33.3.2 Core Services

It is often impractical for younger consumers 10 years of age and up to participate in comprehensive assessment processes s similar to those of used for an adults. When working with consumers aged 10 years or older and their families, iIt is important for the transition counselor, in working with the to family as partners,view the families as partners in gathering to gain information about the younger consumer's

  • abilities,
  • interests,
  • capabilities,
  • communication skills,
  • travel skills,
  • mobility, and
  • etc., in an effort toother skills.

This information is importanthelp plan inwhen planning andcoordination coordinating with the student's IEP and school-related activities. Completing theThe Core Skills Assessment checklist (CSA) tool greatly helpsis designed to help evaluate the consumer's confidence and competence skills using the following Big Six Core Skills areas:

  • adjustment to blindness,
  • IL skills,
  • travel skills,
  • communication skills,
  • development of support systems, and
  • vocational skills.

Completing the CSAore Skills Assessment often requires more than one consumer contact.In a TWorks case note entitled "Core Skills Assessment,” tThe transition counselorshould summarizedocuments when the CSA occurred, and briefly notes any information or /recommendations gained throughout in the assessmentprocess, . by using TWorks case note documentation entitled "Core Skills Assessment."This information is used later for program planning.

The Core Skills Assessment SA is one element of the overall comprehensive assessment process. The results should be and is considered equal to reports such as O&M reports, low-vision evaluations, and reports documenting ARD processes. Documentation of the Core Skills Assessment SA does not replace the “Comprehensive Assessment Summary” case note. For reference purposes, the hard copy document shouldisbe maintainedkept in the paper case folder.

In addition, Iinformation gained through the Core Skills Assessment SA may might indicate show that a legally blind or visually impaired consumer with severe functional limitations is in needsof VRT skills training. In Because the VRT is not required to complete an individual assessment of transition-aged consumers, the transition counselor identifies the specific skill areas to be addressed before referring the consumer to the VRT, the. transition counselor identifies the specific skill areas that must be addressed based on the results of the Core Skills checklist, because the VRT is not required to complete an individual assessment of transition-aged consumers.

VR services are available to assist help Transition transition consumers in achievingachieve their living and vocational goals. These and other services help the consumer become competent in the six skill areas, achieve emotional adjustment, learn how to cope with the sighted world, and ultimately find a place in society. The followingCore services may can be provided, arranged, or purchased by the counselor through

  • individual or group training,
  • counseling and guidance,
  • collaboration with LEA's (local education agencies),
  • outside venders,
  • TSBVI or, CCRC, and
  • other service providers.

These and additional services may assist the consumer in becoming competent in the 6 skill areas to achieve their potential for independence and inclusion in the community. VR services help the consumer master skills, achieve emotional adjustment, learn how to cope with the sighted world, and ultimately blend into society.

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