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:
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:
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:
Additional Transition Resources...
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.
How Colleges Help Visually Impaired Students Succeed is a resource guide that shows how today's colleges and universities are improving their technology and resources to help students with visual disabilities earn degress. The gudie also provides a list of online technology and literary resources students with impairments can use on their own to get ahead. Two experts in the field of visual impairments contributed to the development of this guide. Chris Danielson is the director of Public Relations with the National Federation of the Blind and Marcus Madsen is the Senior Disability Services Advisor with Capella University.
Career Connect is an employment information resource developed by the American Foundation for the Blind 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.
MoneyGeek.com is a new comprehensive resource that covers financial planning advice for all stages of life, including college financial planning. They have put together a Guide on How to Get Scholarships and Grants for Students with Disabilities.
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 @ 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.
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