TransitionCoordinatedSetetnjnoofActivitiesforStudentswithVisualImpairments

CommunityExperience

Activities/strategies listed inthis area emphasizeactivities/strategiesthataregenerallyprovided outside the school building and that preparethestudentforparticipation incommunity life. These activitiesshould encourage the student toparticipate inthecommunity,including government, social,recreational, leisure, shopping,banking,transportation,orotheropportunities.

(Thisdefinitiontaken fromTransitionServices:HelpingEducators,Parents,and OtherStakeholdersUnderstandPostschoolOutcomes,Course of Study,CoordinatedSetofActivities;Ed O’LearyandWendyCollison,February 2002)

ActivitiesandStrategies

  • Participate in the Community
  • Encourage/receive orientation and mobility instruction ina variety ofcommunitysettings(grocery stores, department of motorvehicle,bankstheatres,airports,postoffice,etc.)
  • Obtain orientation and mobility servicesforintroduction totravelin appropriate setting asneeded for adult life, employment or postsecondary education settings including:
  • homeenvironment,
  • school environment,
  • community(residential,church,social, work environment, businesstravel),
  • map reading,
  • obtaining public transportation,
  • obtaininginsuranceforownvehicle,
  • exploreagenciesthatprovide orientation and mobility services needed (DARS-DBS, GuideDog, etc.),
  • accessing public transportation,
  • apply for disability card for reduced fees for public transportation,
  • college campus familiarityfortravel
  • Investigate transportationaccessibilitymaterials inBraille or large print (i.e.schedulesmenus, picture menus, etc….)
  • Access visual impairmentspecific technology (web,email) atpubliclibrary(workstationswithscreen reader/magnifier, scanner, etc.) for leisure orresearch reading
  • Accesslargeprintandaudiobooks at the public library
  • Beawareofcurrentcostofvarious entertainment venuesin the community
  • Investigate availabilityof personal safety/self defense class which includes techniquesdesigned for a person with visual impairments
  • Learnnegotiationtechniquesfor reciprocationsof services/assistance
  • Beawareof family services(daycare, etc.)
  • In community, access health services(hospitals,healthcareclinics)
  • Investigatewaystoaccesscommunity events thatdonot exist inruralareas

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  • Contact community recreationsites
  • Investigateregisteringto vote through localcityoffices
  • Locateanduse accessible voting machine
  • Access Organizations for Community Experience
  • Investigateaccessibilitytoreligious and community organizations, such as:
  • American Foundation for the Blind (AFB)
  • National Foundation of the Blind (NFB) studentchapters,
  • American Council for the Blind (ACB) etc.
  • Gather information onleisureresourcessuchas:
  • United States Association of Blind Athletes (USABA),
  • Blind Outdoor Leisure Dev. (BOLD) American Blind Bowling Association,
  • American BlindSkiingAssociation,
  • SkiforLightInc.,
  • United States Blind Golfers Association (USBGA),
  • ExploreNationalFederationfortheBlind (NFB)/American CouncilfortheBlind (ACB)activities
  • Be aware of participation of social events for students/peersthrough Department ofAssistiveandRehabilitativeServices(DARS)/Division of Blind Services (DBS)
  • Access support groups for parents like NationalAssociationforParentsofChildrenwithVisual Impairments (NAPVI).
  • Access service agencies/volunteer agenciessuchas Big Brother Big Sister, Boy/Girl Scoutsto encourage participationwithin community activities
  • Investigate supportgroups for students withmultipleimpairments/visualimpairments(respite care)

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TransitionCoordinatedSetofActivitiesforStudentswithVisualImpairments

Employment

Activities/strategies listed inthis area focus on development of work-related behaviors, jobseeking,andkeeping skills, career exploration, skill training, apprenticeship training,andactual employment.

(Thisdefinitiontaken fromTransitionServices:HelpingEducators,Parents,and OtherStakeholdersUnderstandPostschoolOutcomes,Course of Study,CoordinatedSetofActivities;Ed O’LearyandWendyCollison, February2002)

ActivitiesandStrategies

  • Career Exploration
  • Investigate types of jobs, skills and qualifications required through:
  • interestinventories,
  • academic studies,
  • onthejobtrainingopportunities,
  • workexperiencesand
  • job shadowing
  • Develop an understanding of work, based on real life experiences
  • Obtainworkexperience(paidor volunteer) before high school, toenablestudentstobemore employable
  • Utilize skills fromthe Expanded Core Curriculum(ECC)
  • Compensatory skills
  • Daily living skills
  • Social skills
  • Self determinationskills
  • Recreation andleisureskills
  • Visual efficiency skills oOrientation and mobilityoCareer/vocationalskillsoTechnologyskills
  • ExploreresourcessuchasCareerConnect, American FoundationfortheBlind(AFB),Youthhood.com, “Occupational Outlook”, andJob Accommodation Network, consumergroups
  • Aware of vocational rehabilitation agenciessuchas (Department of Assistive andRehabilitative Services-Department of Blind Services (DARS-DBS), Lion’s World) forskills training and support services
  • Use assistivetechnology devices toresearch benefit packagesassociated with employment
  • Identify strategies for disclosure ofinformation aboutvisual impairments

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  • Be able to advocateforemployment based on skills and ability to compensateforvisualimpairments
  • Learn to presentself in aninterview(i.e. direct gaze toward speaker)
  • Developknowledgeofassistivetechnologyneedsand sources specific to individuals with visual impairments
  • Become proficientinuseof requiredassistivetechnology specifically forindividualswithvisual impairments
  • BeknowledgeableontheuseofFREE MATTER for the Blind
  • Initiate timemanagement skillsincludinglunch time, break time(using a largeprint/Braille watch to maintain punctuality)
  • Implement employability skills including interviewing, timemanagement, transportationoptions, orientation to workplace, employer expectations etc.)
  • Develop functional ability statement to includetechnicaltrainings, educational background,etc. for seeking a job
  • Becomefamiliar with the American Disabilities Act (ADA)and reasonableaccommodations
  • Have strategies for getting totheworkplace including:
  • orientation andmobility skills,
  • public transportation (e.g. Metrolift),
  • soliciting drivers,
  • compensation for drivers, etc.
  • Use “FindingWheels” as a resourcefor strategies in transportation

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TransitionCoordinatedSetofActivitiesforStudentswithVisualImpairments

InstructionandFunctionalEvaluation Activities/strategieslistedinthisareahavetodowith“instruction,”whetherthatisa formal orinformal imparting of knowledge or skills. The activities/strategies caninclude,butarenotlimited to,suchthingsasbroadcurricularareas of neededcoursework, educationalexperiences,skill training, etc/ activities/strategies thatare necessary to prepare for and takepartincollege, continuing education,further skill training,adultliving,etc.

(Thisdefinitiontaken fromTransitionServices:HelpingEducators,Parents,and OtherStakeholdersUnderstandPostschoolOutcomes,Course of Study,CoordinatedSetofActivities;Ed O’LearyandWendyCollison, February2002)

ActivitiesandStrategies

  • Learn visualimpairmentspecificorientation andmobility techniques to adapt to unfamiliarenvironments
  • Participate in away from home, overnight experiences with peersthat arebothvisuallyimpaired andsighted(residentialschool, camps, work experiences, etc.)
  • Learn to produce signature, and ifappropriate use a signature guide
  • Get Department of Motor Vehicle registration card for identification purposes
  • Learn visual impairment specific note taking skills includingusinglistening skills to getpertinent information
  • Learn visual impairment specific study skills such as organizing materials for study
  • Learn test-taking skills such as techniques for answering questions (American PrintingHouse answer sheets, oral administration, etc.)
  • Learnhowtoself-advocatein instructional settings (accommodations and modifications)
  • Compile list of educational requirements forpostsecondaryeducationnecessaryfordesired occupation
  • Obtainstudyguidesfortests (SAT, etc)in alternative media
  • Register with testing agency (SAT, PSAT, ACT, APC) in order to take tests with visualimpairmentaccommodations
  • ContactDARS-DBSfortuition waiver program
  • Learn how to get assignments to sighted instructors
  • Learn how to use readers (hire,fire,schedule)
  • Learn how to access printalternativematerials
  • Order book titles independently fromTexas State LibraryorRecordingsfortheBlindandDyslexic(RFB&D)
  • Learn how to obtain/maintainassistive technology (beyond DARS)
  • Apply for day programs
  • Learnsocialskillstoincreasepositive contacts with others(make eye contact,smile, etc.)

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  • Learnvisual impairment specifictechniques for appropriate interactions with unfamiliarpeople
  • Usealternativecommunication systems
  • Use a calendar systemto organize and communicate daily routines
  • Learn to make,maintain and organize communication symbols
  • Learn to express needs and wants through alternative communicationsystems
  • Explore distance education and correspondencecourses fromHadley School for the Blindandotherdistanceeducation
  • Develop andexpress choices and preferences
  • Learn how to communicate appreciation (for assistancegivenor for wait staff inrestaurants)
  • Learn how to use assistive technologytoaccesswebbased information/classes
  • Learn to assist in postural changes (in and out of wheelchairs)

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TransitionCoordinatedSetofActivitiesforStudentswithVisualImpairments

DailyLivingSkills

Dailylivingskills are those activities that adultsdo most every day. These can include suchthings as preparing meals, budgeting, maintaining a residence, paying bills, raisinga family,caring for clothing, and/or personal grooming.

(Thisdefinitiontaken fromTransitionServices:HelpingEducators,Parents,and OtherStakeholdersUnderstandPostschoolOutcomes,Course of Study,CoordinatedSetofActivities;Ed O’LearyandWendyCollison, February2002)

ActivitiesandStrategies

  • Meal Preparation
  • Maintain healthy mealpreparation/eating knowledgeandskills
  • Identify location of meal tools: plate, glass, utensils on table
  • Settingandclearingtable independently (e.g. etiquette)
  • Use adaptive techniquesforpersonswithvisual impairments toeat meals atalevelthatiscommensuratewithpeers including use of knife or roll to push foodonto fork
  • Independence in use ofbasickitchenutensils
  • Learnwhereto purchase adaptive house wares(Maxi-Aids,LS&S)
  • Operatevariouskitchenappliancessuchasacanopener,coffee/tea maker,popcorn maker, food processor
  • Demonstrate safe procedures with electric/gasappliances(dishwasher, stove,disposal,etc.)
  • Prepare simple foods independently
  • Independenceinfoodpreparationusingrecipes
  • Access recipes in reading mediumand follow recipes
  • Handlefoodsafely(e.g.defrostfood,fullycook by using talking or large printtimer)
  • Transfer leftovers safely-
  • tactuallywrapfoodproperly,
  • containandrefrigerateleftovers,
  • determine if food is safe to eat by using smell
  • Plan a week of meals in advance bycreatingshoppinglistinappropriateaccessibleformat
  • Accesstake out/home deliveryoptions
  • Wash and dry dishes independently

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  • Clean up kitchen area after food preparation(systematic system for wipe downof counters, etc.)
  • Performor be aware of heavy cleaning(stove,refrigerator)
  • Maintain home or residence
  • Use affective labeling systemfor maintaininghome or residence
  • Identifywhichcleaningproductstouseforvarioustasks
  • Use systematic process independently to clean floors independently
  • Use systematic processindependentlytocleansinks,toilets,bathtub/shower
  • Operate various appliances such as vacuumcleaner, washer, dryer
  • Performbasic household chores on aweekly basis (laundry, dusting,vacuuming)
  • Label appliances tactuallysuch as temperature knobs, settings on washer/dryer,microwave buttons, etc.
  • Operate household climate control devices(thermostat, portable heaters orhumidifiers) by using magnifiers or tactual markers
  • Demonstrate safe use of household tools andsupplies(e.g.pliers,screwdriver,hammer)byusingtongs/plierstoholdnailinplace so as to keep fingers frombeing injured
  • Demonstrate safe use of garden tools and supplies (e.g. shovel, rake, hoe)verifying shoveling area in relation to one’s feet
  • Help mow lawn and other yard work by using a systematic pattern to locateleavesandtoavoid skipping spaceswhen mowing
  • Investigatehousingwherelawncareisincludedand/orlearntoaccesslawncareservices
  • Label, organize household tools and supplies
  • Whensafe,assistin minor home repair
  • Determine who to call for various home repairsbyknowinghowtosolicitappropriate information fromtelephoneoperatorandothers
  • Securereferencesandrecommendationsfromservice providers for housingapplications
  • Exhibit skills for consumerism
  • Shop with assistance/supervision (if needed)forpersonal, family workrelateditems in familiar stores
  • Obtain clothing/household items in local community (e.g. tells nameslocationofstores,typesof services/merchandise offered)
  • Shop in unfamiliar storesseeking assistance tolocate items (withassistance/supervision)
  • Organize money inownwalletfor retrieval byusingfolding system, etc.
  • Compares prices/qualitybylocating information using low vision devicesorsightedassistance
  • Plan & follow a budget in an appropriate accessibleformat

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  • Useaccessiblebankingservices (e.g. checking, savings, etc.)
  • raised line checks,
  • using ATM machines (learning prompts on specific machine)
  • use large printcheck register to keep file of debits/deposits onnotetaker/computer
  • Makechangeforlargepurchases(under$100) by using an appropriate foldingmethod or compartmentalizing billsinwallet
  • List /discuss pros cons of credit & debit cards such as use of a debit card inlieu of checks for individuals with visual impairments forconvenience,whilekeeping record of spending
  • Clothing Management/Care
  • Manage own clothing; sort laundry;wash,dryandfold;
  • Storing of clothingin drawers/closets
  • Ironor remove clothesfromdryer before wrinkling
  • Identify clothing colors/matches by using tactual labels
  • Tactually sew on buttons andmendclothing
  • Use a sighted shopper toassist in clothesselection for appropriate settings (e.g.job interview, on the job, etc.)
  • Seasonal/event wear
  • Shoes, sandals, slippers, etc.
  • Coats, sweaters, shawls
  • Underclothing variety
  • Variety of clothing and use during seasons
  • PersonalHygiene
  • Bathing, washingoHair and nail careoUse of cosmetics
  • Use of appliances/prostheses
  • Glasses
  • Contact lenses
  • Prosthetic eye/s
  • Hearing aids
  • Dental care
  • Personal

  • Safety
  • Knowsafebehaviors when facedwithdangeroussituations
  • Lock doors, close windows, secure homeenvironment
  • Safelyretrieve, use, label and storepotentialharmfulmaterials,(cleaners,pesticides)
  • Knowhowtolocateandusefireextinguisher, smokealarms and carbonmonoxide devices
  • Have knowledge of emergency proceduressuchasknowinglocationofexitsandhowtogettothem(O&M instruction), utilizing 9-1-1
  • Label medicationappropriately andstorethemproperly

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  • TelephoneUse
  • Use telephone with large keypadordialtactually to accessinformation(travel,library, services, etc.) for leisure or business
  • Know how to use a telephone creditcardand/orcalling card and be able toaccess printedinformation on back of card
  • Useyellowpages/onlineyellowpages, and/ordirectoryassistance
  • Use cell phone
  • Access Service Agencies
  • Communicateonascheduledbasiswith Division of Blind Services (DBS)transition caseworker
  • Apply for Medicaid waver program

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TransitionCoordinatedSetofActivitiesforStudentswithVisualImpairments

SecondaryTransition

Activities/strategies listed inthis area emphasize activities/strategies that focus onadultlivingskills. These are generally those activities that aredoneoccasionally such as registering tovote,filingtaxes,obtainingadriver’s license, renting or buying a home, accessing medicalservices, obtaining and filing for insurance,planning for retirement, and accessing adultservicessuchassocial security.

(Thisdefinitiontaken fromTransitionServices:HelpingEducators,Parents,and OtherStakeholdersUnderstandPostschoolOutcomes,Course of Study,CoordinatedSetofActivities;Ed O’LearyandWendyCollison, February2002)

ActivitiesandStrategies

  • Self Advocacy
  • Describe disability to others
  • Have knowledge of one’s eye condition oRequest accommodations when neededo Handle own affairs (meetings, etc.)
  • Keep and make health wellnessactivities
  • Make doctor appointments
  • Ordering medications
  • Taking medications
  • Advocated services from resources and agencies
  • Maintainalistofagenciesservingindividualswithvisual 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 ofAssistiveand RehabilitativeServices (DARS)-Divisionof Blind Services (DBS)
  • Keep file of vendors that supply adaptivematerials and ordering procedures
  • Citizenship(voting,respectful of property and people)
  • Understandlegalrightsand responsibilities
  • ApplicationofCompensatorySkills
  • Indicate reading media and advocate for that media
  • Usewritingskills
  • Use orientation and mobility skills
  • Advocate and use travel accommodations

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  • TimeManagement
  • Utilize Calendar/planner
  • Budget time
  • RecreationSkills(understandingone’sstrengths weaknesses)
  • Develop interest in specific hobbyorleisureactivity
  • Reading,
  • Knitting,crochet
  • Play games, cards, or writing
  • Movies
  • Computergames
  • Participate in a variety of games and sports
  • beepbaseball,goalball,golf
  • skiing, skating,
  • jogging,workoutclub,
  • Obtain information on sport organizations for the blind (BOLD, USABA,USBGA)
  • Medical Information
  • Knowledge about insurance andMedicaidcoverage
  • Handle own affairs (Dr.’s appointments,meetings, etc.)
  • Keep and make health and wellness activities
  • Keep medical records filed
  • Keep medical appointments
  • Keepeye doctor records filed
  • Know purposes for specific medications, obtaining prescriptions, etc.
  • Social Skills
  • Community activities
  • Know dating rules
  • Practice angermanagement
  • Understandpersonalspace
  • Know options for family planning
  • Payingbillsthroughdifferent medias (personal checks, credit cards, on-line banking)
  • Set up services(electricity, water,phone,cable,etc…)
  • Vocationalattitudesandawarenessincluding:
  • Healthy work attitude
  • Responsible work behavior oSocial skills injob settingsoPersonal skills/interests
  • Knowledge of employer issues
  • Vocational technical skills such as:oBasic organizing tasksoGeneral literacy skills
  • Job related reading/writing skills

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  • Competitive Employment
  • Have knowledge of career options and sources of information
  • Haveknowledgeofjobapplicationprocess
  • Haveknowledgeofjobinterviewingprocess
  • Participate incommunity activities
  • Obtain orientation and mobility servicesforintroduction totravelin appropriate setting asneeded for adult life, employment or postsecondary education settings including:
  • Community (church, social, work environment, businesstravel)
  • Agencies thatprovideorientationandmobilityservicesneeded (DARS, GuideDog, etc.) Source: Expanded Core Curriculum)
  • Accessing public transportation
  • Apply for disability card for reduced feesforpublic transportation
  • College campusfamiliarityfortravel

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TransitionCoordinatedSetofActivitiesforStudentswithVisualImpairments

RelatedServices

Activities/strategies inthis areashould consider thecurrentand projectedrelatedserviceneedsof the student. This area of the statement of needed transition services is not for specifying theneeded related services for the next school year. Relatedservicesforthe coming schoolyearshouldbeaddressedinanother section of the IEP. Rather, the context of related services in thisstatement hastodowith determining iftherelatedserviceneeds will continue beyond school,helping to identify who or what agency mightprovide those services, helping to identify howthe student andparentcanaccess those servicesandthen connecting the student and parent towhomever will provide those servicesbefore thestudent leaves the schoolsystem. This type ofplanning, discussion, and identifying of activities/strategies should make the move from theschoolbeingonerelatedservice providertoanotheradult agency orserviceproviderasseamless aspossible for studentsandfamilies.

(Thisdefinitiontaken fromTransitionServices:HelpingEducators,Parents,and OtherStakeholdersUnderstandPostschoolOutcomes,Course of Study,CoordinatedSetofActivities;Ed O’LearyandWendyCollison, February2002)

ActivitiesandStrategies

  • Obtain orientation and mobility servicesforintroduction totravelin appropriate setting asneeded for adult life, employment orpost secondary education settings
  • Homeenvironment
  • School environment
  • Community(residential,church,social,work environment, businesstravel)
  • Map reading
  • Obtaining public transportation
  • Obtaininginsuranceforownvehicle
  • Exploreagenciesthatprovide orientation and mobility services needed (DARS,GuideDog,etc.)Source:ExpandedCore Curriculum)
  • Accessing public transportation
  • Apply for disability card for reduced feesforpublic transportation
  • College campusfamiliarityfortravel
  • Low Vision Devices
  • Identify sources for clinical low visionevaluations
  • Obtain low vision devices (DARS, ESC, LEA, SSI, community groups. LionsClubs, etc.)
  • Purchase own devices such as magnifier,monocular, etc.
  • Receivetrainingonuseofspecific low vision devices

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  • Assistive Technology
  • Identify type and sources assistivetechnologyfor home, community,andworkenvironments
  • Obtain visual impairmentspecificassistive technologyoReceivetrainingonuseofspecific assistive technologyoUse, care and arrange for repair of assistive technology
  • CounselingServices
  • Identifywhenpersonalcounselingisnecessary:DARS,privatepractice, church, good Samaritan,
  • Identify academicuniversity/college based counseling services
  • Occupational Therapy/Physical Therapy
  • Explore options to obtain services
  • Create a Resource/Address List
  • Community agencies
  • Friends
  • MedicalinformationoBusiness informationoEmailaddresses

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TransitionCoordinatedSetofActivitiesforStudentswithVisualImpairments

Acronyms

ACBAmerican Council of the Blind

ACTAmerican College Test

ADAAmerican Disabilities Act

AFBAmerican Foundation for the Blind

APCAdvanced Placement Courses

APHAmerican Printing House for the Blind, Inc.ARCAssociationofRetarded Citizens

ATAssistive Technology

ATMAutomaticTellerMachine

BOLDBlind Outdoor Leisure Development

COMSCertifiedOrientationand Mobility SpecialistsDARSDepartment of Assistive RehabilitationServicesDBS Division of Blind Services

ECCExpanded Core Curriculum

ECIEarly Childhood Intervention

ESCEducation Service Center

IEPIndividual EducationPlan

LEALocal Education Agency

MHMRMental Health Mental Retardation

NAPVINational Association for Parents ofChildrenwithVisual ImpairmentsNFB National Federation of the Blind

O&MOrientationand Mobility

PSATPre Scholastic Aptitude TestRFB&DRecordingfortheBlindDyslexic SAT Scholastic Aptitude Test

SSISupplemental SecurityIncome

TVITeacher of Students withVisual ImpairmentsUSABAUnited States Association of Blind AthletesUSBGA United States Blind Golfers Association

VIVisuallyImpaired

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TransitionCoordinatedSetofActivitiesforStudentswithVisualImpairments

Websites

AssistiveTechnology

Ai Squared

ATIAAssistive Technology Industry AssociationChristal Vision

ClosingtheGap Closing the Gap

DescriptiveVideo Service/WGBH

Texas Assistive Technology Network

USSAAC is the United StatesSocietyforAugmentative and Alternative

United States Society for Augmentative and Alternative Communication (USSAAC)

Deafblindness

CHARGE Syndrome Foundation Resources

Helen KellerNational Center for Deaf-Blind Youth and Adults National Consortium on Deafblindness (DB-LINK)

Texas Deafblind Project

Education Resources

Braille Institute Braille Through Remote Learning School for the Blind