​Student Involvement and Self-Determination

As students move through high school, especially in their junior and senior years, they should gradually assume more responsibility for their education and daily living. The Teacher of Students with Visual Impairments (TVI) plays a key role in fostering this independence.
By senior year, students with low vision should:
  • Use optical devices proficiently and know when to use them
  • Advocate for their visual needs in both academic and real-world settings
  • Demonstrate problem-solving skills
  • Take increasing responsibility for organizing materials, managing time, and completing tasks independently
To build self-determination, help students:
  • Set realistic short- and long-term goals
  • Develop a step-by-step plan to reach those goals
  • Make choices in daily routines and academic decisions
  • Understand their strengths, challenges, preferences, and accommodations
  • Learn about their rights and responsibilities in education, employment, and community life

​Components of a Transition Plan

A student's transition plan, required by IDEA to begin by age 16 (or earlier in some states), is a coordinated set of outcome-oriented activities that help the student move from school to post-school life.
These activities should be based on the student’s individual needs, preferences, and interests, and may include:
  • Instruction and related services
  • Community-based experiences
  • Development of employment and other post-school adult living skills
  • Daily living skills instruction
  • Functional vocational evaluation
Transition goals may address a range of post-school activities, including:
  • Postsecondary education
  • Vocational or trade training
  • Integrated and/or supported employment
  • Continuing and adult education
  • Independent living
  • Accessing adult services
  • Community participation

Developing an Individual Plan for Employment (IPE)

For students pursuing employment after high school, a formal Individual Plan for Employment (IPE) may be developed, often in collaboration with Vocational Rehabilitation (VR) services.
The IPE includes:
  • A clearly defined employment goal
  • An outline of services and supports needed to reach that goal
  • A strategy that matches the student’s vocational interests, abilities, and strengths
The IEP and IPE should be coordinated to ensure a unified transition plan.

Transitioning to College

For students whose employment goals include a college degree, transition planning should address:
  • Selecting appropriate colleges or training programs
  • Understanding disability services and how to request accommodations
  • Preparing for independent living, including campus navigation, time management, and social integration
The IEP team should support the student in building the academic, personal, and organizational skills needed for college success.​

How Schools Can Support Transition

Schools play a vital role in preparing students for employment and independent living. The IEP team can:
  • Create work-based learning opportunities (e.g., job shadowing, internships, mentoring)
  • Use career assessments and interest inventories to guide planning
  • Link academic content to real-world applications
  • Teach students how to explain their disability and request accommodations in college and the workplace
  • Align school accommodations with what’s realistically available in postsecondary settings

Transition Resources for Students with Visual Impairments

  • College Bound: A Guide for Students with Visual Impairments (Trief, E., & Feeney, R., AFB Press) A comprehensive resource covering study skills, organization, accommodations, and life on campus.
  • CareerConnect (APH) An employment information resource created by the American Foundation for the Blind and now hosted by the American Printing House for the Blind. Offers tools for career exploration and job readiness. https://aphcareerconnect.org
  • National Technical Assistance Center on Blindness and Visual Impairment (NTAC-BVI) Provides guidance on employment for individuals with visual impairments, as well as resources for educators, families, and employers. https://www.ntac.blind.msstate.edu
  • College Success @ Perkins (Perkins School for the Blind) A post-high school bridge program that prepares students for life and learning in college, with a focus on independence and campus integration. https://www.perkins.org/college-success

Premium IEP Printables Toolkit

Looking for ready-to-use tools to simplify the IEP process? The Premium IEP Toolkit includes 18 printable resources designed specifically for Teachers of the Visually Impaired and educational teams. From identifying ECC needs to writing PLAAFP statements, developing goals, determining services, and selecting supports, this toolkit provides a clear, step-by-step system to guide your planning. ​Available with both Basic and All Access subscriptions, these resources are designed to make the process more efficient, consistent, and meaningful.
A preview of just a few of the tools included in the Premium IEP Toolkit:
ECC Quick Screener
ECC Quick Screener
ECC Service Delivery Decision Tool
ECC Service Delivery Decision Tool
Writing ECC PLAAFP Statements
Writing ECC PLAAFP Statements
ECC Roles at a Glance
ECC Roles at a Glance
IEP Goal Writing Formula
IEP Goal Writing Formula
ECC Instructional Planning Guide
ECC Instructional Planning Guide
ECC Annual Needs skill Bands
ECC Annual Needs skill Bands
All resources are designed for clarity, consistency, and immediate use in real IEP planning.

Resource Access

Instructional articles on this site are open access and do not require an account. Free Members may access select free resources and goal banks. Downloadable printable resources, lesson plans, recorded presentations, and ECC instructional units are available to Premium Subscribers.

Full Article List

Guide: Start Here
Tools (VI Basics)
Plan: Referrals & Eligibility
Referral & Eligibility​ ​Medical Vision Information 
FVLMALow Vision Evaluations
Other Evaluations
Plan: IEP Planning
Plan: Collaboration & Accessibility
​Collaboration Accessible Materials ​Classroom Access Instructional Access Technology Access ​Additional Supports Service Delivery Models  ​
Teach: Compensatory Skills
Compensatory Skills
Concept Development ​Alternative Communication ​Emergent Literacy ​Braille Code
​Beginning Braille ​ Braille Fluency & Comprehension  Writing Braille ​​​Nemeth Code Instruction 
​​​Tactile Graphics ​Print Concepts ​​Abacus  ​​Organization Skills​ ​​Study Skills ​​Time Management
Teach: Sensory Efficiency Skills
​Auditory & Listening Skills ​​Visual Efficiency Skills ​​Optical Device Use ​Tactile Readiness
Teach: Assistive Technology 
AT Overview ​AT Use & Maintenance Braille AT ​iOS Instruction Audio Access​ ​Video Magnifiers ​​​Basic Computer Use Computer Access ​Productivity
Teach: Social Skills
Social Skill Basics​
Non-Verbal Skills​​​​ Verbal Communication Skills Cooperative Skills Identity & Self-Awareness ​Interactions & Relationships Managing Challenges & Safety
Teach: Self Determination
Teach: Independent Living Skills
Personal Care ​Hygiene & Grooming ​Personal Health Mealtime Skills ​​​ Food Preparation
Household Skills Clothing Management ​Money & Budget Shopping & Consumerism Phone Use ​Safety & Emergency Preparedness ​​Services & Community Resources
Teach: Orientation & Mobility
Teach: Recreation & Leisure
Teach: Career & Vocational
Printables
Free Resources​ Premium Resource Library 
Teaching Strategy Printables 
​Premium Program Printables
​Premium FVLMA Printables
​ECC PrintablesCompensatory Skills Printables
Sensory Efficiency Printables
Assistive Technology Printables
Social Skills Printables
Self Determination Printables
Independent Living Printables
Recreation & Leisure Printables
Career & Vocational Printables
Evelyn Jane Stories 
Learn: Teaching Strategies & Planning
Learn: ​ECC Units
Beginning of the Year Units ​​Fall UnitsWinter Units ​​Winter Units ​​Spring UnitsAnytime Units
Learn: ​Interactive Activities
Learn: Recorded Presentations
Learn: Complete Set Bonus ​