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Transition Plans

By: Carmen Willings
teachingvisuallyimpaired.com

Not all students will have the same transition needs. The students interests, needs, and additional disabilities will guide the transition process. It is important to involve the student in planning the IEP as well as involved in planning for their future. Be respectful of the students interests and aspirations when assisting students and families in the transition from school to post-school activities.
​As the student advances through high school, and particularly in the student's senior year, the Teacher of Students with Visual Impairments (TVI) will gradually expect the student to do more for themselves. At this point the student with low vision should be using their optical devices without difficulty and problem solving when to use them. The student should be able to advocate for their own visual needs and become increasingly independent to the extent possible. This includes expecting the student to be increasingly responsible for their own needs and solve problems independently.
As the student advances through high school, and particularly in the student's senior year, the Teacher of Students with Visual Impairments (TVI) will gradually expect the student to do more for themselves. At this point the student with low vision should be using their optical devices without difficulty and problem solving when to use them. The student should be able to advocate for their own visual needs and become increasingly independent to the extent possible. This includes expecting the student to be increasingly responsible for their own needs and solve problems independently.
 
As part of the transition plan and as part of developing self determination, encourage the student to:
  • Set goals for the future.
  • Develop a plan to achieve their goals.
  • Make choices about everyday activities.
  • Know their rights and responsibilities.
  • Understanding their strengths, challenges, likes and dislikes.
  • Understanding their accommodations.
 
Assist the student in developing career awareness, completing career interest inventories, and information to assist students in evaluating their academic skills and career interests.  The plan should be flexible enough to allow changes in the course of study and still meet graduation requirements.
 
Transition services are a coordinated set of outcome-oriented activities for a student that promotes the movement (or transition) from school to post-school activities. The coordinated set of activities is based on a student’s needs, preferences, and abilities and may include: Instruction and related services; community experiences; development of employment; post-school adult living objectives; daily living skills instruction; and a functional vocational evaluation.

The outcome-oriented process for the transition aged student means working at a job. The post-school activities presented by transition may include:
  • Post-secondary education,
  • Vocational training,
  • Integrated and/or supported employment,
  • Continuing and adult education,
  • Adult services,
  • Independent living services, and
  • Community participation. Transition services are a coordinated set of outcome-oriented activities for a student that promotes the movement (or transition) from school to post-school activities. The coordinated set of activities is based on a student’s needs, preferences, and abilities and may include: Instruction and related services; community experiences; development of employment; post-school adult living objectives; daily living skills instruction; and a functional vocational evaluation.
Individual Plan for Employment (IPE)
The student along with the educational team will define an employment goal and develop an IPE. The IPE is designed to match a student’s unique vocational strengths, abilities, and interests. The IPE and related individualized education program (IEP) should be aligned to ensure a unified plan of employment for the student.

Transitioning to College
For some transition age students, obtaining college degree is necessary step towards reaching the employment goal. In this situation, the team will guide student’s choice of where to attend college.

How Can the School Help?
Helping students prepare for competitive employment requires a systematic approach to career development. To prepare students for employment, the IEP team can:
  • Create work-based learning opportunities such as job shadowing, mentoring, and work experiences with the student;
  • Utilize assessments to effectively assist students prepare for employment;
  • Make academics relevant to the world of work by noting employment applications or reading, writing, computing, thinking, etc;
  • Discuss a student’s strengths and needs
  • Help students understand their disability and how to request accommodations in higher education and employment settings; and
  • Align accommodations provided in school with those the student may realistically receive in post-secondary education and employment settings.

Additional Transition Resources...

Cover and College Bound
Trief, E., & Feeney, ​R. College bound: A guide for students with visual impairments. This resource book by AFB Press addresses everything a student needs to know to prepare them for the transition from high school to college. Topics include developing organization, note-taking, test-taking, study skills, managing living space, student-teacher relationships, social life, academic life, and extracurricular and leisure time activities.

Career Connect

Career Connect is an employment information resource developed by the American Foundation for the Blind and currently operated by the American Printing House for the Blind. It is for job seekers who are blind or visually impaired. Provides employment information, career exploration tools, and extensive job seeking guidance for students and adults with vision loss and the professionals who work with them.

The National Technical Center on Blindness and Visual Impairment

The National Technical Center on Blindness and Visual Impairment focuses on providing employment outcomes for individuals who are blind or visually impaired. Whether you are interested in employing someone who is blind or visually impaired, provide services to individuals who are blind or visually impaired, or have a visual impairment yourself, this site will serve as your headquarters for resources and technical assistance.

College Success by Perkins School for the Blind

College Success @ Perkins is a new program, designed for high school graduates who want to be fully prepared for college. The program goal is to equip students to get the most out of college by encouraging academic and personal growth, with a focus on preparing students to live on their own. The nine month program, which takes place on the campus of the Perkins School for the Blind in Watertown, MA, instructs students in how to navigate a college campus, how to join clubs and sports teams and how to cook meals in a campus apartment.

Conducting a FVLMA Recorded Presentation

$25.00

This presentation provides a walk-through of the process and steps of conducting a Functional Vision Evaluation and Learning/Reading Media Assessment. Key points include interpreting the eye report, materials to use in the assessment, conducting interviews and observations as well as strategies for direct assessment and writing a professional and thorough report that is informative to all audiences. Next steps are also covered including the importance of a low vision assessment, determining the need for additional assistive technology and implications for service. 


Objectives:


  • Effectively interpret eye reports
  • Select appropriate materials for conducting the FVELMA
  • Develop strategies for assessment,
  • Write professional FVLMA reports that include key components
  • Apply information gained to determine next steps

Includes:


  • Recorded PowerPoint Show Presentation
  • Transcript
  • Presentation handout for note taking
  • Printables & Links to Resources discussed in presentation


Request a Certificate of Completion

To receive a certificate of completion for 1 contact hour (1 CE hour credit), complete the short Conducting the FVLMA quiz on Google Forms and receive a score of at least 80%. Don't worry. If you don't pass, you can look over your notes or re-watch the presentation and retake the test! If you have any difficulty accessing the form, please contact me so we can troubleshoot!


System Requirements:

Presentations are recorded PowerPoint presentations. You must be able to access PowerPoint to view the PowerPoint presentation. Please note that the presentation pages are closed member pages available to individuals who have purchase access to the presentation. 


*Please contact me if you need to purchase using a purchase order. I am happy to help guide you in the process of adding Teaching Students with Visual Impairments as an approved vendor for your school or program or you can visit the product support page for information on using a PO.
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