of Study, Coordinated Set of Activities; Ed O’Leary and Wendy Collison, February 2002)

Activities and Strategies • Meal Preparation

o Maintain healthy meal preparation/eating knowledge and skills o Identify location of meal tools: plate, glass, utensils on table o Setting and clearing table independently (e.g. etiquette) o Use adaptive techniques for persons with visual impairments to eat meals at a

level that is commensurate with peers including use of knife or roll to push food onto fork

o Independence in use of basic kitchen utensils o Learn where to purchase adaptive house wares (Maxi-Aids, LS&S) o Operate various kitchen appliances such as a can opener, coffee/tea maker,

popcorn maker, food processor o Demonstrate safe procedures with electric/gas appliances (dishwasher, stove,

disposal, etc.) o Prepare simple foods independently o Independence in food preparation using recipes o Access recipes in reading medium and follow recipes o Handle food safely (e.g. defrost food, fully cook by using talking or large print

timer) o Transfer leftovers safely-

• tactually wrap food properly, • contain and refrigerate leftovers, • determine if food is safe to eat by using smell

o Plan a week of meals in advance by creating shopping list in appropriate accessible format

o Access take out/home delivery options o Wash and dry dishes independently


o Clean up kitchen area after food preparation (systematic system for wipe down of counters, etc.)

o Perform or be aware of heavy cleaning (stove, refrigerator) • Maintain home or residence

o Use affective labeling system for maintaining home or residence o Identify which cleaning products to use for various tasks o Use systematic process independently to clean floors independently o Use systematic process independently to clean sinks, toilets, bathtub/shower o Operate various appliances such as vacuum cleaner, washer, dryer o Perform basic household chores on a weekly basis (laundry, dusting,

vacuuming) o Label appliances tactually such as temperature knobs, settings on washer/dryer,

microwave buttons, etc. o Operate household climate control devices (thermostat, portable heaters or

humidifiers) by using magnifiers or tactual markers o Demonstrate safe use of household tools and supplies (e.g. pliers, screw driver,

hammer) by using tongs/pliers to hold nail in place so as to keep fingers from being injured

o Demonstrate safe use of garden tools and supplies (e.g. shovel, rake, hoe) verifying shoveling area in relation to one’s feet

o Help mow lawn and other yard work by using a systematic pattern to locate leaves and to avoid skipping spaces when mowing

o Investigate housing where lawn care is included and/or learn to access lawn care services

o Label, organize household tools and supplies o When safe, assist in minor home repair o Determine who to call for various home repairs by knowing how to solicit

appropriate information from telephone operator and others o Secure references and recommendations from service providers for housing

applications • Exhibit skills for consumerism

o Shop with assistance/supervision (if needed) for personal, family & work related items in familiar stores

o Obtain clothing/household items in local community (e.g. tells names & location of stores, types of services/merchandise offered)

o Shop in unfamiliar stores seeking assistance to locate items (with assistance/supervision)

o Organize money in own wallet for retrieval by using folding system, etc. o Compares prices/quality by locating information using low vision devices or

sighted assistance o Plan & follow a budget in an appropriate accessible format


o Use accessible banking services (e.g. checking, savings, etc.) • raised line checks, • using ATM machines (learning prompts on specific machine) • use large print check register to keep file of debits/deposits on

notetaker/computer o Make change for large purchases (under $100) by using an appropriate folding

method or compartmentalizing bills in wallet o List /discuss pros & cons of credit & debit cards such as use of a debit card in

lieu of checks for individuals with visual impairments for convenience, while keeping record of spending

• Clothing Management/Care o Manage own clothing; sort laundry; wash, dry and fold; o Storing of clothing in drawers/closets o Iron or remove clothes from dryer before wrinkling o Identify clothing colors/matches by using tactual labels o Tactually sew on buttons and mend clothing o Use a sighted shopper to assist in clothes selection for appropriate settings (e.g.

job interview, on the job, etc.) o Seasonal/event wear

• Shoes, sandals, slippers, etc. • Coats, sweaters, shawls • Underclothing variety • Variety of clothing and use during seasons

• Personal Hygiene o Bathing, washing o Hair and nail care o Use of cosmetics o Use of appliances/prostheses

• Glasses • Contact lenses • Prosthetic eye/s • Hearing aids

o Dental care o Personal

• Safety o Know safe behaviors when faced with dangerous situations o Lock doors, close windows, secure home environment o Safely retrieve, use, label and store potential harmful materials, (cleaners,

pesticides) o Know how to locate and use fire extinguisher, smoke alarms and carbon

monoxide devices o Have knowledge of emergency procedures such as knowing location of exits

and how to get to them (O&M instruction), utilizing 9-1-1 o Label medication appropriately and store them properly


• Telephone Use

o Use telephone with large keypad or dial tactually to access information (travel, library, services, etc.) for leisure or business

o Know how to use a telephone credit card and/or calling card and be able to access printed information on back of card

o Use yellow pages/online yellow pages, and/or directory assistance o Use cell phone

• Access Service Agencies o Communicate on a scheduled basis with Division of Blind Services (DBS)

transition caseworker o Apply for Medicaid waver program



Secondary Transition

Activities/strategies listed in this area emphasize activities/strategies that focus on adult living skills. These are generally those activities that are done occasionally such as registering to vote, filing taxes, obtaining a driver’s license, renting or buying a home, accessing medical services, obtaining and filing for insurance, planning for retirement, and accessing adult services such as social security. (This definition taken from Transition Services: Helping Educators, Parents, and Other Stakeholders Understand Postschool Outcomes, Course of Study, Coordinated Set of Activities; Ed O’Leary and Wendy Collison, February 2002)

Activities and Strategies

• Self Advocacy o Describe disability to others o Have knowledge of one’s eye condition o Request accommodations when needed o Handle own affairs (meetings, etc.) o Keep and make health wellness activities

• Make doctor appointments • Ordering medications • Taking medications

o Advocated services from resources and agencies o Maintain a list of agencies serving individuals with visual impairments,

including, but not limited to: • American Council of the Blind (ACB) • National Federation of the Blind (NFB) • American Foundation for the Blind (AFB) • Department of Assistive and Rehabilitative Services (DARS)-Division

of Blind Services (DBS) o Keep file of vendors that supply adaptive materials and ordering procedures o Citizenship (voting, respectful of property and people) o Understand legal rights and responsibilities

• Application of Compensatory Skills o Indicate reading media and advocate for that media o Use writing skills o Use orientation and mobility skills o Advocate and use travel accommodations


• Time Management o Utilize Calendar/planner o Budget time

• Recreation Skills (understanding one’s strengths & weaknesses) o Develop interest in specific hobby or leisure activity

• Reading, • Knitting, crochet • Play games, cards, or writing • Movies • Computer games

o Participate in a variety of games and sports • beep baseball, goal ball, golf • skiing, skating, • jogging, workout club,

o Obtain information on sport organizations for the blind (BOLD, USABA, USBGA)

• Medical Information o Knowledge about insurance and Medicaid coverage o Handle own affairs (Dr.’s appointments, meetings, etc.) o Keep and make health and wellness activities o Keep medical records filed o Keep medical appointments o Keep eye doctor records filed o Know purposes for specific medications, obtaining prescriptions, etc.

• Social Skills o Community activities o Know dating rules o Practice anger management o Understand personal space o Know options for family planning

• Paying bills through different medias (personal checks, credit cards, on-line banking) • Set up services (electricity, water, phone, cable, etc…) • Vocational attitudes and awareness including:

o Healthy work attitude o Responsible work behavior o Social skills in job settings o Personal skills/interests o Knowledge of employer issues

• Vocational technical skills such as: o Basic organizing tasks o General literacy skills o Job related reading/writing skills


• Competitive Employment o Have knowledge of career options and sources of information o Have knowledge of job application process o Have knowledge of job interviewing process

• Participate in community activities • Obtain orientation and mobility services for introduction to travel in appropriate setting as

needed for adult life, employment or post secondary education settings including: o Community (church, social, work environment, business travel) o Agencies that provide orientation and mobility services needed (DARS, Guide

Dog, etc.) Source: Expanded Core Curriculum) o Accessing public transportation o Apply for disability card for reduced fees for public transportation o College campus familiarity for travel



Related Services

Activities/strategies in this area should consider the current and projected related service needs of the student. This area of the statement of needed transition services is not for specifying the needed related services for the next school year. Related services for the coming school year should be addressed in another section of the IEP. Rather, the context of related services in this statement has to do with determining if the related service needs will continue beyond school, helping to identify who or what agency might provide those services, helping to identify how the student and parent can access those services and then connecting the student and parent to whomever will provide those services before the student leaves the school system. This type of planning, discussion, and identifying of activities/strategies should make the move from the school being one related service provider to another adult agency or service provider as seamless as possible for students and families. (This definition taken from Transition Services: Helping Educators, Parents, and Other Stakeholders Understand Postschool Outcomes, Course of Study, Coordinated Set of Activities; Ed O’Leary and Wendy Collison, February 2002)

Activities and Strategies • Obtain orientation and mobility services for introduction to travel in appropriate setting as

needed for adult life, employment or post secondary education settings o Home environment o School environment o Community (residential, church, social, work environment, business travel) o Map reading o Obtaining public transportation o Obtaining insurance for own vehicle o Explore agencies that provide orientation and mobility services needed (DARS,

Guide Dog, etc.) Source: Expanded Core Curriculum) o Accessing public transportation o Apply for disability card for reduced fees for public transportation o College campus familiarity for travel

• Low Vision Devices

o Identify sources for clinical low vision evaluations o Obtain low vision devices (DARS, ESC, LEA, SSI, community groups. Lions

Clubs, etc.) o Purchase own devices such as magnifier, monocular, etc. o Receive training on use of specific low vision devices


• Assistive Technology

o Identify type and sources assistive technology for home, community, and work environments

o Obtain visual impairment specific assistive technology o Receive training on use of specific assistive technology o Use, care and arrange for repair of assistive technology

• Counseling Services

o Identify when personal counseling is necessary: DARS, private practice, church, good Samaritan,

o Identify academic university/college based counseling services • Occupational Therapy/Physical Therapy

o Explore options to obtain services • Create a Resource/Address List

o Community agencies o Friends o Medical information o Business information o Email addresses



Acronyms

ACB American Council of the Blind ACT American College Test ADA American Disabilities Act AFB American Foundation for the Blind APC Advanced Placement Courses APH American Printing House for the Blind, Inc. ARC Association of Retarded Citizens AT Assistive Technology ATM Automatic Teller Machine BOLD Blind Outdoor Leisure Development COMS Certified Orientation and Mobility Specialists DARS Department of Assistive Rehabilitation Services DBS Division of Blind Services ECC Expanded Core Curriculum ECI Early Childhood Intervention ESC Education Service Center IEP Individual Education Plan LEA Local Education Agency MHMR Mental Health Mental Retardation NAPVI National Association for Parents of Children with Visual Impairments NFB National Federation of the Blind O&M Orientation and Mobility PSAT Pre Scholastic Aptitude Test RFB&D Recording for the Blind & Dyslexic SAT Scholastic Aptitude Test SSI Supplemental Security Income TVI Teacher of Students with Visual Impairments USABA United States Association of Blind Athletes USBGA United States Blind Golfers Association VI Visually Impaired



Websites

Assistive Technology Ai Squared www.aisquared.com ATIA Assistive Technology Industry Association Christal Vision www.christal-vision.com Closing the Gap Closing the Gap Descriptive Video Service/WGBH www.wgbh.org/dvs Freedom Scientific www.freedomscientific.com HumanWare www.humanware.com Texas Assistive Technology Network www.texasat.net USSAAC is the United States Society for Augmentative and Alternative United States Society for Augmentative and Alternative Communication (USSAAC)

Deafblindness CHARGE Syndrome Foundation www.chargesyndrome.org Deafblind Resources www.deafblindinfo.org Helen Keller National Center for Deaf-Blind Youth and Adults www.helenkeller.org The National Consortium on Deafblindness (DB-LINK) www.dblink.org Texas Deafblind Project http://www.tsbvi.edu/Outreach/deafblind/index.htm Education Resources Braille Institute www.brailleinstitute.org Braille Through Remote Learning www.brl.org California School for the Blind Hadley School for the Blind www.hadley-school.org Legal Framework (Pertaining to VI Eligibility) www.esc18.net National Braille Press www.nbp.org Technology Careers http://www.collegesurfing.com/ce/search/technology/ Texas Community Colleges http://www.50states.com/cc/texas.htm Texas School for the Blind and Visually Impaired www.tsbvi.edu Texas State Technical Colleges http://www.tstc.edu/ Vocational Information Center-Skills for Today’s Workforce http://www.khake.com/page3.html



Websites

General Blind Links http://www.seidata.com/~marriage/rblind.html Blindness Resource Center www.nyise.org/eye.htm Medical The Achromatopsia Network www.achromat.org The National Organization for Albinism and Hypo pigmentation www.albinism.org Cornelia de Lange Syndrome http://www.familyvillage.wisc.edu/lib_cdls.htm Foundation Fighting Blindness www.blindness.org The Glaucoma Research Foundation www.glaucoma.org National Marfan Foundation www.marfan.org Retinoblastoma Information www.retinoblastoma.com Karolinska Institute on Eye Diseases http://www.mic.ki.se/Diseases/C11.html The National Organization for Rare Disorders, Inc. (NORD) www.rarediseasesw.org Retinitis Pigmentosa www.jwen.com Selected Anomalies and Diseases of the Eye http://www.tsbvi.edu/Education/anomalies/contents.html Organizations/Agencies Academy for Certification of Vision Rehabilitation Professionals (ACVREP) www.acvrep.org All Blind Children of Texas www.abctx.org American Council of the Blind www.acb.org American Foundation for the Blind www.afb.org American Speech-Language-Hearing Association American Speech-Language-Hearing Association Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) www.aerbvi.org Texas AER www.txaer.org Consortium for Citizens with Disabilities Consortium for Citizens with Disabilities Council for Exceptional Children Council for Exceptional Children Dallas Services for Visually Impaired www.dallasservices.org Division for Blind Services www.dars.state.tx.us/dbs National Association of Parents of Children with Visual Impairments (NAPVI) www.spedex.com/napvi National Federation of the Blind www.nfb.org Prevent Blindness America Texas Department of Assistive and Rehabilitative Services www.dars.state.tx.us



Websites

Products American Printing House for the Blind www.aph.org Seedlings Braille Books for Children www.seedlings.org National Braille Press www.nbp.org Recording for the Blind & Dyslexic www.rfbd.org Talking Book Program, Texas State Library www.tsl.state.tx.us/tbp/ Bookshare.org www.bookshare.org Howe Press Independent Living Aids www.independentliving.com Maxi Aids www.maxiaids.com



References

Dobson-Burke, B., & Hill, E. (1989). An orientation and mobility primer for families and young children. New York: American Foundation for the Blind. Ferrell, K. A. (1985). Reach out and teach: Meeting the training needs of parents of visually and multiply handicapped young children. New York: American Foundation for the Blind. Frey, W. D., Jakwerth, P., Lynch, L., & Purcell, R. (1992). Addressing unique educational needs of individuals with disabilities: An outcome based approach. Lansing, MI: Disability Research Systems. Guelda, J. O., & Robinson, K. B. (1992). Hands on: Functional activities for visually impaired preschoolers. Louisville, KY: American Printing House for the Blind. Hatlen, P. (1996). The core curriculum for blind and visually impaired students, including those with additional disabilities. RE:view, 28 25-32. Huebner, K. M., Prickett, J. G., Welch, T. R., & Joffee, E. (1995). Hand in hand: Essentials of communication and orientation and mobility to your students who are deaf-blind. New York: AFB Press. Kay, J. L., & Locke, L. (1997). Career education teacher handbook. Austin: Texas School for the Blind and Visually Impaired. Levack, N., Hauser, S., Newton, L., & Stephenson, P. (1996). Basic skills for community living: A curriculum for students with visual impairments and multiple disabilities. Austin: Texas School for the Blind and Visually Impaired. Loumiet, R., & Levack, N. (1993). Independent living: A curriculum with adaptations for students with visual impairments: Vol. 1. Social competence (2nd ed.). Austin: Texas School for the Blind and Visually Impaired. Loumiet, R., & Levack, N. (1993). Independent living: A curriculum with adaptations for students with visual impairments: Vol. 2. Self-care and maintenance (2nd ed.). Austin: Texas School for the Blind and Visually Impaired. Loumiet, R., & Levack, N. (1993). Independent living: A curriculum with adaptations for students with visual impairments: Vol. 3. Play and leisure (2nd ed.). Austin: Texas School for the Blind and Visually Impaired. O’leary, E. & Collison, W. (February 2002) Transition Services: Helping educators, parents, and other stakeholders understand post school outcomes, course of study, coordinated set of activities. Pogrund, R. L., Fazzi, D. L., & Lambert, J. S. (1992). Early focus: Working with young blind and visually impaired children and their families. New York: American Foundation for the Blind.


Renslow, D., Campbell, M. (1990).The functional applied curriculum and training skills (FACTS): A guide for working with students who are visually impaired, multiply handicapped, and deafblind. Fremont: California School for the Blind.


References

Sacks, S. Z., Kekelis. L. S., & Gaylord-Ross, R. J. (Eds.). (1992). The development of social skills by blind and visually impaired students: Exploratory studies and strategies. New York: American Foundation for the Blind. Sacks, S. Z., & Silberman, R. K. (Eds.). (1998). Educating students who have visual impairments with other disabilities. Baltimore: Paul H. Brookes. Smith, M., & Lovack, N. 1996. Teaching students with visual and multiple impairments: A resource guide. Austin: Texas School for the Blind and Visually Impaired. Swallow, R. M., & Huebner, K. M. (Eds.). (1997). How to thrive, not just survive: A guide to developing independent life skills for blind and visually impaired children and youths. New York: American Foundation for the Blind. U.S. Department of labor. (1991). Dictionary of occupational titles. Washington, DC: U.S. Government Printing Office. Wolffe, K. (1996). Career education for students with visual impairments. RE:view, 28, 89-93. Wolffe, K., & Johnson, D. (1997). The transition tote system: Navigating the rapids of life. Louisville, KY: American Printing House for the Blind. Wolffe, K.E., Roessler, R.T., & Schriner, K. F. (1992). Employment concerns of people with blindness or visual impairment. Journal of Visual Impairment & Blindness, 86(4), 185-187.

Transition References Compiled by: Dawn Adams, Tina Herzberg, Gwynne Reeves and Olga Uriegas

American Foundation for the Blind, Corn, Anne, Kathleen Huebner ed. A Report to the Nation; The National Agenda for the Education of Children and Youths with Visual Impairments, Including Those with Multiple Disabilities. New York, NY: AFB Press, 1998

American Foundation for the Blind Statistics: Education Attainment http://www.afb.org/info_document_view.asp?documentid=1374#ed 6/4/01

Attmore, M. (1990). Career Perspectives. New York: American Foundation for the Blind.


Ferrell, K. A. (1998). Goal 3. In A. L. Corn & K. M. Huebner (Eds.), A report to the nation: The national agenda for the education of children and youths with visual impairments, including those with multiple disabilities (pp. 17-27). New York: AFB Press.

Hatlen, Phil The Core Curriculum for Blind and Visually Impaired Students, Including Those with Additional Disabilities 1996.

Hatlen, Philip H., LeDuc, Paula, Canter, Patricia. The Blind Adolescent Life Skills Center. New Outlook for the Blind, 1975, 70, 109-115.

Kendrick, D. (1993). Jobs To Be Proud Of. New York: American Foundation for the Blind. United States Department of Labor (2000).

Kirchner, C., & Diament, S. (1999a). Estimates of the number of visually impaired students, their teachers, and orientation and mobility specialists: Part 1. Journal of Visual Impairment & Blindness, 93, 600-606.

Kirchner, C., & Diament, S. (1999b). Estimates of the number of visually impaired students, their teachers, and orientation and mobility specialists: Part 2. Journal of Visual Impairment & Blindness, 93, 738-744.

Mason, C., Davidson, R., & McNerney, C. (2000). National plan for training personnel to serve children with blindness and low vision. Reston, VA: The Council for Exceptional Children.

Morrison, Mary. The Other 128 Hours a Week: Teaching Personal Management to Blind Young Adults. New Outlook for the Blind, 1974, 68, 454-459, 469.

National Longitudinal Transition Study 2. (2005). Changes Over Time in Postschool Outcomes of Youth with Disabilities. Downloaded June 6, 2006 from http://nlts2.org/pdfs/str6_completereport.pdf.

U.S. Department of Labor. (2005). Educational resources: So you're thinking of dropping out. Downloaded August 3, 2006 from http://www.dol.gov/fibre/dropout.htm.

Occupational Outlook Handbook. Washington, DC: author.

Wolffe, K., & Johnson, D. (1997). The Transition Tote. New York: American Foundation for the Blind.


Career Education & Transition Activities For Elementary And Middle School Students

• The Acquisition of Elementary-Level Employment Skills by Students with Impairments

• Short-Term Programs at Texas School for the Blind and Visually Impaired • Skills for Success: A Career Education Handbook for Children and

Adolescents with Visual Impairments

Activities For High School Students • Short-Term Programs at Texas School for the Blind and Visually Impaired • Skills for Success: A Career Education Handbook for Children and

Adolescents with Visual Impairments • Summer Work Experience through Texas School for the Blind and Visually

Impaired • Take Charge: A Strategic Guide for Blind Job Seekers • Transitions from School to Work: Programs in Practice • Transitions Tote System: "Navigating the Rapids of Life"

Assessment • Assessment Kit: Kit of Informal Tools for Academic Students with Visual

Impairments • Functional Skills Screening Inventory (FSSI)

College • Preparing for College and Beyond • Duxbury Systems • College Board Services for Students with Disabilities

Curricula • Basic Skills for Community Living: A Curriculum for Students with Visual

Impairments and Multiple Disabilities • Basic Skills for Community Living: Activity Routines • Independent Living Skills: A Curriculum with Adaptations for Students with

Visual Impairments • Transition Tote System: "Navigating the Rapids of Life"


Deafblind • Supporting Young Adults Who Are Deaf-Blind in Their Community

Family Resources • Business Owners Who Are Blind or Visually Impaired • Health Care Professionals Who Are Blind or Visually Impaired • Jobs to be Proud of: Profiles of Workers Who Are Blind and Visually Impaired • Teachers Who Are Blind or Visually Impaired • Texas Commission for the Blind

Instructional Aids/Materials • American Printing House for the Blind (Products for Career Education) • American Printing House for the Blind (Products for Business and Vocational

Education)

Instructional Strategies • Basic Skills for Community Living: A Curriculum for Students with Visual

Impairments and Multiple Disabilities • Basic Skills for Community Living: Activity Routines • Career Education For Applied Academics • Career Education in Foundations of Education, Second Edition, Volume II:

Instructional Strategies for Teaching Children and Youths with Visual Impairments

• Career Perspectives: Interviews with Blind and Visually Impaired Professionals • Easing A Blind Student's Transition to Employment • Independent Living: A Curriculum with Adaptations for Students with Visual

Impairments

MIVI • Basic Skills for Community Living: A Curriculum for Students with Visual

Impairments and Multiple Disabilities • Basic Skills for Community Living: Activity Routines

Resources • Career Connect • Career Education for Applied Academics • Career Perspectives: Interviews with Blind and Visually Impaired Professionals • Jobs to Be Proud of: Profiles of Workers Who Are Blind and Visually Impaired


• Skills for Success: A Career Education Handbook for Children and Adolescents with Visual Impairments

• Texas Commission for the Blind • Who Moved My Cheese?

Role Models/Mentors for Students • Business Owners Who Are Blind or Visually Impaired • Career Connect • Career Perspectives: Interviews with Blind and Visually Impaired Professionals • Health Care Professional Who Are Blind or Visually Impaired • Teachers Who Are Blind or Visually Impaired

Transition • Easing A Blind Student's Transition to Employment • National Transition Network Parent Brief - Winter 1996 • How Can I Participate In Transition Planning? • Texas Commission for the Blind • Transition Tote System: "Navigating the Rapids of Life"

Vocational Education Training

• Summer Work Experience - Texas School for the Blind and Visually Impaired • Texas Commission for the Blind • Transition from School to Work: Programs in Practice

Further Information on Texas Transition Texas Education Agency www.tea.state.tx.us 1701 North Congress Ave. Austin, TX 78701 (512) 463-9734 Education - Go Get It www.Education-GoGetIt.com The campaign is to motivate primary and secondary students to prepare and aim for college; inspire parents, relatives, teachers, counselors, and communities to support each child's aspirations to prepare and enroll in post secondary education; and ensure that colleges and universities reach out to embrace those students.


Special Education in Texas www.tea.state.tx.us/special.ed/rules/sbs.html The Higher Education College Boardwww.thecb.state.tx.us The Texas Higher Education Coordinating Board was created by the Texas Legislature in 1965 to “provide leadership and coordination for the Texas higher education system to achieve excellence for the college education of Texas students.”

TEXAS GOVERNMENT State of Texas www.state.tx.us On the state of Texas web site, education, employment, health and family services, and government and laws are among the many pieces of information that can be researched. Health and Human Services Agencieswww.hhsc.state.tx.us The Health and Human Services Agencies include the following agencies: · Department of Assistive and Rehabilitative Services (DARS) · Department of Family and Protective Services (DFPS) · Texas Health and Human Services Commission (HHSC) · Texas Department of State Health Services (DSHS) · Texas Department of Human Services (TDHS) · Texas Department on Aging and Disabililty Services (DADS) · Department of State Health Services - Substance Abuse Services (DSHS-SAS) Department of Assistive and Rehabilitative Services (DARS) www.dars.state.tx.us The Department of Assistive and Rehabilitative Services (DARS) provides services to Texans who are disabled and to families with children who have developmental delays. The agency was created by House Bill 2292 of the 78th Texas Legislature as part of a major transformation of the state's health and human services system. DARS administers the programs previously provided by the Texas Rehabilitation Commission, the Commission for the Blind, the Commission for the Deaf and Hard of Hearing, and the Interagency Council on Early Childhood Intervention. Department of Family Protective Services (DFPS)


www.dfps.state.tx.us DFPS is dedicated to protecting the unprotected. There is a hotlink for people with disabilities. Department of State Health Services - Substance Abuse Services www.dshs.state.tx.us/sa This web site provides information on alcohol and drug prevention, intervention, and treatment. Texas Department of State Health Services www.dshs.state.tx.us This web site provides information on health issues and services that can be requested. Texas Department on Aging and Disability Services www.dads.state.tx.us This new web site will help older Texans and people with disabilities get information that may help them obtain their prescription drugs. The web site provides information on how to connect to, and apply for, free or discounted prescription drug assistance from drug manufacturers. Texas Information and Referral Networkwww.hhsc.state.tx.us/tirn/tirnhome.htm Texas Workforce Commission www.twc.state.tx.us/ 211 TX www.211.org 2-1-1 provides callers with information about and referrals to human services for every day needs and in times of crisis.

OTHER LINKSGENERAL INFORMATION

Western Regional Resource Centerhttp://interact.uoregon.edu/wrrc/transitiondocument.html This site provides general information on Secondary Transition, as well as access to a video on The IEP Process for Secondary Transition, Commonly Asked Questions, A Process for Addressing Transition Requirements in IEP, plus many


other links to related transition issues. Special Education Resources on the Internethttp://seriweb.com/ Youth Hood This site is dedicated to youth that are beginning the transition from secondary school to adult life. http://www.youthhood.org

CAREER California Careers www.californiacareers.info The California Career Resource Network (CalCRN)* is part of a nationwide program called the America's Career Resource Network (ACRN) which receives federal Carl D. Perkins Act Section 118 funding specifically earmarked for career development. Career Development Resourceswww.cdr.state.tx.us Employment Spot www.employmentspot.com Employment opportunities around the country are given, as well as resumé tips. Job Accommodation Networkwww.jan.wvu.edu Welcome to JAN, a free consulting service designed to increase the employability of people with disabilities by: 1) providing individualized worksite accommodations solutions, 2) providing technical assistance regarding the ADA and other disability-related legislation, and 3) educating callers about self-employment options.

United States Department of Labor


www.dol.gov The Department of Labor (DOL) fosters and promotes the welfare of the job seekers, wage earners, and retirees of the United States by improving their working conditions, advancing their opportunities for profitable employment, protecting their retirement and health care benefits, helping employers find workers, strengthening free collective bargaining, and tracking changes in employment, prices, and other national economic measurements. WorkSupport.Com www.worksupport.com

EDUCATION Education and Training Administration (ETA)www.doleta.gov Higher Education for People With Disabilities http://www.txddc.state.tx.us/resources/publications/college.asp Learning Disabilities Onlinewww.ldonline.org This site provides information on learning disabilities for parents, teachers, and other professionals. National Center on Secondary Education and Transitionwww.ncset.org The National Center on Secondary Education and Transition (NCSET) coordinates national resources, offers technical assistance, and disseminates information related to secondary education and transition for youth with disabilities in order to create opportunities for youth to achieve successful futures. National Dissemination Center for Children with Disabilities www.nichcy.org The new Dissemination Center is part of Office of Special Education Programs' efforts to improve results for children with disabilities. Educators, administrators, and families can find out what research has to say about “what works” with children and students with disabilities.

GOVERNMENT


Arizona Department of Educationhttp://www.ade.az.gov/ess/transitionservices/samples Arizona Department of Education has example case studies with IEP samples of coordinated sets of activities developed by Wendy Collison. Arizona Department of Educationhttp://www.ade.az.gov/ess/transitionservices This site provides information on transition services in the state of Arizona, which includes post-school options. Arizona Department of Education – Transition and Self-Determination www.ade.state.az.us/ess/transitionservices/SelfDetermination.asp CEC Division on Career Development and Transition (DCDT) www.dcdt.org Equal Employment Opportunity Commissionwww.eeoc.gov The Equal Employment Opportunity Commission continues to strive to eliminate illegal discrimination in the workplace. National Rehabilitation Information Center for Independence www.naric.com National Transition Network (NTN) http://ici2.education.umn.edu/ntn Office of Civil Rights www.usda.gov/cr The office ensures compliance with applicable laws, regulations, and policies for USDA customers and employees regardless of race, color, national origin, gender, religion, age, disability, sexual orientation, marital or family status, political beliefs, parental status, protected genetic information, or because all or part of an individual's income is derived from any public assistance program.

Oregon Department of Education


www.ode.state.or.us/sped/spedareas/transition/trans.htm ODE provides additional resources and links, current information on what is happening in transition through their magazine, The Toolbox, and general information about transition. Secretary's Commission on Achieving Necessary Skills (SCANS) www.academicinnovations.com/report.html# Social Security Administrationwww.ssa.gov

United States Department of Educationwww.ed.gov U.S. Department of Education, Office of Vocational and Adult Education www.ed.gov/about/offices/list/ovae Virginia Department of Educationwww.pen.k12.va.us/VDOE/sped/transition VDOE provides general information on transition. Individuals with Disabilities Education Act (IDEA)Interpretation of IEP www.tea.state.tx.us/special.ed/rules/pdf/subparta.pdf

PRODUCT RESOURCES

Attainment Company

www.attainmentcompany.com/

Bridges www.bridges.com Bridges has products and services used by schools, universities, and agencies to help. COIN Educational Products


www.coin3.com/default.asp Globe Fearon www.globefearon.com/ Piney Mountain Press www.pineymountain.com PRO-ED, Inc. www.proedinc.com

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