Collaborating Partners



Transition Planning Guidebook for Young Adults who are DeafblindNew York State Transition Partnership for Children and Youth who are DeafblindTransition Planning BasicsWhat is DeafblindnessIntroduction to TransitionNYS Vocational Rehabilitation AgenciesEstablishing a Multidisciplinary TeamDeveloping an Individualized Transition PlanParent PerspectivesModes of CommunicationAssistive TechnologyCommunication Access SupportsSelf-DeterminationTravel SkillsPre-Vocational DevelopmentIndependent Living SkillsHousing OpportunitiesEducation & Transition OptionsVocational Training & Employment OptionsPostsecondary Education OptionsResources22860060325Fall 20053200400-635Collaborating PartnersHelen Keller National Center (HKNC)National Technical Assistance Consortium for Children and Young Adults Who Are Deafblind (NTAC)New York City Department of Education - District 75New York Parent Network (NYPN)New York State Commission for the Blind and Visually Handicapped (CBVH)New York State Education Department Office of Vocational and Educational Services for Individuals with Disabilities (NYSED-VESID)New York State Office of Mental Health (OMH)New York State Office of Mental Retardation and Developmental Disabilities (OMRDD)New York State Technical Assistance Project Serving Children and Youth who are Deafblind (NYSTAP)Contributing AuthorsMadeline AppellSharon Brown-LeveyClara BergPatricia ChrosniakMary ConlonAnthony D’AngeloNancy GodfreyMargaret GroceMarjorie HarringtonJudy HerlihyElga JoffeeWilliam KaneSusan LipkowitzPaul MolloySam MorganSusanne MorganLaurie MunroEmily PfohlLauretta RandolphRobert RossDorothy SteeleMary Ann van AlstyneSpecial RecognitionNew York State Transition PartnershipEditorSusanne MorganThis publication was funded through grant number H326C030033-04By the U. S. Department of Education, OSERS, Office of Special Education ProgramsWinter 2005PrefaceThe completion of high school marks the beginning of adult life. The entitlement of education and services ends and a world of opportunities opens to students and their families. For most, the transition into a vocational training program, postsecondary education or the world of work, is a semi-seamless process. However, for students with disabilities, that is not always the case. Much more advanced planning is necessary in order to ensure that the appropriate services are in place that will support the student in achieving his or her desired goals. For students with deafblindness (combined hearing and vision loss) this time is even more critical. It is often difficult to identify the appropriate professionals who possess the necessary knowledge and skills to deliver seamless services to these young adults and their families. A comprehensive, multidisciplinary team of professionals must be established in order to support the individual and his family throughout the process. This Guidebook will provide information on the overall transition process for young adults who are deafblind. Deafblindness and the varied community of deafblind individuals is defined in Chapter 1 – What is Deafblindness, with more specific information unique to deafblindness, such as communication styles, various assistive technology that is available and assorted professionals that provide communication access supports, in Chapter 5 (5A – Communication, 5B – Assistive Technology and 5C – Communication Access Supports). Critical components of transition planning, such as an introduction to transition, key agencies involved in the transition process, establishing a multidisciplinary team and how to develop an individualized transition plan are explained, in depth, in Chapters 2 (Introduction to Transition) and 3 (Critical Components of Transition Planning). Once a multidisciplinary team is in place you will be able to develop a comprehensive transition plan that will include all of the critical independent life components that will support a young adult who is deafblind. Those components include self-determination, travel skills, pre-vocational development, independent living skills, and housing opportunities and can be found in Chapter 6 – Independent Life Skills.Knowing that parents and families are at the center and are the driving force behind successful transition planning you will find helpful information written by parents for parents in Chapter 4 – Parent Perspectives. As the team begins to plan with the student and family they will be able to determine long-term goals relating to postsecondary education and employment options. These topics as well as vocational training options can be found in Chapters 7, 8 & 9. At the end of the Guidebook you will also find charts describing various combinations of hearing and vision loss that would classify a student as deafblind, key players throughout the lifespan of a deafblind student and various resources to support the student, his family and the team.Transition planning, like building a house, is a seamless process when all of the right tools are in place. Whether you are a consumer, family member or professional this Guidebook will help you build your toolbox so that you are full prepared to transition or help someone who is deafblind transition smoothly from school to adult life. Statement of PurposeThe New York State Transition PartnershipThe New York State Transition Partnership (NYSTP) was established to assist young adults who are deafblind to transition from school to the adult world as seamlessly as possible. In 1993, the Commission for the Blind and Visually Handicapped (CBVH) responded to a request for proposals from the Helen Keller National Center - Technical Assistance Center (HKNC–TAC) in order to establish “An Interagency Approach to Achieving Person-Centered Outcomes” for individuals who were deafblind between the ages of 14-26. New York was one of ten states throughout the country that was selected and became a model in the seamless delivery of transition services to young adults who are deafblind. The intent of the HKNC-TAC model was to form a State Team made up of representatives of various New York State Agencies that would provide support to Regional Teams throughout the state who were working directly with individual students. Initially, the State Team was comprised of at least one parent, one consumer, and representatives of the Commission for the Blind and Visually Handicapped (CBVH), the Office of Vocational and Educational Services for Individuals with Disabilities (VESID), the Office of Mental Retardation and Development Disabilities (OMRDD), and the State Education Department Resource Center for the Visually Impaired. It has since been expanded to include representatives from the Regional Teams, the New York City Department of Education, Helen Keller National Center, the Office of Mental Health, and college programs whose focus is on preparing teachers to work with students who have hearing and vision impairments.The first set of Regional Teams was formed through a request for proposals process, which sought applications from various groups, and individuals who were providing services to deafblind young adults. Four regional teams were formed in Rochester, Rome/Syracuse, the Capital District and New York City. Membership closely modeled that of the State Team and also included representatives of schools for the deaf, individual school districts, and the local Board of Cooperative Education Services (BOCES). The State Team and Regional Teams received comprehensive training on deafblindness, transition planning techniques, and team building skills. From this they then developed individual team mission and value statements. These statements provided the guiding philosophy of each team and helped them stay focused on assisting students in achieving successful outcomes as they transitioned from school to adult life. The team building skills helped to ensure that all members had the opportunity to contribute to the team, that meetings were run effectively, and that everyone understood how to reach consensus on all issues. Once the teams returned to their respective regions, each team identified individual students who needed a collaborative approach to transition planning. They then formed a smaller team around each student in order to support successful outcomes in school, their community, and employment. Those teams included the student, family members, individuals working directly with the student, and anyone else who was providing support to the student. This team worked with the student to identify his or her goals for the future, the necessary services and supports to help the student reach those goals and the barriers that may exist that would prevent the student from achieving success. The Regional and State Teams remained available to address systemic issues, and provide technical support, information and training when necessary and were available if the local team could not resolve an issue effectively. To assist teams in understanding the compounding issues for transition-age young adults who are deafblind, the State Team periodically would provide on-site, team-specific training. These topics have included: understanding deafness, blindness and deafblindness; the psychosocial impact of deafblindness; successful communication strategies; adaptive technology; audiology and low vision services; placement techniques; person centered planning techniques; IEPs and requirements of the Individuals with Disabilities Education Act; and other topics requested by participants. With the support of the New York State Technical Assistance Project (NYSTAP) and various state agencies, training has been provided locally or at a central location where all teams had an opportunity to gain skills and network with one another.The New York State Transition Partnership is in existence today and maintains its mission to provide seamless services to transition-age young adults who are deafblind. Since its inception, additional teams have been formed to cover the outer corners of the state. Regional Team membership has also been expanded to include representatives of private rehabilitation agencies, independent living centers and others as deemed appropriate based on the needs of the focus student. Currently, there are seven Regional Teams located throughout New York in Buffalo, Rochester, Central New York (Syracuse), Mid-Hudson Valley, Northeast New York (Albany), Long Island and New York City. If you would like more information on the State and Regional Teams refer to the Appendix at the end of the Guidebook. Table of ContentsPART I - DEAFBLINDNESSChapter 1 – What is Deafblindness?PART II – TRANSITION PLANNINGChapter 2 – Introduction to TransitionChapter 3 – Critical Components of Transition Planning3A - New York State Vocational Rehabilitation Agencies3B - The Process: Establishing a Multidisciplinary Team & Developing an Individualized Transition PlanPART III – FAMILY INVOLVEMENTChapter 4 – Parent PerspectivesPART IV – TRANSITION NEEDS OF DEAFBLIND YOUNG ADULTSChapter 5 – Communication5A - Modes of Communication5B - Assistive Technology5C - Communication Access SupportsChapter 6 – Independent Life Skills6A - Self-Determination6B - Travel Skills6C - Pre-Vocational Development6D - Independent Living Skills6E - Housing OpportunitiesPART V – TRANSITION OPTIONSChapter 7 – Education & Transition OptionsChapter 8 – Vocational Training & Employment Options APPENDIX A – Resources: New York State & NationalB – NYSTP State and Regional Team MembershipC – Defining Deafblindness: Degrees of Vision and Hearing LossGeneralSpecificAdvancedD - Person Centered Planning Essential ElementsE - The NYS Deafblind AgreementF - Key Players Throughout the LifespanG - Deafblind Related Etiologies and Syndromes REFERENCESBIBLIOGRAPHYPART I DEAFBLINDNESS Chapter 1 – What is Deafblindness?228600038100Chapter 1 – What is Deafblindness?OVERVIEWI. DEFINITIONThe term deafblind is used to describe a child or adult who has a combined hearing and vision loss. These individuals have varying degrees of residual hearing and vision and utilize multiple and varied modes of communication.II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDStudents with progressive vision and hearing losses may experience a significant change during their junior high and high school years. As students begin to age and make plans for the future they begin to become more independent and are exposed to new environments, particularly to the world of work.III. CRITICAL COMPONENTSSince there are no normed assessments on students who are deafblind in which to compare to, a portfolio of the student’s abilities and preferences is important in providing a comprehensive profile of the student and a plan for implementation.IV. PROCESSStudents who are deafblind should have on-going assessments. Changes in vision or hearing will significantly impact the student’s interaction with the world and daily learning experiences. V. KEY PLAYERSDepending on the age of the student, various professionals will be a part of the educational team, such as doctors, audiologists, optometrists, general and special education teachers, occupational and physical therapists, speech and language pathologists, orientation and mobility instructors, etc.Chapter 1 - DeafblindnessI. DEFINITIONImportant Points…Deafblindness is a low incidence disability with a high impact.Many students who are deafblind can go to college.It is important to have an accurate assessment of the student’s hearing and vision in order to provide accurate educational and vocational supports. Acquisition of communication skills is critical. A student who functions as having a dual sensory impairment can be classified as deafblind. The term deafblind is used to describe a child or adult who has a combined hearing and vision loss. This is also referred to as having dual sensory impairments. The range of communication styles and cognitive abilities within this population is greatly diverse. These individuals have varying degrees of residual hearing and vision and utilize multiple and varied modes of communication. There are very few students who have absolutely no residual vision or hearing. In fact, most students have some level of usable hearing or vision, which will significantly impact his or her learning. The causes of deafblindness are many and can be congenital (present at birth) or adventitious (acquired). Major causes of congenital deafblindness include genetic or chromosomal abnormalities, intrauterine (pre-birth) infections, and prematurity. Acquired hearing or vision losses can be due to trauma, ototoxic drug complications or unknown causes. Some students who are deafblind will have stable vision and hearing while others have syndromes or conditions that cause progressive losses. In addition to hearing and vision loss, many students have developmental delays, which may be cognitive or orthopedic. While some syndromes are known to cause dual sensory impairments and are more commonly occurring within the deafblind community (i.e. Congenital Rubella Syndrome, Usher Syndrome, etc.), the etiologies are still unknown for a great number of students with deafblindness.CAUSES OF DEAFBLINDNESSI. Pre-Birth OnsetGenetic- There are more than thirty types of hereditary deafblindness that have been identified. Common genetic syndromes are Usher Syndrome, CHARGE Syndrome, Stickler Syndrome amd Leber’s Syndrome.Congenital infections- Infections can either be viral or protozoal in nature. Common viral infections are Congenital Rubella Syndrome (CRS), herpes virus, Cytomegalovirus (CMV), varicella, etc. An example of a protozoal infection is toxoplasmosis.Ototoxic drugs- Maternal ingestion of: choloroquine, quinine salicyclates, thalidomide, aminoglysocide antibiotics (streptomycin, kanamycin, gentamicin) can cause damage to the developing fetus and result in a combined dual sensory impairment.Cognitive Processing Disorders – Cortical Visual Impairment (CVI) or Central Auditory Processing Disorder (CAPD) are two types of cognitive processing disorders. This is where the eye and the ear appear healthy but processing center in the brain does not interpret the incoming information correctly. UnknownII. Neonatal OnsetPrematurity – When infants are born with a weight less than 1,500 grams, complications often arise. Hearing and vision are often affected.Hypoxia/Anoxia – When the body is deprived of oxygen from such causes as sleep apnea or Respiratory Distress Syndrome (RDS) permanent damage can occur to the sensory systems.Ototoxic drugs- If an infant needs medical intervention at birth, ingestion of various aminoglycoside antibiotics can result in damage to the newborn.Central Nervous System (CNS) infections- If bacterial infections, such as meningitis or Group B Streptococcus, occur to the CNS and are undetected for any length of time, damage to the sensory systems is highly possible. Traumatic delivery – If trauma occurs during delivery, damage may occur to various systems throughout the body, thus resulting in sensory impairments. III. Infancy and Childhood Onset Cranial Nerve System infections- As previously stated, if, at any time, an infection that affects the CNS, such as measles, mumps, meningococcus, H. Influenzae, pneumococcus, goes untreated damage will occur to the senses and, potentially, to the brain resulting in cognitive impairments.Ototoxic drugs- Complications can arise when infants or toddlers must be treated for various medical conditions. Trauma – Damage to vision and hearing may occur due to any traumatic injury (i.e. fall, accident, or puncture). TESTING AND DIAGNOSISMost hospitals administer newborn hearing screenings to assess the hearing status of the infant. If this is not conducted or if, at any point, a hearing or vision loss is suspected, audiological and vision exams, at infancy, should be conducted as soon as possible. It is critical to determine a baseline of the functionality of the senses. There are times, however, that a student may be tested and does not meet the criteria of “deafblindness” under various requirements. Federal law, however, allows students to be considered deafblind if they are “functioning” as if they are deafblind. This means that a student may fall into an age appropriate, normal range of vision and hearing yet is not able to use his senses in order to interact with the world around him as his typical peers do. This is the case with students who have Cortical Visual Impairment (CVI) or Central Auditory Processing Disorder (CAPD). With these conditions, the eye and ear appear healthy but the processing center in which information is interpreted and understood within the brain is not functioning accurately. When these two conditions are combined with one another or one is combined with a different type hearing or vision loss, these students may be “functioning” as if they are deafblind. These students are then eligible to qualify for services. Children are also eligible for state services, while in the school system, if they are considered to be “at risk.” Being “at risk” may mean that testing is inconclusive, the student has fluctuating hearing or vision losses or the student has a progressive condition in which his hearing or vision loss will worsen over time.DEFINITIONS FOR ELIGIBILITY FOR SERVICESCommission for the Blind and Visually Handicapped (CBVH)Vocational and Educational Services for Individuals with Disabilities (VESID)Federal Definition – Individuals with Disabilities Educational Act (IDEA)- legally blind, 20/200 corrected vision or less than 20 degrees of peripheral field vision, varying levels of hearing loss- varying degrees of vision loss, severe to profound hearing impairment that takes into consideration functional needs- auditory and visual impairment, the combination of both which creates severe communication and learning needsIMPLICATIONS OF DEAFBLINDNESSSince the two major sensory channels (hearing and vision) are impacted, any of the following developmental areas may be affected: Communication/language developmentMovement and motor developmentCognitive development and the ability to learnEmotional/social developmentBody image and self-conceptII. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDStudents with progressive vision and hearing losses may experience a significant change during their junior high and high school years. It is critical that the student be made aware of his or her condition so that he or she may be able to prepare adequately. As students begin to age and make plans for the future, they begin to become more independent and are exposed to new environments, particularly to the world of work. Being familiar with the particular vision and hearing needs of the student will allow for better communication access and will foster feelings of assurance and self-determined behavior. III. CRITICAL COMPONENTSHearing and vision connect us to the world that exists beyond personal body space. It is through these senses that world concepts and social relationships are formed. These combined sensory impairments create a special set of challenges that impact the overall development of the student. Since students who are deafblind cannot always access their total surroundings, all educational, social and personal interactions must be brought to the student and presented in a way that is accessible. Educational and transition planning must be uniquely coordinated for children and young adults who are deafblind. The combined effects of vision and hearing loss must be considered in every venue in the student’s life. Whether included in the regular education classroom or in special education classrooms, children who are deafblind need learning environments that meet their unique needs. The family and educational team must be aware of these components when making academic and transition planning decisions.Children and youth who are deafblind require assessment of their current skills and abilities and a comprehensive plan that addresses their needs. Assessments of student needs should include functional vision and hearing, communication abilities, orientation & mobility skills, and independent living skills. Since there are no normed assessments on students who are deafblind in which to compare to, a portfolio of the student’s abilities and preferences is important in providing a comprehensive profile of the student and a plan for implementation.IV. PROCESSStudents who are deafblind should have on-going assessments. Changes in vision or hearing will significantly impact the student’s interaction with the world and daily learning experiences. The educational team should consider the following areas:Range and variety of experiencesAccess to incidental learningMobilityControl of the environment & daily life experiencesDevelopment of motor skillsAccess to social interactionsEffective communication skills and systemEmotional supportAdapted from “Educating Children with Multiple Disabilities” by Orelove, F., Sobsey, D., & R. SilbermanV. KEY PLAYERSIn the early years of children who are deafblind there is a high presence of medical staff; doctors, geneticists, audiologists, optometrists and ophthalmologists, etc. As the child ages, many educational professionals and therapists enter the picture such as general and special education teachers, occupational and physical therapists, speech and language pathologists, orientation and mobility instructors, and social workers. Naturally, the student and the family members are the consistent players throughout the student’s educational programming and transition planning. PART II –TRANSITION PLANNINGChapter 2 – Introduction to TransitionChapter 3 – Critical Components of Transition Planning3A – New York State Vocational Rehabilitation Agencies3B – The Process: Establishing a Multidisciplinary Team & Developing an Individualized Transition Plan2286000126365Chapter 2 - Introduction to TransitionOVERVIEWI. DEFINITION"Transition planning" refers to the process of identifying services needed by a young adult with disabilities. This process, for youth between the ages of 14 and 21, requires multidisciplinary educational team planning, community learning experiences, and related services to develop skills, knowledge and abilities that will allow the student to become an empowered, self-determined adult.II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDThe successful transition of students with disabilities from school to adult life is a shared responsibility by the schools and adult agencies as defined in the reauthorization of the Individuals with Disabilities Education Act (IDEA) of 1997, IDEA 2004 and in the 1998 Amendments to the Rehabilitation Act of 1973.III. CRITICAL COMPONENTSThe multidisciplinary approach to service planning and delivery is essential to students with deafblindness.IV. PROCESSAs the IEP is developed, student/family driven goals and outcomes must be determined. Long-term adult outcome statements are destination statements based on the student’s hopes and dreams for himself. V. KEY PLAYERSMany people, government agencies and organizations have distinct roles and responsibilities in supporting the successful transition of youth from school to community life, including the student, family, educators, and representatives of various agencies.Chapter 2 - Introduction to TransitionI. DEFINITIONImportant Points…Transition is a lifelong process.Transition teams must be multidisciplinary.Transition planning for young adults must begin at 14.The IEP must reflect the interests and preferences of the student and family.Transition occurs throughout the individual’s lifespan. There are developmental transitions, placement and agency transitions and transitions from one phase of life to another. "Transition planning" refers to the preparation of services for a young adult with disabilities. This planning is done so that the young adult can move smoothly from school to community life. Being a community member includes being an active community participant and/or working, pursuing post-secondary education and being engaged in social and family activities. This process, for youth between the ages of 14 and 21, requires multidisciplinary educational team planning, community learning experiences, and related services to develop skills, knowledge and abilities that will allow the student to become an empowered, self-determined adult. Self-determination, empowerment and effective skills will assist the young adult in becoming successful in post-school living. Transition Services is a coordinated set of activities for a student with a disability, designed within an outcome-oriented process, that promote movement from school to post-school activities. These include, but are not limited to: post-secondary education;vocational training;integrated competitive employment (including supported employment);continuing and adult education; andcommunity participationII. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDThe successful transition of students with disabilities from school to adult life is a shared responsibility by the schools and adult agencies as defined in the reauthorization of the Individuals with Disabilities Education Act (IDEA) of 1997, further defined in IDEA 2004 and in the 1998 Amendments to the Rehabilitation Act. Both laws share the vision that youth with disabilities should experience a smooth transition from education to employment and adult life. Both pieces of legislation require increased accountability for outcomes of students with disabilities and support collaboration between educational entities and state agencies. IDEA and the Rehabilitation Act embrace an outcome-oriented philosophy. IDEA expects post-school outcomes to include post-secondary education/training, employment, and community living (residential, recreation/leisure, and participation). The Rehabilitation Act defines this expectation more clearly with a focus on career development, competitive employment in the integrated labor market, and self-sufficiency of the individual. The timeframe for transition-age young adults is a critical one. It is especially so because it is during this period that transition-age youth move from a world of entitlement to one of eligibility. The law governing requirements for students with disabilities in the classroom and throughout their educational experience is IDEA. Services necessary for a student to achieve his maximum potential are mandated and must be provided. However, upon graduation or departure from the educational system, the young adult with disabilities now enters a world of eligibility where services must be sought after and applied for. Automatic provision of services is not guaranteed hence the need for consumer empowerment and knowledge of the system. Multidisciplinary planning, at a younger age, will ensure a smoother transition into these services. Students who are deafblind (with a combined hearing and vision loss), need comprehensive educational planning that covers all aspects of development throughout their academic programming. This planning is specifically designed to build student skills and prepare students for an effective transition from school to adult living. Essential to students with deafblindness is the multidisciplinary approach to service planning and delivery. A transition team for a student who is deafblind should reflect the following educators and related service providers: StudentFamily/GuardianGeneral education teacherSpecial education teacherSpeech PathologistAudiologistSocial WorkerOccupational & Physical therapistVision Education TeacherOrientation & Mobility SpecialistInterpreter/Intervener/Support Service ProviderTransition Specialist/CoordinatorVocational Rehabilitation CounselorPrior to the 1997 reauthorization of IDEA, students with more than one disability were identified as having multiple disabilities and were thus provided services based on their “primary” disability (i.e. either hearing or vision loss). This approach did not consider the combined effects of a dual sensory loss and did not prove effective in service delivery and educational success. For the first time in legislative history specific language on the combined sensory loss of vision and hearing was imbedded into IDEA and requires school districts to identify a student who has a hearing and vision loss as deafblind as their primary disability. Doing so allows access to the array of services necessary to support the student’s overall development. III. CRITICAL COMPONENTSThe school district Committee on Special Education (CSE) has the legal responsibility to coordinate transition planning and mandate transition services through the Individualized Education Program (IEP). The IEP is a legal document that reflects educational goals for a student and describes how services will be delivered and by whom and requires parental/guardian approval. Active participation of the student, family and community agencies is necessary in order to make the transition process effective and meaningful for the student. In New York State, transition components are built into the student's IEP for special education, into the annual guidance plan for students in general education and/or Individualized Plan for Employment (IPE) for vocational rehabilitation. All youth with disabilities, ages 14-21, must have transition components written into their IEP. A statement of planned transition services must be documented at age 12 and active transition planning statements must be included in the IEP by age 14.Before the child reaches age 14, the school district Committee on Special Education (CSE) is required to meet with the family, student and professionals from local agencies to discuss what skills and knowledge the student will need as an adult. This involves a discussion of the student's needs, preferences, and interests. Programs and services will be planned to prepare the student to achieve adult life goals. The programs and services determined by the CSE team become part of the child's IEP. These plans will be reviewed and updated annually until the student completes school or reaches the age of 21.Federal regulations indicate that instruction will be the emphasis of transition services beginning at age 14. At age 15, New York State regulations require that all strategies be used including instruction, related services, community experiences, development of employment or other post-secondary outcomes, and if appropriate to the student, development of daily living skills and/or functional evaluation. Depending on the student's unique needs and abilities, the following transition-related skills may also be addressed in the IEP/Transition Plan: occupational educational course sequences, specific courses deemed necessary, testing modifications, assistive technology, communication services, and extracurricular participation. Additional education-related services could include in-school and community based work experiences (paid or non-paid), vocational/career-technical training, career exploration, preparation for post-school activities and specialized transportation.IV. PROCESSAs the IEP is developed, student/family driven goals and outcomes must be determined. Long-term adult outcome statements are destination statements based upon the student’s hopes and dreams for himself. These are future statements, not behavioral objectives, and should be written to reflect current capacity emphasizing the preferences and interests of the student as well as future expectations as stated by the student and his family. There should be at least one outcome statement in each of the following areas that is developed in collaboration with the student and family.A. EmploymentWill the student become part of the general workforce, if so, in what capacity? Will the individual be competitively employed or work in a supported employment environment?B. Post-Secondary Education Will the student pursue further education? This includes all lifelong learning activities such as: adult education, skill improvement workshops, training for hobbies as well as two and four-year college, armed forces and technical schools.C. Community Living: How will the student be interacting with the community (outside of work and educational settings)?After the goals and objectives are determined a coordinated set of activities is developed. This set of activities may include: instruction and related services,community experiences,development of employment and other post-school adult-living objectives; andif appropriate, acquisition of daily living skills and functional vocational evaluation. Finally, participating agencies that could support these activities, are identified. These are agencies, other than the local school district, who have agreed to provide transition services to the student. Collaborative planning and activities also provides the information for the vocational rehabilitation counselor and the school to co-develop their service plans.V. KEY PLAYERSMany people, government agencies and organizations have distinct roles and responsibilities in ensuring the successful transition of youth from school to community life.Transition planning participants include:Student – the student should be present and an active participant in the planning process. If the student does not attend, the school district is responsible in taking additional steps to ensure that the student's preferences and interests are considered.Parent/guardian – if the student is under the age of majority, a parent/guardian is to be present. If the student is 18 years of age or older, and the parent/guardian does not have legal custody, the student is allowed to sign his own IEP/IPE/Transition Plan.School district representatives - including special and general education teachers, other service providers and the district representative.Representative of any agency – including any agency that is likely to be responsible for providing or paying for transition services. The school district should obtain participation of representatives from all necessary agencies during the planning of transition services.Anyone else, as mentioned above, at the discretion of the student, family or local education agency.Chapter 3A – New York State AgenciesOVERVIEWI. DEFINITIONThree state agencies in New York provide rehabilitation services to students who are deafblind and assist the student with the necessary assessments, training programs and follow-up support as he or she grows academically or vocationally.II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDWhile vocational rehabilitation (VR) agencies are mainly adult service providers, particular services can be provided by CBVH and VESID while the student is still within the educational system. III. CRITICAL COMPONENTSLeaving the educational system is challenging for consumers and families because they are moving from a system of entitlement to one of eligibility.IV. PROCESSThe Individualized Plan for Employment (IPE) must be developed and include written employment related goals and all of the necessary steps it will take to achieve the specific employment goal.V. KEY PLAYERSVocational rehabilitation counselors, as well as the student and family, play a significant role in the life of a transition-age young adult who is deafblind. Chapter 3A – New York State AgenciesI. DEFINITIONImportant Points…Students who are deafblind are not automatically enrolled into the Vocational Rehabilitation (VR) system.A student, VR counselor and educational team, can develop an Individualized Plan for Employment (IPE) two years before exiting the school system.Particular services can be provided by CBVH and VESID while the student is still within the educational system.Students who have a combined hearing and vision loss have a choice between state VR agencies.Leaving the educational system is challenging for consumers and their families because they are moving from a system of entitlement to one of eligibility. While a student is still in school, the school district must provide all accommodations so that the student can benefit from educational programming as equally as possible as his or her peers. It is critical that the student and family become familiar with the VR process and all that it entails. Each VR agency has eligibility requirements and parameters by which it operates. For students who have a combined hearing and vision loss, it may be difficult to determine which agency would best meet the needs of the student. The individual determines affiliation with a particular agency, usually after meeting jointly or separately with both agencies. In 1985 an agreement was created between both VR agencies (see Appendix). The agreement allows the consumer to choose which agency will provide him or her with VR services. It also allows the other agency to provide information and assistance.II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDTransition planning is a comprehensive planning process that incorporates where the student will be living, learning, and working in his community. There are two state agencies in New York that can provide technical assistance and support to individuals who are deafblind throughout this process; the Commission for the Blind and Visually Handicapped (CBVH) and the Office of Vocational and Educational Services for Individuals with Disabilities (VESID).Vocational Rehabilitation (VR) agencies will provide transitional services to students between the ages of 14 and 21. During the transition years of a young adult who is deafblind, the Vocational Rehabilitation (VR) counselor should define the VR process, describe the student’s rights and responsibilities as a consumer of services and outline expectations of the VR process. Additionally, the VR counselor should help identify the various methods that could properly assess the student’s vocational interests and help interpret the results of the assessments, provide information to assist in the selection of suitable vocational goals and make linkages to other appropriate state agencies or service providers that can carry out services identified in the student’s Individualized Education Program (IEP). While the VR agencies are mainly adult service providers, particular services can be provided by CBVH* and VESID while the student is still within the educational system. *CBVH also provides children’s services through Children’s Consultants on MISSION FOR THE BLIND AND VISUALLY HANDICAPPED (CBVH)The mission of the New York State Commission for the Blind and Visually Handicapped is to enhance employability, maximize independence, and assist in the development of the capacities and strengths of people who are blind and visually impaired. Rehabilitation services are administered through four program areas: Vocational Rehabilitation (training toward an employment goal), the Business Enterprise Program, Independent Living for older adults and those not seeking employment, and Programs for Children. Services are coordinated by counselors and children’s consultants located in regional offices across the State.The VR program offers guidance and counseling to assist individuals in finding or retaining employment. Vocational counselors work with an individual to develop an Individualized Plan for Employment (IPE). The IPE acts as a road map to guide the consumer toward his/her employment goals. Goals vary, and include preparing for and finding a job, continuing at a current work place or maintaining a household independently.While the student is still in the educational system, the following services may be provided by CBVH through the VR program:technical assistance and information about employment optionsrehabilitation teaching – outside of school hours, for application in the homeorientation and mobility – outside of school hours, for application in the community low vision exams and devices adaptive equipment for home use social casework services summer youth employment and/or work experiences, which may include job coaching reimbursement to the employer for training expenses (wages) a training stipend to the student to cover work related expenses (e.g. maintenance and transportation) when the student is not paid wages by the employer After the student has developed an IPE and is preparing to exit the school system, a wider array or rehabilitation services can be made available, such as:High technology assessments Training and equipment if needed in a post-secondary setting Vocational training programs specific to the student’s vocational goalWork Experience Training and On-the-Job Training VOCATIONAL AND EDUCATIONAL SERVICES FOR INDIVIDUALS WITH DISABILITIES (VESID)The mission of the New York State Education Department Office of Vocational and Educational Services for Individuals with Disabilities (VESID) is to promote educational equity and excellence for students with disabilities while ensuring that they receive the rights and protections to which they are entitled. VESID oversees special education services for students in pre-Kindergarten through twelfth grade and to adults who have exited the educational system and have qualified for rehabilitation services. VESID strives to ensure that youth with disabilities are prepared to transition smoothly from secondary education to adult living, learning, or earning roles in their communities. The school district’s Committee on Special Education (CSE) has the legal responsibility to coordinate transition planning and services for all youth with disabilities who are between the ages of fourteen and twenty-one. Formal transition planning must be a component of the student’s Individualized Education Program (IEP).VESID can offer vocational rehabilitation consultation to the CSE. VESID begins with the presumption that all persons with disabilities can benefit from vocational rehabilitation services and should have opportunities to work in vocational opportunities that are integrated within their home community. VESID provides vocational rehabilitation and independent living services to all eligible persons that will support individuals to work and live independent, self-determined lives. Counselors guide individuals through their Individualized Plan for Employment (IPE) to reach their employment goals. Once an IPE has been developed, services will be identified that will support the plan. These services may include vocational assessments, vocational counseling, post-secondary education or vocational training, and job placement. To assist individuals meet their educational and employment goals, VESID works with the general community, various agencies, schools, and the multitude of members within its own network. Lifelong Services Network provides technical assistance, information and referral services for children and adults with disabilities and professional development. The team is charged with improving outcomes for children, students and adults with disabilities by increasing coordination, communication and cooperation between members of the Network. Network members provide a variety of services for parents, school professionals and parents.New York State Regional Transition Coordination Site NetworkRegional Transition Coordination Sites assist local communities to implement transition planning and services. Their objectives are to:Coordinate existing resources within the geographical area of each site to provide information, training and technical assistance to support school districts, families, students and community agencies in their implementation of transition planning; andAssist at the local and community levels in expanding services that enhance transition of students with disabilities from school to postsecondary educational opportunities, community living, adult services and employment.OFFICE OF MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES (OMRDD)OMRDD provides access to services for people with mental retardation and developmental disabilities. OMRDD’s mission is to provide specially designed person-centered assistance to individuals with developmental disabilities as requested by that person or by his or her family. It does so through a regional system dividing the state into sections that are overseen by Developmental Disabilities Services Offices (DDSOs). There are 14 DDSOs across the State, thereby enabling people to connect with services that are provided within their home community. An individual or family member should contact the DDSO within his or her region in order to begin a discussion regarding eligibility, funding options, availability of services, and coordination of services. In partnership with consumers, families, staff, private providers and local governments, these offices seek to improve the quality of life of individuals and their families through the provision of quality, cost-effective housing, employment and family support services.Services for eligible persons in New York State are provided through a network of public and private providers. These services may include counseling, crisis intervention, day services/day habilitation, employment services, environmental modifications/ adaptive equipment, evaluation, intake and referral, family care, family support services, financial assistance, forensic services, health care, housing/individual support services, in-home services, parent advocacy and training, recreation (day or residential programs), residential services, respite services, service coordination, transportation and waiver services. Providers work in collaboration to ensure that high quality services are delivered in an individually designed fashion. Individualized Service Plans (ISPs) are developed for each person who receives services from OMRDD. They are developed through a person-centered planning approach and should afford the individual choices that reflect the individual preferences of the person being served while meeting his or her mission for the Blind and Visually Handicapped (CBVH)CBVH’s primary focus is on providing rehabilitation services to students who are legally blind and who may have additional disabilities.Vocational and Educational Services for Individuals with Disabilities (VESID)VESID provides educational and vocational support to student with various disabilities, including those who are deaf.Office of Mental Retardation and Developmental Disabilities (OMRDD)OMRDD’s responsibility is to prevent and provide early detection of mental retardation and developmental disabilities and plan for the delivery of comprehensive services.III. CRITICAL COMPONENTSIt is important for individuals who are deafblind to know that they may be able to qualify for services from two different state agencies in New York, Commission for the Blind and Visually Handicapped (CBVH) and the Office of Vocational and Educational Services for Individuals with Disabilities (VESID). A student can maintain active status within each agency, simultaneously. These agencies will assist the student with the necessary assessments, training programs, placement and follow-up support as he or she grows academically or vocationally. Students may also qualify to receive services from The New York State Office of Mental Retardation and Developmental Disabilities (OMRDD). OMRDD is responsible for the prevention and early detection of mental retardation and developmental disabilities. They also provide comprehensive services which can include care, treatment, habilitation and rehabilitation of individuals with mental retardation and developmental disabilities.IV. PROCESSThe first step of the Vocational Rehabilitation process is to gather information to assess the student’s eligibility for services. In order to be eligible for services:the student must have a physical or mental impairment (for CBVH services, one of the disabilities must be legal blindness) the student’s impairment must result in a substantial impediment to employmentthe student must require VR services to prepare for and obtain employment.If the student does not meet eligibility, the counselor will help identify other resources, which might help the student meet his or her adult goals. Members of the transition team will also play a critical role identifying additional resources. The next step is to provide the student with information and experiences to help him or her select a goal for employment. It may also help to gather more information about what the student likes to do and his or her skills and abilities. The VR counselor will assess the transition-age student by using pre-vocational skills assessment measures and training programs to determine his or her knowledge, skill level, vocational interests, and job-related social behaviors. If an assessment identifies a particular area, the VR counselor and the educational team can address those areas by establishing a training program to meet those needs. It is also important to establish opportunities for the student to participate in real work experiences. A major goal of a transition program is to assist the student in achieving a successful employment experience prior to leaving the school system. This approach lessons the gap between school experience and the world of work. Prior to the student exiting school, the Individualized Plan for Employment (IPE) must be jointly developed. This will include an employment goal, noting the necessary steps it will take to achieve that goal. The student and VR counselor should also identify how they will be able to measure progress towards achieving the identified goal. Collaborators, such as other state or local agencies, should be identified along with a description of the services they will provide. Once the IPE is completed, the VR counselor and the student (and family, if necessary) will sign the document. The IPE can be amended at any time as needs and changes arise. The student should obtain a copy of the IPE in accessible format for his or her records along with information about the Client Assistance Program. Many services are provided at no cost to the student and his/her family. However, provision of some services depends on economic need. Some students and their families may be asked to contribute to the cost of some services listed on the IPE. Recipients of Social Security Disability Insurance, Public Assistance or Supplemental Security Income are exempt from this responsibility.V. KEY PLAYERSVocational rehabilitation counselors play a significant role in the life of a transition-age young adult who is deafblind. The family members and the young adult who is deafblind, however, remain involved throughout the process. It is critical for the family to develop partnerships with professionals who are involved in the educational and adult service system. Developing partnerships and a network of informed individuals will assist in a seamless transition from school to adult life. Chapter 3B – The Process: Establishing a Multidisciplinary Team & Developing an Individualized Transition PlanOVERVIEWI. DEFINITIONII. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDIII. CRITICAL COMPONENTSIV. PROCESSV. KEY PLAYERS Chapter 3B – The Process: Establishing a Multidisciplinary Team & Developing an Individualized Transition PlanI. DEFINITIONImportant Points… II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDIII. CRITICAL COMPONENTSIV. PROCESSV. KEY PLAYERS PART III – FAMILY INVOLVEMENTChapter 4 – Parent Perspectives2057400307975Chapter 4 – Parent PerspectivesOVERVIEWI. DEFINITIONA successful transition involves active participation of the student, the family and professionals. It is critical that all parties work together, with the same objectives in a comprehensive fashion.II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDTransition from school to work and adult life is a very critical time. It is imperative that comprehensive planning begin as early as possible for the student.III. CRITICAL COMPONENTSAdvocacy is an important component in transition planning for both the student and his or her family members. IV. PROCESSTransition needs to be planned and organized ahead of time. START EARLY!V. KEY PLAYERSThe student who is deafblind, his parent and family members are the key players throughout the transition process. Chapter 4 – Parent PerspectivesI. DEFINITIONImportant Points…Families are encouraged to let their child take risks.Students and families are encouraged to be involved in all aspects of program planning. Be familiar with laws that support the transition process.Work in partnership with professionals who know the young adult very well.A successful transition involves active participation of the student, the family and professionals. It is critical that all parties work together, with the same objectives in a comprehensive fashion. As parents of children who are deafblind we believe that the following factors are important.Young adults who are deafblind should have…The ability to lead a self-determined life without the influence or control of others,The knowledge that his or her choices are honored, andFull involvement in the decision-making process. Not all young adults with dual sensory impairments will be able to plan for their future without support. However, there are areas in which all young adults who are deafblind should be allowed to have decision-making power and influence in decisions that are being made on his or her behalf. Understanding the planning process is a learned skill. Children need to be educated on the system so that they know their rights and their options when it comes to educational, vocational and community or recreation planning. II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDTransition from school to work and adult life is a very critical time. It is imperative that comprehensive planning begins as early as possible for the student. This planning must include academic components, vocational training options, independent living skills, orientation and mobility training and communication strategies. The student must be prepared for changes that are going to be occurring in the next phase of his or her life.III. CRITICAL COMPONENTSChildren should be encouraged at an early age to make choices about small things in their life, such as deciding what clothing to wear, which food item to eat or which book to read. Having these small experiences is the beginning of being self-determined. They will learn that choices have consequences (good and bad) and that choices should therefore be as well thought out as possible. Knowing that they have options and that making choices for themselves will be empowering can improve the quality of their life. Advocacy is an important component in transition planning for both the student and his or her family members. For Parents: Become informed about the laws that support the transition process.Ask your child about his or her dreams and goals in a way that is appropriate for your child. Provide opportunities for broad life experiences.Advocate in order to secure the best possible service for your son or daughter. Know your child’s abilities, skills and needs. Be clear on what type of supports work best for your child.Teach your child how to advocate for him or herself.Encourage your child to be an active participant in the IEP and transition planning meetings.Have clear, realistic goals.When making action steps with the multi-disciplinary team, ask for specific timelines and persons responsible to carry out the activities identified.For Students:Learn how to self-advocate. Learn the strategies necessary to speak up for yourself. Know yourself so that you can tell people what your future goals. Be sure to say what you want and how you feel. Ask for help, if necessary. Know the facts and know who can help you get what you want.The more you know about the system the more you will achieve. The way to spell SUCCESS…Start early with the transition processUtilize all of your resourcesCommitment from family and teamCommunity involvementEnhanced knowledge and continue trainingSelf-determination as part of the planSurprise ……You can do it!New York Parent Network 2004IV. PROCESSTransition planning needs to be coordinated with many people. The organization of services is time consuming so start early! It involves many players in order for the child to move smoothly into a new realm whether it is a different location, school, work, or living arrangement. Supports such as assistive technology and adaptive equipment should be in place when the student is ready to make a transition. During the decision-making process, parents and family members need to work in partnership with professionals who know the young adult who is deafblind.Consider the following steps: Define the issue. Recognize the importance of having adequate information to consider the “who, what, when, where, why, and how” of the problem. Brainstorm. Think of as many different options as possible for resolving the issue or goal. Be creative, open-minded and aware of the people and services that may help you. Evaluate and choose alternatives. Consider each option and choose the one that is agreed upon. Communicate the decision to others. Share decisions with interested parties and secure their help.Take action by implementing the plan. Identify a chosen course of action with immediate, intermediate and long-term steps. Evaluate the outcomes of an action. Review the progress on the plan identifying both benefits and setbacks. V. KEY PLAYERSThe student who is deafblind, his parent and family members are the key players throughout the transition process. They must learn to partner with all of the necessary educators, professionals and support staff to achieve the desired outcomes. Key points for parents to remember:When the correct supports are in place parents need to learn to “let go.”Increase the trust in your child.Allow the youngster to make some mistakes. Choices will empower the student to make decisions.Use networking, community inclusion and shared information to help transition into adulthood. PART IV –TRANSITION NEEDS OFDEAFBLIND YOUNG ADULTSChapter 5 – Communication5A – Modes of Communication5B – Assistive Technology5C – Communication Access SupportsChapter 6 – Independent Life Skills6A – Self-Determination6B – Travel Skills6C – Pre-Vocational Development6D – Independent Living Skills6E – Housing Opportunities2057400211455Chapter 5A – CommunicationOVERVIEWI. DEFINITIONCommunication is a social act or behavior that occurs between two or more people and is a shared, reciprocal process. It is an act that can be verbal, visual or tactual and incorporates facial expressions, gestures, vocal intonation, print or pictures, body movements, touch and behaviors.II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDYoung adults who are deafblind must have an effective method of communication strategies as they prepare to enter into the general community.III. CRITICAL COMPONENTSA plan for teaching language development for the student will be determined and carried out by the IEP team and family members. Strengths and challenges of the student across many areas of development need to be assessed in order to establish an effective communication system.IV. PROCESSA major component of the deafblind student’s educational programming will be to develop and enhance his or her communication skills. This development will occur with the support of the IEP team and from the student’s family members. V. KEY PLAYERSProfessionals that can contribute to the communication plan for the student should be involved throughout the academic year and assist in educating the community agency representative on the particular communication needs of the deafblind student.Chapter 5A – CommunicationImportant Points…Communication for deafblind individuals occurs on a continuum. There is no one single method of communication that is effective for all deafblind students.A communication system that meets the needs of the student and the general population will be extremely important during adolescence.It is imperative that the student be reevaluated throughout the academic calendar as the status of his or her vision or hearing may changeAll appropriate assistive devices, such as amplification systems, visual aids and assistive technology, should also be considered in order to facilitate language development.I. DEFINITIONCommunication is a social act or behavior that occurs between two or more people and is a shared, reciprocal process. It is an act that can be verbal, visual or tactual and incorporates facial expressions, gestures, vocal intonation, print or pictures, body movements, touch and behaviors. Various types of cues are used between two communication partners, which allows a conversation or a communication interaction to occur. These cues may include touch, objects, context and movement, gestures, tangible symbols, sign language and speech and are imbedded in all language systems. Due to hearing and vision limitations, these cues are difficult or impossible for a deafblind child to access and develop in a way that is age-appropriate; therefore, they must be taught directly to the child. Communication is an essential human behavior. It conveys meaning to another in order to affect change. In order for the student who is deafblind to successfully move from home to school and ultimately into the community the student must acquire an effective set of communication skills. Communication for deafblind individuals occurs on a continuum, therefore there is no one single method of communication for all deafblind individuals. A student who is deafblind may utilize gestures, pictures, objects, speech, sign language or a combination of all of the above as an effective means of communication. As the child develops, he or she gains a more sophisticated set of communication skills that allows him or her to interact effectively with others, advocate for his or her needs and gain self-confidence in order to thrive as an active member of society. II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDYoung adults who are deafblind must have an effective method of communication strategies as they prepare to enter into the general community. It is during this time that students begin to explore their futures and start becoming more actively involved in the world of work. A student may be interacting with the general population for the first time during these years while he or she is participating in various vocational activities. No matter what the student’s method of communication, he or she must be prepared to communicate with supervisors and co-workers who communicate differently. It is critical, therefore, that a student who communicates through sign language, for example, have a set of communication cards that can be presented to people whom he or she will come in contact with. A communication system that meets the needs of the student and of the general population will be of utmost importance during the adolescent years.Transition planning services must include a communication evaluation and plan of action. It is helpful to identify different scenarios in which communication interactions will take place. For example, if a student is interacting with his peers in the classroom, co-workers on the job and senior citizens at the local community center then it is imperative that a set of communication strategies be established that will prove successful in each separate environment. Whatever system of communication is chosen, whether it be pen and paper, communication cards or assistive technology, it is critical that it be lightweight and easily portable. If an assistive device is cumbersome or stationery then it will not prove effective and may, in fact, impede naturally occurring communication interactions.III. CRITICAL COMPONENTSIt is essential that the Individualized Education Plan (IEP) address the language acquisition needs of the student. A plan for teaching language development for the student will be determined and carried out by the IEP team and family members. Strengths and challenges of the student across many areas of development need to be assessed in order to establish an effective communication system. The areas to be considered are vision and hearing status, cognitive abilities, motor skills and additional medical needs. All appropriate assistive devices, such as amplification systems, visual aids and assistive technology, should also be considered in order to facilitate language development. It is important that decisions be made on an individual basis. It is recommended that the student’s communication needs be evaluated and reviewed at least twice a year to ensure that the student’s receptive and expressive communication skills are adequate and that the rate of learning is commensurate with the communication style that has been MUNICATION METHODS USED BY STUDENTS WHO ARE DEAFBLINDEMERGING LANGUAGE SKILLSIndividuals, who were not taught or able to develop formalized language skills, whether spoken or sign language, are often considered as having emerging language skills. They may communicate in a way that incorporates nontraditional means of communication such as gestures, home signs (signs known only to the student, the family members or significant others), pictures, objects, pointing, or basic vocabulary. However unconventional as these systems may appear that may prove extremely effective for the deafblind student and his communication partners. Visual or TactualCommunication Boards, Books and Sequence Boxes – Utilized by individuals who have emerging language skills and may include object cues, pictures, or words (Braille and print combination). These methods are always individually tailored.Object Symbols – Students may utilize concrete tangible symbols in order to make the linguistic connection between a signed or spoken word. Students who have significant visual impairments may utilize tactual symbols or objects as their main mode of communication or before moving onto more abstract representations, such as a signed, spoken or printed.FORMALIZED LANGUAGE SKILLS There is a multitude of ways that students who are deafblind and who have formalized language skills may use to communicate. Below are examples of these various systems and languages that are used.Pictorial or PrintPrint on paper (Note Writing) – Paper and black felt tip marker is placed strategically in a size that is acceptable to the student. Letters are formed in block prints and large enough to be visible to the audience. This method is often used within group settings.Assistive Technology/DevicesAlternative Communication Devices/Tools – In order to facilitate communication various augmentative devices such as dry erase boards, computers, televisions, software programs, TTYs with large visual displays, etc. are used by deafblind individuals (See Chapter 5B - Assistive Technology).Spoken Language (Aural/Oral)Aural – Auditory reception of spoken words or environmental sounds by the residual hearing of the individual relying on sounds for information. This may be amplified with the use of Assisted Listening Devices (see Chapter __ on Assistive Technology).Oral – Spoken transmission of words through vocalizations with or without the support of gestures or sign language. This method often incorporates speechreading and facial movements to aid in comprehension. Visual Sign LanguageFingerspelling – The one-handed manual alphabet of the English language. Fingerspelling incorporates words and numbers and is used in conjunction with sign language systems or alone. This method is produced by spelling letters into the air and is usually received visually.Rochester Method – Exclusive use of fingerspelling for all communication without use of standard sign language.Sign Language – Visual communication transmitted manually, by the hands, using the appropriate lexicon, syntax and grammar of the target language; either American Sign Language (ASL), which has its own grammatical structure distinctly different from English, or signs in English word order (Pidgin Signed English – PSE). Simultaneous Communication – Spoken English and sign language, following English grammatical order, used at the same time. Not to be confused with American Sign Language.Total Communication – Incorporates any or all of the modes of communication listed above in order to convey a message. This may include; spoken language, sign languages, mime, acting out, drawing, or writing.TactualBraille – Uses six raised dots in various combinations to generate tactile information on the fingers using expanded or contracted alphanumeric systems. Fingerspelling – The same as previously described but the manual alphabet is delivered directly into the hand of the deafblind student. Various handholds are utilized and should be experimented with by the student and his or her communication partner. Print-on-Palm (POP) – Capital block letters are “printed” (sketched one letter at a time with the index finger) onto the palm of the individual. There is a slight pause between complete words to allow sentences to be formed.Rochester Method – As described above but produced directly into the palm of the deafblind student. Sign Language – Manual language (either American Sign Language or Pidgin Signed English - PSE) transmitted via touch known as tactile signing (the deafblind student places his or her hand over those of the signer’s). Tadoma – An oral/tactile communication method where the fingers of the deafblind student are strategically placed on the speaker’s mouth, jaw and neck. The individual receives information by the vibration and movement of the speaker’s lips.Tracking – The student places his or her hands on the forearms of the signer so that he or she can control the rate of communication and the location of the signer’s hands and body. IV. PROCESSCommunication is a lifelong process. From the moment the child is born, communication begins. A major component of the deafblind student’s educational programming will be to develop and enhance his or her communication skills. This development will occur with the support of the IEP team and from the student’s family members. It is imperative that the student be reevaluated throughout the academic calendar as the status of her or her vision or hearing may change. These changes may have a significant impact on the student’s ability to receive information in the communication method that has been established. When deciding on how to teach language and communication, one needs to be aware of the individual’s cognitive ability as well as the visual and auditory ability.A sampling of communication modes with the corresponding type of combined hearing and vision loss is shown below. It is important to understand that these are generalized areas of communication across the continuum, variations will occur within each category. Sensory statusCommunication modeCongenitally Deafblind Individuals who were born with a combined vision and hearing loss. Congenital deafblindness is typically associated with prenatal trauma, various syndromes (i.e. CHARGE Syndrome) or unknown causes. The level and type of communication for these individuals will vary significantly.Objects/shapes GesturesSequence boxesBasic signs PicturesCommunication booksSign languageLarge print wordsCongenitally Deaf – Adventitiously BlindIndividuals who are born with a significant hearing loss and acquire a vision loss later in life. These individuals are often involved in the Deaf community and use sign language as their primary mode of communication.Sign Language - American Sign Language (ASL), Pidgin Signed English (PSE) or Signed Exact English (PSE) (visual or tactile)English or note-writing Pre-written communication cardsLarge print wordsPrint On Palm (POP)Congenitally Blind – Adventitiously DeafIndividuals who are born with a significant visual impairment or are blind and acquire deafness later in life. These individuals often grow up and socialize in the hearing community and can be Braille readers, experienced cane users and have guide dogs.Spoken language with amplification (hearing aids, FM systems)Basic sign language Braille Assistive technologyAdventitiously DeafblindAn individual who is born hearing and sighted but loses both senses (either in part or totally) for various reasons. Typically associated to trauma, ototoxic causes, etc. These individuals are usually oral/aural and have associated with the hearing community all of their lives.Assistive technologyPrint-On-Palm (POP)FingerspellingRaised printBasic signsV. KEY PLAYERSWhen the deafblind student approaches his teen years, it is particularly helpful for various community agencies to convene and review the student’s status with the student and his or her family members. Professionals that can contribute to the communication plan for the student should be involved throughout the academic year and assist in educating the community agency representative on the particular communication needs of the deafblind student. Potential related service providers may include members of the IEP team, speech pathologists, audiologists, a teacher for the deaf/hearing impaired, a teacher for the visually impaired, physicians, social workers, school and personal counselors, and family members and friends, including peers. Chapter 5B – Assistive TechnologyOVERVIEWI. DEFINITIONAssistive technology consists of a wide range of items that support or increase the functional capabilities of individuals with disabilities.II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDIt is important for the student and family to coordinate services and technological support with the adult service agencies as those provided in the K-12 setting may not be readily available when moving onto postsecondary education, training or work.III. CRITICAL COMPONENTSSome available technology can be utilized by students with a combined hearing and vision loss as they are originally designed while others need to be modified in order for the device to become functionally useful.IV. PROCESSThese assessments should be conducted across various environments so that compounding factors that would affect communication, such as lighting, background noise, space, or seating will be taken into consideration and accommodated.V. KEY PLAYERSAudiologists, vision specialists and educational consultants who specialize in functional vision and hearing assessments should also be consulted.Chapter 5B – Assistive TechnologyI. DEFINITIONImportant Points…Students should be assessed on both “low” and “high” tech devices.Functional vision and hearing assessments should be conducted across environments.Various state agencies can support the purchase of assistive technology, depending on the need and use.Devices are available to support access through various channels (audition, vision or touch). In recent years, there has been a tremendous surge in the development and use of technology. This change has opened the lines of communication and lessens the gap between deafblind students and their hearing, sighted peers. Being able to make telephone calls, access television programs with closed captioning or Braille output devices, and navigate the world of information through the Internet are now options available to students with a combined hearing and vision loss. Assistive technology consists of a wide range of items that all support or increase the functional capabilities of individuals with disabilities. These items range from “low tech” devices, which can be handmade items crafted from household materials to “high tech” devices that are complex computer hardware and software programs. Specific devices are made to assist various sensory functioning such as hearing, vision, and touch.II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDYoung adults who are deafblind use various types of assistive devices in order to aid them in accessing information around them. This occurs within the educational environment, home and community. It is critical that transition-age students be provided with a wide array of options when determining the appropriate low or high tech equipment.Related services and technological support that will assist the student in accessing the general educational curriculum is mandated by the Individuals with Education Act (IDEA 2004) and must be provided while the student is within the educational system. Therefore, once a student has been evaluated on all functional sensory (vision, hearing, tactile reception, etc.) and motor aspects (fine and gross motor skills) specific devices that will aid the student in learning and communicating will be determined. This provision of services may include introduction and direct instruction of various high and low technological devices. The impact of assistive technology on deafblind students who are transitioning from the educational environment to adult services is profound. It is very important for the student and family to realize that the services and technological support given in the K-12 setting may not be readily available when moving onto postsecondary education, training or work. It is imperative that the student and his team begin to plan with adult service agencies in order to ensure that the necessary assistive devices be available after the student transitions out of the educational system. Various funding sources to support the purchase of these devices should be investigated. The vocational rehabilitation agencies may be able to purchase items that assist the deafblind individual on the job and in the vocational environment. Developmental disability agencies and centers for independent living may be able to assist with devices that support independence and community access. Additionally, the team should review the guidelines put forth by the New York State Education Department regarding the transfer of equipment from one educational system to another to see the applicability of each respective school district.It will be important to empower the student so that he will be able to ask for the necessary assistive devices or be able to express when certain types of technological support are no longer effective. For example, students with progressive vision and or hearing losses will need on-going assessments in order to assure the usefulness of the current equipment that is in use. Sporadic evaluations, purchases of various devices and training will be required. In addition to addressing the student’s need for assistive technology; two New York State laws were passed which mandates the availability of textbooks in alternate format. These laws apply to students in the K-12 setting and for students pursuing higher education opportunities. III. CRITICAL COMPONENTSIn general, it can be difficult to find assistive technology that is specifically geared to meet the needs of deafblind individuals. The majority of devices available are designed specifically for people who are deaf or people who are blind. Students with a combined hearing and vision loss can utilize some available technology even though the devices may have been originally designed for different purposes. They can be individually modified in order to become functionally useful. For example, a small timer clock is generally used in the kitchen for persons who are blind and have normal hearing. This type of device would not be appropriate for someone who is deafblind. This same device can be adjusted so that the individual wears the timer around the neck using a lanyard, which would allow the deafblind individual to feel the vibration of the alarm as the timer goes off. New devices will continue to appear, some readily accessible to deafblind students, some requiring modification. The following is a list of types of devices that are available in the current market.AUDITORY DEVICESAssistive Listening Devices (ALDs) – various devices that amplify sound through transmitters and receivers via sound waves, light waves, or electro-magnetic energy. These devices include hearing aids (digital or analog), cochlear implants, FM Systems, Infrared or Loop Systems.Screen Readers – various programs that provide an auditory description of information that is on the screen (both text and diagrams).VISUAL DEVICES Large Visual Display for the TTY – an attachment for the TTY that enlarges printed text to approximately two inches in height and can be adapted with different color overlays. Screen Enlargement Programs – various hardware and software programs are available that allow the font size, shape and color and background to be altered to suit the needs of the reader. These magnification devices either attach onto the screen to enlarge the font or are installed into the computer (hardware)tc "Screen Enlargement programs – " \l 5 or are programs that allow a user to tailor the needs of the text output (software).Video Phones – Device that enables two callers to see each other during their conversation via a video screen (e.g., TV or monitor) with a more natural speed of imagery during transmission over a high speed broadband network.Video Relay Service – A sign language interpreter is present on a videophone, instead of a relay operator, to interpreter a telephone conversation. TACTILE DEVICES Refreshable Braille Displays – refreshable Braille displays provide tactile output of information presented on the computer screen. Refreshable Braille is not permanently embossed onto paper; it is mechanical and lifts small, rounded plastic or metal pins as needed to form each Braille character.Telebraille – A refreshable Braille display attached to a TTY, which is used with a telephone. This allows the deafblind individual to access the TTY via touch. TEXT COMMUNICATION (VISUAL or TACTUAL)Electronic Mail (E-Mail) – written communication transmitted via the Internet.Instant Messaging (IM) – live written communication, similar to TTYs, but conducted via the Internet from one person to another who has similar Instant Messaging features. Relay operator calls can be conducted through IM also.Internet Relay Service – various relay services are available via the Internet that allow the deafblind individual to place telephone calls with the aid of an operator. tc "Internet Relay Service – Similar to TRS but conducted using the Internet instead of telephones. " \l 5Pagers, PDA, Cellular phones & Multi-functional hand-held devices – portable wireless communication devices that use the alpha numeric keypad. Function and capability range from simple numeric pages to sophisticated multi-functional hand-held devices. tc "Pager, PDA, Cellular phones Multi functional hand held – portable wireless communication device using alpha numeric keypad (also known as Beeper). Function and capability range from simple numeric pager to sophisticated multi functional hand held. " \l 5Short Messaging Systems (SMS) or Text (TXT) – used on cellular phones and hand-held devices. Short messages are typed out on a cell phone using the alphanumeric keypad and sent directly to another cell phone or hand-held device that is capable of receiving short messages. tc " " \l 5Teletypewriter for the Deaf (TTY) – a device that allows two people to communicate on the telephone via typing. The tones of the keyboard are transmitted over the telephone wires and converted into a printed message. TTY software for use on computers – software that allows individuals to customize fonts and color for optimal viewing in order to place telephone calls.IV. PROCESSDeafblind students need to have the appropriate low and high tech devices in order to access the world around them. Each student should be adequately assessed in regards to communication needs through the use of functional hearing and vision assessments. These assessments should be conducted across various environments so that compounding factors that would affect communication, such as lighting, background noise, space, or seating, for example, will be taken into consideration and accommodated. Once the devices are identified, then training on the use and applicability of these devices should be provided. V. KEY PLAYERSIt is important to invite an Assistive Technology or Adaptive Technology Specialist into the Individualized Education Program (IEP) and futures planning meetings with the vocational rehabilitation counselor and interdisciplinary team. Audiologists, vision specialists and educational consultants who specialize in functional vision and hearing assessments should also be consulted. These professionals will be able to provide insight as to the types of devices that are available on the current market that are suitable for each deafblind student across various environments. Chapter 5C – Communication Access SupportsOVERVIEWI. DEFINITIONCommunication access supports come in a variety of forms; interpreters, interveners or Support Service Providers (SSPs). Each role acts as a bridge between the deafblind student and the world. II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDYoung adults who are deafblind will need to learn to advocate for their communication needs as they begin to move from school based services (mandated by federal law) to community-based services (provided based on eligibility and availability). III. CRITICAL COMPONENTSIt is critical to know the type of communication supports that are available to deafblind students; interpreters, interveners and SSPs. While there is much overlap between roles, there are also some significant differences that affect how each professional functions in a given environment.IV. PROCESSIt is important to determine accurate communication access supports and understand how to go about scheduling services. V. KEY PLAYERSThe IEP team members play an important role in assisting the student and family in determining the appropriate communication access supports. Transition Coordinators, Vocational Rehabilitation Counselors also contribute significantly to the communication access of the Deafblind student.Chapter 5C – Communication Access SupportsI. DEFINITIONImportant Points…Communication access means interpreting information in a form that is best understood by the deafblind student.Interpreters, interveners and SSPs are the bridge between the student and the world.Choose the appropriate communication access support to match the needs of the student and munication access allows the deafblind student to develop at an age-appropriate pace alongside his peers.While many students have some residual hearing and vision, each remaining sense is usually not enough to compensate for the loss of the other. This inability to compensate hinders communication and linkages to the outside world. In order for deafblind individuals to access the world around them and to make natural connections that encourages age-appropriate development they require specific supports. Communication access supports come in a variety of forms; interpreters, interveners or Support Service Providers (SSPs). Each role acts as a bridge between the deafblind student and the world. Communication access for deafblind individuals means having information presented in an appropriate language or mode of communication that is suited to them, including all pertinent environmental information that occurs around the individual. Whatever capacity a person may be acting in, his or her main responsibility is to bring information to the deafblind individual and connect him or her to people, places and things that are in the immediate environment. II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDYoung adults who are deafblind will need to learn to advocate for their communication needs as they begin to move from school based services (mandated by federal law) to community-based services (provided based on eligibility and availability). In the adult world, while there are laws that protect people who are deafblind, services are not automatically provided. It will be critical for the young adult to know what type of supports work for him or her and in which particular environments. The young adult will need to develop the necessary knowledge and skills in asking for the correct communication access supports and using such services. III. CRITICAL COMPONENTSIt is critical to know the type of communication supports that are available to deafblind students. While there is much overlap between roles there are also some significant differences that affect how each professional functions in a given environment. 1. Sign Language InterpretersSign Language interpreters are trained individuals who interpret between two languages, such as American Sign Language and English, or translate within one language, from spoken English to a signed version of English. A sign language interpreter facilitates communication between two or more people. It is critical that the interpreter working with deafblind individuals be trained specifically on how the loss of vision impacts the interpreting process. Specific interpreting accommodations are necessary for different types of vision loss. Skills to accommodate for close vision, reduced peripheral visual fields or tactile interpreting are not taught in traditional interpreter training programs but can be acquired. It is necessary that the student express what his or her needs are and be sure that the interpreter is skilled in that specific type of interpreting. Interpreters work in an assortment of environments including educational, medical, legal religious, community affairs, and social engagements. Their service is mandated in the educational arena under the Individuals with Disabilities Education Act (IDEA) and the Rehabilitation Act and American with Disabilities Act for educational, vocational, public or community affairs. Compensation for their work depends on the environment and is provided by various entities. 2. IntervenersAn intervener is a paraeducator. In the traditional sense, a paraeducator is one who works under the supervision of teachers or other licensed professionals and assists with the implementation of the goals identified in the IEP. They assist with the delivery of instruction and other direct services in the educational setting. An intervener, however, is a paraprofessional who has been specifically trained in all of the developmental factors affected by dual sensory loss (deafblindness). Their main function is to facilitate the connection between the student to all visual and auditory information in the environment. They act as the “eyes and ears” of the student and use educated judgments on which items to incorporate into the daily learning of the individual. They assist the student in interpreting the information that is being delivered to him or her, provide information in a consistent fashion so that the deafblind student can anticipate his or her daily routines and facilitate the social-emotional connections to him or herself and to other students. Interveners are used primarily in the educational environment to facilitate the learning of the deafblind student. They may provide services within the home on occasion to be sure that skills that are acquired in school are transferred to the home and community environments. The use of an intervener is determined by the IEP (Individualized Education Program). This position is mostly funded from the local education agency (LEA). 3. Support Service ProvidersSupport Service Providers (SSPs) are individuals who support the independence of deafblind adolescents and adults in social and community settings. They are trained in the various communication and interaction needs of deafblind individuals. They are exposed to appropriate sighted guide techniques and deafblind culture. Their main function is to facilitate (not interpret) information between the deafblind person and his or her environment, oftentimes during social engagements or community events or during personal errands, such as banking, shopping, reading mail, etc. An SSP is usually a volunteer position and is usually coordinated through an agency or organization that is familiar with the needs of deafblind people. On occasion, funds have been acquired in order to provide financial compensation for the work of an SSP, but that is locally governed, however. A Comparison of the Responsibilities of Interpreters, Interveners and Support Service ProvidersInterpreterIntervenerSupport Service ProviderTranslates information from one mode or language to another (spoken language to sign language and vice versa) Works with deafblind people of all ages Is a conduit through which information flows May have received professional training in an interpreter-training program Should hold national and/or state certification/licensure and may have a college degree Abides by a code of ethics Belongs to a national/regional organization of certified interpreters (e.g., Registry of Interpreters for the Deaf, National Association of the Deaf) Will work in various environments (e.g., educational, medical, religious, social) May be paid independently, through an agency or by an employer Is paid commensurate with certification & local standardized fees Is required to independently maintain certification through professional development Must remain impartial at all times Must keep all information confidential Is expected to keep a "professional" distance Acts as a conduit (does not "teach" and is not responsible for ensuring that the deafblind individual learns what is being shared) Always keeps opinions to him/herselfIntercedes between a child and the environment, allowing access to information usually gained through vision and hearing Primarily works with children and young adults Facilitates learning and the development of skills (e.g., receptive and expressive communication, interactive behavior) May or may not have received specific training (however, training or coursework is recommended) Has varying educational and vocational experiences (some states offer coursework/certification) Acts in a manner that is governed by the local education agency and federal education lawsUses the Individual Education Program as a roadmap for learningIs considered a paraprofessional and works with, but does not replace, the teacher May or may not be in contact with other paraprofessionals Works mainly in an educational setting but may also provide assistance in the community (e.g., daily living skills, medical situations, vocational environments) Is paid by the local education agency or a community provider Is expected to attend workshops offered in educational settings Wears "different hats" (e.g., as interpreter, guide, facilitator) Is allowed and expected to share pertinent information with team members (e.g., parents, teachers, related service providers) Maintains an educational (teacher-student type) relationship Is accountable for decision-making to enhance learning Empowers individual to make his/her own decisionsProvides support that enhances independence (e.g., facilitating communication, providing sighted guidance, and transportation to/from events) Provides services to deafblind youth and adults who are able to make independent decisions Facilitates interaction between a deafblind person and the environment Is encouraged to receive basic training in the area of deafblindness, including communication strategies, sighted-guide techniques, and cultural issues Has varying educational and vocational experiences Abides by standards established by the coordinating agency May belong to the coordinating agency's network of SSPsMay interact with other SSPs during local or national events Provides assistance in various settings, including the home and community Is usually a volunteer, unless funds have been allocated Is usually not required to attend further training but is encouraged to improve communication skills and interact with the deafblind community Remains impartial but has more flexibility than an interpreter Is expected to keep information confidential Is expected to act in a "professional" manner, but may develop personal relationships Does not teach but does provide access to the environment to empower the deafblind personMay provide feedback/opinions when asked Excerpt from "What's My Role? A Comparison of the Responsibilities of Interpreters, Interveners, and Support Service Providers” From Deafblind Perspectives Volume 9, Issue 1 Fall 2001 by Susanne Morgan, MA, CI, CTIV. PROCESSThroughout a child’s educational experience the student, family and teachers should develop a profile of the components that facilitate and inhibit communication for the individual. This profile will identify what type of communication access supports is needed and in which environments. For example, a young adult may need the support of an interpreter during the day within the school environment but only require the support of an SSP for an after school event.Requesting an interpreter depends on the location of the interpreting assignment. If it is in a postsecondary educational setting, the coordinator of disability services often arranges interpreting services. If it is for a community or social event, interpreting is usually coordinated through a local community interpreting agency. It is important for students who transition from the educational environment into a vocational training program or onto postsecondary settings to know the appropriate steps to take to acquire an interpreter that meets his or her needs. Requesting the services of an SSP depends on where the individual lives. Since these services are not standardized and provided in each local community throughout the state, services will need to be sought after. Students and families should contact the state deafblind project, local or national deafblind consumer association and community interpreting agencies for assistance in securing munity agencies are often unaware of the communication needs of deafblind students and do not have the knowledge or resources on how to arrange appropriate interpreting or communication access supports. Deafblind students and their circle of support may need to advocate for the necessary services. Such advocacy is rarely needed for services that are mandated by IDEA, but may be necessary upon entering the adult service system. Transition age young adults and their families should gain knowledge on reasonable accommodation as stated in federal law. V. KEY PLAYERSThe IEP team members play an important role in assisting the student and family in determining the appropriate communication access supports. Once these needs are determined, then the student is able to explore the various communication access supports that are available to him or her and which are appropriate for each environment. Transition Coordinators in the Local Education Agencies also play an important role in facilitating the transition from school to adult life. They will have worked closely with the student during their high school years and will be very familiar with the student’s communication access needs. These professionals work closely with state Vocational Rehabilitation Counselors (VRC) or Rehabilitation Counselors for the Deaf (RCD) from either State Vocational Rehabilitation Agency or State Blind Vocational Rehabilitation Agency and will be able to provide critical information for the forthcoming lead agency in the life of the deafblind student. The local or state deafblind association that provides advocacy or social events or the state Technical Assistance Project for deafblind services may also assist in referring the deafblind youth and VR agency to interpreter referral service providers in the area.Chapter 6A – Self-DeterminationOVERVIEWI. DEFINITIONSelf-determination is "…the ability, attitudes, and skills that lead people to define goals for themselves and to take the initiative to reach these goals. It's also about rights and having the skills to advocate for those rights,” IDEA 1997. II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLIND It is during this time that students begin to exert their independence and make significant educational and familial decisions. Students who are deafblind do not always follow the same pattern because they are often viewed as being dependent on someone else to make such decisions. Research shows that the most “independent” people are, in fact, “interdependent.”III. CRITICAL COMPONENTSBuilding self-determination skills, providing opportunities for self-regulation and problem-solving, teaching self-advocacy, and providing facilitating supports are all necessary components that will encourage self-determining behaviors to occur.IV. PROCESSBe sure that the student’s voice is heard, provide opportunities for decision-making and risk-taking, provide access to the environment through communication, and provide vocational experiences and employment opportunities early on. V. KEY PLAYERSStudents and/or their families must be actively involved in the decision making process for all educational program planning, particularly during the Individualized Family Service Plan (IFSP), Individualized Education Program (IEP), and Individualized Transition Plans (ITP). The emphasis on student participation in the IEP, ITP process is known as student-driven programming. Chapter 6A – Self-DeterminationI. DEFINITIONImportant Points…Everyone desires self-determination and is capable of achieving it.Self-determination is a continuum.Self-determination is important throughout the lifespan.Self-determination is the result of interaction between individuals and their environment.Self-determination does not mean total self-reliance.NTAC 2002Self-determination for children and young adults who are deafblind is a critical component of their development throughout the school years. By definition under the IDEA 1997 Amendments, self-determination is: "…the ability, attitudes, and skills that lead people to define goals for themselves and to take the initiative to reach these goals. It's also about rights and having the skills to advocate for those rights. Once special education students reach the age of majority, it is very necessary they have the skills to advocate for themselves in the workplace and in post-secondary institutions."Consistent with national findings, regarding the overall population of students with disabilities, research has indicated that students with dual sensory impairments manifest lower levels of self-determination than their non-disabled peers.? Many deafblind individuals feel that their disabilities present obstacles to their ability to participate in and benefit from daily school and social activities. Students who are deafblind have reported that they are overprotected and over-regulated by others due to their sensory impairments. Over-regulation can mean that others at home and at school structure daily activities for the student, which prevents naturally occurring opportunities to emerge allowing the student to exert personal control and choice making.? Parents, educators, peers?and family?members may?limit opportunities for deafblind students to be self-determined out of care and concern. This limiting behavior often occurs because the family or educational team is not aware of the true capabilities of the student who is deafblind or is unaware of the specific skills and techniques that are available to promote independence. Therefore, children must acquire the necessary knowledge, skills, attitudes and beliefs at an early age in order to become self-determined adults. This will be achieved when they have opportunities to engage in decision-making and wield personal control within their families and daily activities. If given the opportunity, and if delivered in a fashion that is accessible to the deafblind student, the student can acquire the necessary skills to interact with the world himself. It is through direct experience that makes it possible for children to develop belief systems that allow them to lead self-determined lives.II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDAdolescence is a time of transition, self-assessment and future planning. It is during this time that students begin to exert their independence and make significant educational and familial decisions. Students who are deafblind do not always follow the same pattern because they are often viewed as being dependent on someone else to make such decisions. Research shows that the most “independent” people are, in fact, “interdependent.” Not one person achieves his or her goals in isolation; such is true for the student who is deafblind. It is during these years that the family members and educational team need to be aware of the wants and desires of the young adult who is deafblind and identify strategies that would foster interdependence and allow the student to see his dreams come to fruition.III. CRITICAL COMPONENTSBuilding Self-Determination Skills In order to foster the necessary skills for students to become self-determined young adults it is important to be sure that these effects are addressed in a planned and comprehensive manner at home and at school. It is essential, therefore, that educators and family members be sure that the students who are deafblind?learn problem-solving skills, receive training in self-advocacy and are given the necessary supports that would facilitate the development of these skills. Providing Opportunities for Self-Regulation and Problem-SolvingMany deafblind students have the capacity and skills to be self-determined, but are not allowed to carry out their daily activities in a manner that truly reflects their desires. It is crucial for the family members and educators to agree on areas that would support independence, such as having?options, making choices, and experiencing risk-taking, and be sure that this agreement is carried out in both the school and home environments.Teaching Self-AdvocacyAnother critical component of self-determination is?the deafblind student's ability to know what he or she wants, needs and the difference between the two. Learning one’s rights as an active participant in general society is critical in being able to carry out the student’s needs. ?Families and educators need to provide opportunities for students who are deafblind to express their preferences and must take the time to respond attentively when such preferences are expressed. With appropriate training and opportunities from the family, school and peers, the deafblind student can internalize the belief that their point of view is heard, respected, and considered. This is pivotal in the emergence of self-determination and the attainment of current and future goals. As deafblind children grow, building effective self-advocacy skills enables the emergence of self-determination that will extend throughout the school, home, community and workplace.? Providing Facilitating SupportsWhen a student begins exercising his or her wants and desires, supports to facilitate these desires may be?necessary. These supports may be tangible such as assistive technological devices to aid in communication or accessible transportation or can be ethereal such as positive attitudes and beliefs. The necessary supports should be assessed on an individual basis and include factors such as need, skills, and emerging levels of independence. With planned, structured, and consistent supports, students receive the guidance they need to become increasingly self-reliant and self-determined because they build on a series of increasingly independent and successful experiences. These incremental positive experiences that begin at an early age at home and continue during the school years will serve the student well throughout his or her lifespan.??IV. PROCESSBe sure that the student’s voice is heard in the classroom, during IEP meetings, in family discussions, about future planning, etc.Provide opportunities for decision-making and risk-taking in the classroom, across the wide range of school activities, at home, in the community, and in vocational settings. Provide access to the environment through communication. Be sure that the student is well equipped with multiple and various modes of communication so that he or she can communicate with people in familiar and unfamiliar environments. Provide vocational experience and employment. Early community-based vocational opportunities are important for young adults who are deafblind. These experiences provide the experiences that allow them to acquire the skills, knowledge, attitudes, and beliefs that will help them to succeed vocationally.V. KEY PLAYERSStudents and/or their families must be actively involved in the decision making process for all educational program planning, particularly during the IFSP, IEP, and ITP process. Involvement of students in their IEP and ITP meetings encourages students to feel free to express their preferences and identify their goals. The emphasis on student participation in the IEP, ITP process is known as student-driven programming. Children who are deafblind have the same needs and desires as their peers, but they may not be able to naturally attain the necessary skills they need to become self-determined adults. In order for these students to achieve self-determination their school programs and the totality of their interactions at home and in the community must include:Skill Development: communication, mobility, independent living, self-advocacyKnowledge: resources, self-knowledge, general understanding of the environmentAttitudes and Beliefs: self-esteem, positive outlook, level of controlRemoval of Barriers: accommodations for communication barriers to print media and to the built environmentResources: education, technology, social-emotional supportsStudents who are deafblind must have the right and the resources to participate fully in the full range of school activities and be given opportunities to make independent decisions, experience, risk, and participate in planning for the future as productive adults. Chapter 6B - Travel SkillsOVERVIEWI. DEFINITIONWhen students who are deafblind master travel skills they can go where they want to, when they need to, and arrive safely where they wish to be. This involves learning two basic skill sets: using travel tools and sensory information for self-protection and using individualized communication systems, modes, and devices for gathering and using information. II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDAs students who are deafblind make the transition from school to adult living, they need to build their capacity to travel safely and purposefully in school and in the community. III. CRITICAL COMPONENTSStudents who are deafblind build their self-protective and information-gathering skills for effective travel and learn an appropriate mix of individualized skills and techniques designed to meet the needs of his or her specific daily travel environmentsIV. PROCESSBecause students who are deafblind do not have ready access to visual and auditory information, a structured approach that creates opportunities in the student’s environment for purposeful movement is required. V. KEY PLAYERSOrientation and mobility instructors and qualified teachers of the visually impaired provide school based services in orientation and mobility. Special education teachers and paraprofessionals who have had on-the-job training in travel instructions provide travel-training services.Chapter 6B - Travel SkillsI. DEFINITIONImportant Points…Students can learn mobility and travel skills that enable them to meet their individual needs. Instruction in purposeful movement in functional environments creates opportunities for students to develop skills as independent travelers.Self-initiation is a critical skill for all students.Travel needs can and do change based on the setting.All students are able to gain the necessary skills to travel safely in their environment, including students who are deafblind. These students need to be introduced to strategies that would allow for purposeful and safe travel. The goal to attain these skills is to be able to initiate and direct their own movement to travel effectively to desired destinations. Simply stated – when students who are deafblind master travel skills they can go where they want to, when they need to, and arrive safely where they wish to be. This involves learning two basic skill sets: Using travel tools and sensory information for self-protection andUsing individualized communication systems, modes, and devices for gathering and using information. Mastering the combination of these two skill sets makes it possible for students who are deafblind to plan and carry out travel that meets their individual needs.Various terms are used when referring to travel skills, such as purposeful movement, orientation and mobility, travel training instruction and functional travel. Purposeful movement refers to movement that is self-initiated and directed toward a chosen destination in the student’s environment. Orientation and mobility (O & M) means a set of specific skills and techniques used to travel without sight. These include using sighted guides, information from the senses of touch and hearing for orientation, travel tools such as a cane and orientation aids such as tactile or large print maps. Travel training instruction is short-term, comprehensive, intensive instruction designed to teach students with disabilities who may not benefit from orientation and mobility instruction to travel safely and independently on public transportation. Functional travel refers to using the necessary O&M skills and techniques to move with purpose in order to handle the requirements of daily travel.Functional travel skills serve a variety of important functions for students who are deafblind by aiding in their social, cognitive, and physical development. Access to and instruction in purposeful movement in functional environments creates opportunities for students to develop their skills as independent travelers. This approach is self-sustaining in that the more skills a student gains the more opportunities will open up for him or her. II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDMany students who are deafblind have very limited experiences reaching out and moving freely in various environments. As students who are deafblind make the transition from school to adult living, they need to build their capacity to travel safely and independently in school and in the community. When students reach adulthood, safe and purposeful travel will be their link to full participation in community life – for work, home and leisure activities. The more independent and meaningful movement the student is capable of the more environments he or she can access and benefit from. Increased opportunities during the transition years and in adult life present themselves when young adults are able to access their surroundings. III. CRITICAL COMPONENTSEach student who is deafblind has unique learning needs and individual characteristics. Additionally, travel needs can and do change based on the setting the student is in and how the student is required to function there. Therefore, as students who are deafblind build their self-protective and information-gathering skills for effective travel, they learn an appropriate mix of individualized skills and techniques designed to allow each student to function in his or her specific daily travel environments.The rewards of the journey far outweigh the risk of leaving the harbor. --UnknownStudents who are deafblind have more difficulty initiating actions on their own because they do not receive the sensory input that hearing and sighted students do which acts as a natural motivator. Self-initiation is a critical skill for all students as it allows them to act on their own to effect change in their environment. Creating opportunities for purposeful movement allows a student who is deafblind to learn to self-initiate in a meaningful way, which can be understood by people in his or her school, place of work or with family. IV. PROCESSBecause students who are deafblind do not have ready access to visual and auditory information, a structured approach that creates opportunities in the student’s environment for purposeful movement is required and defined under two separate areas in IDEA 2004. This can occur in a variety of locations including home, school, place of employment and community and include functional routes and destinations such as the kitchen, the gym, and the store. Related services in orientation and mobility are provided when students who are deafblind have a severe impairment, that together with their hearing impairment affects their ability to protect themselves from obstacles in the environment and gather and use information for safe and purposeful travel. These students need to learn specialized orientation and mobility skills and techniques in order to travel safely and effectively. These related services are IEP mandated and defined in state and federal regulations.Travel training instruction is to teach purposeful travel skills to students who are deafblind who would not benefit from specific instruction in orientation and mobility. Their need is not related to visual impairment. In fact, these students are able to visibly protect themselves from obstacles in the environment and can carry out safe and purposeful travel. Their need is typically related to cognitive processing ability due to developmental delays, orthopedic and other sensory impairments or limited experience with age-appropriate independent travel. The IEP can include mandated services in orientation and mobility for this purpose or they may receive travel training instruction depending on individual need. Students can also receive additional after school services from rehabilitation and adult service organizations. V. KEY PLAYERSOrientation and Mobility Specialists and Teachers of the Visually Impaired (TVIs) who have additional university credentials in orientation and mobility provide school based services in orientation and mobility and travel training. These services may be supported by IEP mandated orientation and mobility paraprofessionals or by paraprofessionals in the classroom assigned to reinforce skills. Special education teachers and paraprofessionals who have had on-the-job training in travel instructions provide travel-training services. Chapter 6C - Prevocational SkillsOVERVIEWI. DEFINITIONPrevocational skills include successful competencies in a variety of areas including daily living skills, language and communication skills, skills in orientation and mobility, socialization skills and the ability to become independent, solve problems and make choices.II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDWhile they are still receiving educational programming young adults who are deafblind should also be preparing for the larger community of adult living and the world of work.III. CRITICAL COMPONENTSIn order for young adults who are deafblind to prepare for life beyond the classroom, the following areas should be considered and developed by the family and educational team: daily living functional skills, language and communication skills, travel training skills, socialization skills, problem-solving and choice-making skills.IV. PROCESSThe student, family and educational team must determine a plan of action that can be implemented across environments. This plan will determine the necessary areas where skill enrichment is needed.V. KEY PLAYERSAll members of the multi-disciplinary team play a pivotal part in the development of prevocational skills.Chapter 6C – Prevocational SkillsI. DEFINITIONImportant Points…Success in cross-disciplinary skill development will lead to appropriate vocational choices. Transition-age young adults need to be included into daily conversations and decision-making regarding his or her life.Role-playing is an affective means of teaching pragmatic skills across different environments.Safe and motivating spaces should be constructed at home and in the classroomIn order to prepare for future employment, the development of prevocational skills at an early age is necessary. This expectation is no different for students who are deafblind. Prevocational skills include successful abilities in a variety of areas including daily living skills, language and communication skills, skills in orientation and mobility, socialization skills and the ability to become independent, solve problems and make choices. Success in the above areas leads to making appropriate vocational choices based on the individual’s skills, interests, talents and abilities.II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDTransition for young adults who are deafblind is a pivotal time. While they are still receiving educational programming they should also be preparing for the larger community of adult living and the world of work. In order to be prepared for such a transition, many actions need to be taken upon by the student, family, and educational team. General independent living skill training should be provided and should include banking and budgeting, cooking, personal care, alternative communication strategies, travel training, etc. Young adults who are deafblind should be encouraged to create routines for daily activities. Doing so will allow the student to develop a conceptualized framework of time, which will assist him or her in organizing his or her use of time in daily life activities and on the job. Motor control and fine and gross motor strength can be developed by encouraging participation in activities with the family and in the classroom. Enhancing these skills will lengthen the time the student is able to focus on a task or on a project at a place of employment. Transition-age young adults need to be included into daily conversations and decision-making regarding his or her life. Being an active participant in such decisions will prepare him or her for group discussions and team decisions when in the workplace. Skills such as learning to be independent, having the confidence to solve problems and learning what skills and interests the student has will lead the deafblind young adult to make successful short-term and long-term goals for future employment. III. CRITICAL COMPONENTSIn order for young adults who are deafblind to prepare for life beyond the classroom the following areas should be considered and developed by the family and educational team:Daily living functional skillsLanguage and communication skillsTravel training skillsSocialization skillsProblem-solving and choice-making skillsMany of these areas are addressed if the deafblind young adult is included in the family, classroom and school life and if the student is encouraged to communicate in all arenas. All persons involved in the student’s life should also encourage the use of vocabulary and word usage that is appropriate in specific situations. Role-playing is an effective means of teaching pragmatic skills across different environments.IV. PROCESSBefore skill enhancement can occur, the student, family and educational team must determine a plan of action that can be implemented across environments. This plan will determine the necessary areas where skill enrichment is needed. One goal, for the classroom, for example, could be to encourage the student to participate in group activities with others such as art, music, lunch, library, and recess to teach interpersonal skills. The classroom teacher and educational team can agree to make adaptations and accommodations to the environment so that the young adult who is deafblind can participate to the best of his or her ability. This would encourage socializing with other students and independence in the classroom. The team can also decide to provide appropriate instruction to teach positive social behavior and societal expectations in varying social situations. This could be achieved using role-playing with his or her peers. The team should allow the young adult who is deafblind to learn his or her immediate environment and then branch out to the surrounding environment to feel safe and secure. Safe and motivating spaces should be constructed at home and in the classroom for the deafblind young adult with the help of an orientation and mobility specialist.V. KEY PLAYERSAll persons in the life of a young adult who is deafblind play a pivotal part in the development of prevocational skills. As in all aspects of the young adult’s life, these areas of skill should be supported across all environments, including home, school and community. Chapter 6D – Independent Living SkillsOVERVIEWI. DEFINITIONII. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDIII. CRITICAL COMPONENTSIV. PROCESSV. KEY PLAYERSChapter 6D – Independent Living SkillsChapter 6E – Housing & Home OwnershipOVERVIEWI. DEFINITIONResidential support is available to individuals who are deafblind and have developmental disabilities including locating, leasing, buying and accessing housing arrangements which are alternatives to congregate housing options. II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDThe family and educational team must keep in mind that the deafblind individual’s preferred housing option may have extensive waiting lists. The earlier a preference is determined and contacts are made, the easier it will be when the time comes to transition from school to adult life. III. CRITICAL COMPONENTSPrograms are available to support individuals who live in urban and rural settings and who are homeowners or renters.IV. PROCESSDevelopmental Disabilities Service Offices (DDSOs) have a housing coordinator and can assist with identifying specialized housing options for persons with disabilities. V. KEY PLAYERSThe individual, family and multidisciplinary team must work together to investigate the options for long-term planning.Chapter 6E – Housing & Home OwnershipI. DEFINITIONImportant Points…Many housing options exist today that allow a person variety, control and flexibility in his or her residential options. The team should embrace creative planning mechanisms such as Person Centered Planning to ascertain the preferences of the individual.The team should develop a long-term support plan indicating housing preferences. There are many governmental programs available to assist qualified persons in residing in the residential placement of their choosing.The New York State Office of Mental Retardation and Developmental Disabilities (OMRDD) is responsible for providing housing opportunities for persons with developmental disabilities. In addition to the large residential programs that are available, OMRDD also provides housing services that assist individuals with developmental disabilities to locate, lease, buy, and access housing arrangements which are alternatives to congregate housing options. Such assistance and living situations include shared or matched home sharing, independent living, U.S. Department of Housing and Urban Development (HUD) rental subsidy programs, and low-income home ownership initiatives. Whatever type of housing a person with a disability chooses to reside in (e.g. private or shared home), he or she may need some assistance in daily life, therefore the first step in the planning process should be developing a support plan. Many options for housing exist today; therefore it is important to develop long-term housing solutions, which will allow a person variety, control and flexibility in his or her residential options. HOME OWNERSHIPOMRDD can assist qualified individuals with a number of different mortgage products, some of which are designed specifically for individuals and their families with developmental disabilities. The person with the disability or his or her family could, for example, use family savings, investments, and property and first-time home ownership programs to purchase a home. Ownership of a home will not affect one’s current benefits. The use of a Supplemental Needs Trust may be appropriate to help the person or the family financially. In-home services may be provided through a home health care agency, an agency that supports persons with disabilities, a roommate or other community and family supports. Other options might include family assisted or donated ownership or placing one’s home in a trust fund. OMRDD and the State of New York Mortgage Agency (SONYMA) have partnered to make low interest mortgage loans, typically 4%, available statewide, to first-time homebuyers. To qualify, the applicant’s income cannot exceed 80% of the median income for the region in which the applicant lives. The NYS Office of Mental Health (OMH) and SONYMA offer this same program for New Yorkers with psychiatric disabilities. The U. S. Department of Housing and Urban Development and New York State offer grants to low-income families through the HOME program. HOME grants are typically used for a down payment on a first-time home. The New York State HOME program is administered by the NYS Housing Trust Fund Corporation. This program uses federal HOME Investment Partnership Program funds to expand the supply of decent, safe, and affordable housing within the State. II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDDetermining which residential situation is best for an individual who is deafblind takes time and planning. It is imperative that the individual, family and multidisciplinary team begin having discussions regarding housing options during the transition planning sessions. The team should embrace creative planning mechanisms such as Person Centered Planning to ascertain the preferences of the individual. They should keep in mind that the individual’s preferred housing option may have extensive waiting lists. Therefore, the earlier a preference is determined and contacts are made, the easier it will be when the time comes to transition from school to adult life. The team should develop a support plan that indicates type of housing, daily or partial in-home care, and transportation assistance.III. CRITICAL COMPONENTSREAL PROPERTY TAX EXEMPTIONSNYS law gives local governments and public school districts the option of granting a reduction in the amount of property taxes for qualified New Yorkers with disabilities. To qualify, an individual must be receiving Social Security Disability Insurance (SSDI), and/or Supplemental Security Income (SSI), or have a significant disability documented by one of the following: the Railroad Retirement Board, the State Commission for the Blind and Visually Handicapped (CBVH), or the United States Postal Service (former postal employee on disability pension). To determine if your county, city, town, village, and/or school district is participating contact your local assessor’s office, the local government clerk and/or your school district. RENT OR LEASERenting or leasing a home or apartment is an option for everyone. This housing option involves the use of the newspaper, friends, and realtors or through a self-directed search. There are both current market rates and subsidized apartments available. The subsidized units may have waiting lists, but in many areas, housing managers may be looking to offer apartments to a person with disabilities, meaning the wait time might be significantly reduced for such a person. Rental subsidies from local housing agencies, service providers or municipalities may help pay for the cost of housing related expenses. These subsidies include Rural Housing Services, Individual Support Services, and Housing Choice Vouchers (Section 8).Section 8 from The U.S. Department of Housing and Urban Development (HUD) funds public housing authorities, states, and other nonprofit entities to administer this rental or home ownership subsidy. One third of an individual’s income must be applied toward housing expenses. The remaining housing costs are covered by rental or homeownership vouchers that are in congruence with the HUD established fair market value of the area. In selected areas, the voucher can be used for a down payment for a home or an ongoing payment of a mortgage. Housing Choice vouchers (better-housing choice vouchers) are portable and can move with the person. In some instances the rental assistance is tied to the building and therefore is not portable. This is called a project based voucher or certificate.There are additional programs available to assist qualified persons in residing in the residential placement of their choosing. There is rural housing rental assistance for persons living in such areas. Rental subsidies are available through Rural Housing Services, which is a unit of the U.S. Department of Agriculture. There is also the STAR program, which allows homeowners to reduce the amount they pay for local school taxes depending upon income level. Local municipalities or town clerks should be contacted for more information. The local phone companies also offer a reduced monthly service rate for persons or families receiving government benefits from agencies listed in this chapter. This service is often called Telephone Lifeline. Please contact your local phone company for further information.IV. PROCESSWHERE TO GET MORE HOUSING INFORMATIONDevelopmental Disabilities Service Offices (DDSOs) have a housing coordinator. DDSO staff can assist you in accessing a variety of housing and service providers. Service providers that specialize in housing for persons with developmental disabilities run residential programs that include group homes as well as apartments or single dwelling residences. These agencies are good sources for specialized housing for persons with disabilities. There are also housing programs that are run by nonprofit agencies, municipalities, housing authorities, bankers, realtors, builders, developers, and office for the aging.CHOOSING AMONG THE HOUSING OPTIONSThe decisions of how to choose a living arrangement must be determined by you and your family. Make sure you investigate all of the options available before making a decision. When beginning the search for long-term housing options it is important to discuss what is important to the student and family members. It is imperative to have family involvement when making long-term decisions. V. KEY PLAYERSTransition coordinators, state agency case managers and independent living specialists will be extremely helpful when beginning to plan for future housing options. They will be able to connect the student and family to the appropriate venues throughout the state (see the Appendix for a list of New York State resources). PART V – TRANSITION OPTIONSChapter 7 – Education & Transition OptionsChapter 8 – Vocational Training & Employment Options1828800114935 Chapter 7 - Education and Transition OptionsOVERVIEWI. DEFINITIONThe process of transition begins from the moment the child enters a setting for learning. Education begins with early intervention.II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDTransitioning into adult life continues beyond formal education and training and includes guidance from the family and the youth who is deafblind to support the student to reach his or her highest potential. III. CRITICAL COMPONENTSFamily members will benefit from making contacts and networking with key players in the transition process. Education and learning is a lifelong endeavor.IV. PROCESSThe Individualized Education Program (IEP) is a comprehensive document that contains goals and objectives that help support the following: academic skills, life skills, communication skills, vocational skills, and preparation for life after school including post-secondary education, vocational training or employment.V. KEY PLAYERSIt is critical for the family to develop partnerships with professionals who are involved in the student’s life.Chapter 7 - Education and Transition OptionsI. DEFINITIONAssistance during the school yearsImportant Points…Transition planning begins in the student’s formative years.The Transition Plan provides the blueprint for the future.The school or training setting alone can only achieve part of the job of helping the child to grow. A strong transition plan assists a young individual to establish a strong foundation for a lifetime.?Transition into the community from the formal education or training environment requires a continuous process of collaboration with a multidisciplinary educational team that, whenever possible, should include the individual who is deafblind. The process of transition begins from the moment the child enters an educational setting. As the child moves towards the adolescent years, the process of preparation accelerates. Although a young person initially requires considerable advocacy and intervention by family members and the educational team, a gradual release of responsibility will ensure that the student is empowered with those strategies that will assist him or her in post-school living, wherever and whatever that may be.The fulfillment of educational needs for the transition years involves the following:Early intervention Monitoring progress in the educational environment and ensuring instruction in:Appropriate communication skills and techniquesBasic life skillsAll academic areas, especially literacy Skills that support self-determinationSocial and leisure skillsOrganizing and planning for life after the central educational experience including:Support for associating classroom instruction with community life.Building a network of support for the student to transition into the community.Planning for continuous training, post-secondary education or employment in the years after formal education is completed.II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDAssistance in the post-school years Transition from school to adult life for young adults who are deafblind needs to be a carefully thought out process. A transition team has the responsibility to make sure that the individual has all the resources available to help with satisfactory living in society once he or she leaves the school system. Oftentimes these resources include specialized programs that help the young person maintain the gains that were made in prior training or education. The concept of education, therefore, becomes an extended process of learning for the student to feel that he or she is a valued member of society as well as participating in acquiring on-going skill development whether in postsecondary education, training or independent living. A comprehensive transition plan provides the blueprint for such success.Many of the professionals involved on the transition team are representatives in various New York State agencies and assist in the planning and provision of resources. Team members must also, however, guide and educate the young adult on how to engage in various strategies that he or she must embrace in order to lead a self-determined life. Some experts say that the individual should be enabled "to engage in goal directed, self-regulated, autonomous behavior" (Field, et al, 1998). Even though families often feel that they know what is best for the student, the transition team helps the individual to participate as fully as possible in the decision-making process of his or her life and helps the family see the benefits of student-directed life planning. Even though this control may appear quite small to a family, every activity in which the youth can take initiative is very important for future adult life.Transitioning into adult life continues beyond formal education and training and includes guidance from the family and the youth who is deafblind to support the student to reach his or her highest potential. The family and the individual need to continue working together as a team across the lifespan of the student. There are many persons within governmental agencies and organizations that become very important at specific times throughout the individual's life; however, the family is the constant throughout. Therefore, education should be thought of as a lifetime activity that feeds the needs of the person who is deafblind and provides resources to the family that supports the student. III. CRITICAL COMPONENTSEarly InterventionAlthough the definition of "transition" refers to the movement of individuals from school to life in the community, the achievement of successful transition begins in the formative years of the child. Federal and New York State laws support early intervention for families whose child is deafblind, so that educational services are available from the time of birth through the age of 21. The constant nurturing and guidance of the young child is critical to achieving the maximum gains in learning and growth towards self-determination. The term educate refers to the development of skills, bringing up and rearing the child, as well as molding character and providing formal knowledge. Therefore, to help a youth who is deafblind to take advantage of the full range of support for transition, it is important to get the very young child involved in all that is offered during the early years. New York State receives funding from the federal government to help families with young children. This includes funds for special education of preschool children and funding for special education of children in elementary schools and specialized settings.Skills for the Child who is DeafblindAlthough we think of schools as a place for academic achievement, there are other very important topics that are a part of the daily educational environment. Three critical areas for children who are deafblind are communication, basic life skills (such as orientation and mobility) and social skills. As children develop communication skills, they are better able to acquire academic skills such as reading and writing. Orientation and mobility strategies enable children to participate in activities with their peers, thus encouraging the development of interactive social skills and communication. Developing strategies to get along with others and to make decisions about social activities is very important for the transition process in the teen years. Schools and agencies in New York State are there to help families of young children to understand how to provide practice of life skills at home. The school or training setting alone can only achieve part of the task of helping the child to grow. Families and the community are also important. It is important for a family to ask questions of the school or agency to find out how their child is progressing in social skills, communication, and life skills.TRANSITION OPTIONSPostsecondary Education or TrainingStudents who exit the educational system often need to continue learning and gaining skills and knowledge before they are prepared to move onto postsecondary education opportunities or into the world of work. They may need to attain skills that will help in obtaining and maintaining a job (vocational training) or in adult learning strategies that will provide support in a higher education environment (postsecondary education). I. Vocational Training: Pre-employment/Job Readiness TrainingSome individuals may not have had much exposure to the world of work throughout their high school experience and may need to polish the skills that will prepare them for competitive or supported employment. This type of training is often referred to as vocational readiness or pre-employment training and may include topics such as resume and cover letter development, interview skills, and employee roles and responsibilities.If a student is undecided in a field of study, some career exploration may need to be conducted. Various career assessment tools are available to guide a student throughout this process. Simultaneously, a student could obtain adult learning training that focuses upon areas such as GED or High School diploma equivalency exam preparation, applied or technical math or remedial English. Many students will exit the educational system and enter in a vocational training program that is geared specifically to a previously identified vocational interest of the student. Vocational training is a concentrated training program in a specified vocation that usually lasts one to two-years. Skills would be attained in a specific area prior to an individual obtaining a job in that field. Training programs may include vocations such as clerical skills, data entry, mechanics, medical and legal transcription or decoding, accounting, housekeeping, restaurant/food preparation, etc.After the student has obtained the necessary skills for his or her field of interest, the student will then begin to look for work. This job search may be done in conjunction with a job developer who will assist in developing the student’s resume, making connections with potential employers and facilitating job interviews. Once the student has successfully obtained a job, support on-site can be provided such as job coaching services. A job coach is a short-term support person placed within the vocational environment in order to assist the student in acclimating to the place of work. They will assist the student in learning the expectations and responsibilities of the job, particular tasks and the climate and social culture of the environment. The job coach will also act as liaison between the student, employer and co-workers in the beginning phases after obtaining the job (see Chapter 8, Vocational Training & Employment Outcomes). Ideally, the job coach fades from the work site, empowering the student to work independently.II. Postsecondary EducationSome students leave the educational system and go directly onto postsecondary education to earn an Associate or Bachelor degree. These degrees are pursued at a two-year local community college or four-year college or university. Each institution of higher education will have an Office for Students with Disabilities Services. The services offered within this department are intended to support the student in whatever means that will allow the student to maximize his or her educational experience. Services may include notetakers in the classroom, tutoring and test-taking services, sign language interpreters, book readers, material modification, and assistive technology. Before entering a particular institution the student and his or her vocational counselor should contact the coordinator of the Office to clarify what type of support the student will need when the academic program begins. This prior communication will allow the Office time to gather the appropriate supports whether it is personnel or equipment. IV. PROCESSMonitoring Progress in the Educational EnvironmentThe 2004 reauthorization of the 1997 Individuals with Disabilities Education Act (IDEA) provides legislation regarding individuals who have visual and/or auditory impairments. All educational environments throughout the country, including New York State, are aware of the changes in the law and those portions of the law from 1997 that are still in practice. Key to IDEA is continuation of the work of the Public Law 94-142 (1974) that requires each child with an exceptionality to be identified and served by an Individualized Educational Program (IEP). This comprehensive document contains goals and objectives that help support the following: academic skills, life skills, communication skills, vocational skills, and preparation for life after school including post-secondary education, vocational training or employment.As stated previously in this manual, the IEP is a legal document. New York State encourages transition components in the IEP that are to be facilitated by the area school district Committee on Special Education (CSE.) All the necessary tools are in place, including multidisciplinary educational teams in New York, to assist in the satisfactory transition of a youth who is deafblind. [See Chapter One, Part III, of this manual for further details.] Families take precedent in the IEP process and should be contacted by a school district when the IEP is being developed each year. It is important for families to join the educational team for the IEP meetings and to maintain contact with the child's teacher(s) or professional staff to ask questions about the growth of their son or daughter. It is good for a family, or a family member, to form a partnership with one teacher or one service provider who can be the "voice" for the family when there are things that the family may not understand. Keeping the lines of communication open is very important. Once the time of transition arrives, the family and the young adult will have developed a strong basis for understanding the steps of the transition anizing and Planning For LifeProfessionals who work with youth in educational and training settings teach them to believe in themselves and to be self-determined members of society. The transition process helps youth who are deafblind to acquire necessary skills and to use strategies they have learned and achieved in their childhood and adolescent years and move into the world with confidence. Obtaining feelings of competence is a challenging process for many, however, a well-developed transition program can encourage an individual to take risks, make decisions, and make judgments in simple activities that will build the foundation for future years. As two advocates have stated, self-determination is "one's ability to define and achieve goals based on a foundation of knowing and valuing one's self." (Field & Hoffman, 1994) Children need nurturing to gain confidence and to take risks. This process begins at home and in school or training workingA school or training setting is the place where families and their children can start to build relationships so that as questions come up they can be answered. Educational settings and agencies are there to serve and support the family. It is important for family members to respond to the invitations of agency and school personnel to meet and plan for their child. As time goes by, professionals become part of a network in which each link is a valuable cog in the wheel of life. Once the youth gets close to the teen years, a strong network will make the transition process move much more easily than without. By keeping track of the IEP during the school years and having a comprehensive transition plan established, a family and their child will know what new questions to ask about moving into the community and how to make that process as seamless as possible. V. KEY PLAYERSEarly intervention specialists, Committee on Special Education (CSE) coordinators, transition coordinators, state agency case managers and independent living specialists will be able to assist the student and family in each particular area and will be able to contact them with the appropriate sources throughout the state. Identifying key linkages early on, in each area of concentration, will be greatly extremely helpful for long-term planning. Chapter 8 – Vocational Training & Employment OptionsOVERVIEWI. DEFINITIONSome students who are deafblind will leave school and go on to further education, or vocational training while others will want to find a job right away. In order to be prepared for the general workforce, students need to obtain the necessary skills that will support a seamless transition from school-to-work.II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDThe student should be encouraged to do extensive career exploration, take a career education course, begin to gain job readiness skills, and have real, functional work experiences through internships and part-time summer employment.III. CRITICAL COMPONENTSStudents need to gain an understanding of the world of work, which includes being exposed to various vocational options, job readiness skills such as resume development, job hunting and interview skills, and roles and responsibilities of an employee.IV. PROCESSIn order to determine vocational interest, job readiness skills and a suitable place of employment all individuals who are deafblind must be assessed and trained in a comprehensive fashion.V. KEY PLAYERSA multi-disciplinary team for vocational planning should include: the student; family; high school staff, such as the guidance counselor, transition specialist, and career educational teacher; VR counselor; employers; job developers; job coaches; orientation & mobility specialists and communication specialists.Chapter 8 – Vocational Training & Employment OptionsI. DEFINITIONImportant Points…Students who are deafblind should be assessed properly and be provided vocational training in functional work environments. The student should take a career education course, gain job readiness skills, and have functional work experiences through internships and part-time summer employment.Both the individual and the work site must be assessed carefully in order to assure an appropriate and satisfactory fit.VR agencies support individuals who are both looking for competitive or supported employment environments. Some students who are deafblind will leave the educational system and go on to receive a degree in higher education while others enter an occupational training program or go directly into the world of work. In order to be prepared for the general workforce, students need to obtain the necessary skills that will support a seamless transition from school-to-work. It is critical that the student who is deafblind be assessed properly and be provided vocational training in functional work environments. For students who meet the eligibility criteria, there are two New York State rehabilitation agencies that can assist with the vocational assessment, training and placement of a student who is deafblind (see Chapter 6A). II. TRANSITION FOR YOUNG ADULTS WHO ARE DEAFBLINDDuring the high school years it is critical that the student, family and educational team be sure to address the area of vocational planning. The student should be encouraged to do extensive career exploration, take a career education course, begin to gain job readiness skills, and have real work experiences through internships and part-time summer employment. The student should ask him or herself:What kind of job do I want?How will I get that job?Where can I learn the skills to qualify for that job?Answering these questions will guide the student and his team in determining the necessary level of support that will be needed prior to obtaining employment and at the work site. III. CRITICAL COMPONENTSStudents need to gain an understanding of the world of work. As younger children, they need to learn about the kinds of jobs that are done around them. Family members and teachers can help by providing descriptions of the work they and others do, providing opportunities for the child to do chores at home and school and for doing volunteer work at various places within the community. As students become aware of job possibilities, they also need to develop job readiness skills, such as resume development, job hunting and interview skills, and an understanding of the roles and responsibilities of an employee. Students who are old enough to work must be given opportunities for real work experiences such as summer employment. This will help them build their resumes and be more informed about the kind of work that is best suited to them. The student who is deafblind may either be competitively employed or employed with support. Either way, if the student qualifies for eligibility, the student is able to access support services from the New York State agencies in order to obtain and maintain petitive EmploymentVocational Rehabilitation Agencies provide support and programs to help place the transition-age youth into competitive employment. Competitive employment means that the individual has a goal of working in the community in an integrated setting, earning at least minimum wage. An integrated work setting is a job setting commonly found in the community where the individual with a disability interacts regularly with persons who do not have disabilities and who are not paid caregivers. Employment may be on a full-time basis or on a part-time basis, but is generally expected to average at least 20 hours per week. The individual selects their employment goal with their vocational rehabilitation counselor. The vocational goal and the plans to meet that goal are written into a plan called the Individualized Plan for Employment (IPE). The individual and the counselor review the plan periodically to be sure it still makes sense, and revise the plan as necessary.Supported EmploymentSupported employment allows individuals with the most severe disabilities to work in competitive settings in their communities. The individual is able to learn the job and maintain employment through the ongoing support of a job coach. Supported employment is designed for individuals who have never been able to work in the community, or who have had difficulty keeping a job because of the severity of their disability. The kind of support an individual receives will depend on the individual and the job setting. During what is called the “intensive” phase, an individual may receive assistance on the work site or off site. Services may include: job development and placementassessment and orientation to the job; travel training;job skills training at the work site;counseling and advocacy services; andperiodic review and changes to ways to do the jobAfter the person has demonstrated satisfactory ability to the do the job tasks and can perform their tasks with reduced support, the individual is moved into "extended follow-along” status. The individual may no longer need vocational rehabilitation services, but job supports, funded by another method, continue to be available. These services may be similar to those the individual received in the intensive phase, and include:regular observation or supervision by a job coachjob training for new work assignmentsfollow up services with employers, the individual, parents, family members, advocates, other authorized persons;help setting up natural supports (assistance from fellow co-workers) at the work site; andother support services at or away from the work site, such as transportation and personal assistance services.Supported Employment can follow several models including:Individual Placements – an individual with the “most significant disability” is placed in an integrated community-based job with support and training at the work site.Enclaves – the individual is part of a small work group, which is integrated among the regular work force of a single work place.Mobile Work Crews – the individual is part of a small work crew (no more than eight individuals), which provides a service at several places of business in the community (such as cleaning services) and usually operates from a vehicle with one supervisor.Affirmative Business – a small private business set up specifically to employ adisabled person to produce products for sale to the public (for example, a bakery). Employees may include a small group of individuals with significant disabilities (no more than eight) as well as individuals who do not have disabilities.Self-employmentSelf-employment is a vocational option that may be considered when it is determined that it is the most appropriate method for a consumer to reach his/her employment goal. Self-employment can be an exciting and productive employment outcome for individuals who have the skills, interests, resources and supports to develop and manage their own business.Sheltered EmploymentSheltered employment is a non-integrated, supportive environment that allows people an opportunity to work no matter what their level of productivity.? Some people use sheltered employment as an opportunity to develop daily routines and work habits that can be transferred to a job in the community.?While sheltered employment is not a vocational goal that can be supported by vocational rehabilitation, the VR counselor can help connect the student with The New York State Office for Mental Retardation and Developmental Disabilities (OMRDD, see Chapter 6) or other agencies, which support this outcome. Individuals in sheltered employment may later choose to seek competitive jobs and can apply or reapply for vocational rehabilitation services at that time.IV. PROCESSIn order to determine vocational interest, job readiness skills and a suitable place of employment all individuals who are deafblind must be assessed and trained in a comprehensive fashion. Both the individual and the potential place of employment must be assessed carefully in order to assure an appropriate and satisfactory fit. A two-layered vocational assessment for students who are deafblind will:A. Assess the student:Work readiness skills – Assess the student’s experiences with pre-vocational job readiness training that included vocational exploration, resume development, interview skills, and work ethics.Interpersonal behavior/social skills – Determine the student’s ability to get along with his or her peers, accept direction from a supervisor and adjust to different supervisory styles.Task performance – Identify the student’s ability to perform work tasks, determining speed, endurance, quality, and consistency so that the employer is aware of the benefit of hiring the individual.Social/culture environment – Assess the student’s ability to interact with coworkers and a supervisor who has a different life experience from his or her own. Problem-solving skills – Determine the student’s ability to independently identify solutions on the job or whether he or she knows when and how to ask co-workers or a supervisor for assistance. Ability to use assistive technology to perform work tasks – Assess and train students on appropriate assistive technology that will improve their work performance and ability to communication with co-workers on the job.B. Assess potential placement:Work site assessments and job analysis – Look at the work site and different aspects of the job, taking into consideration the various needs of the student who is deafblind (i.e. attitude, barriers).Communication requirements of the job – Identify how communication between coworkers and supervisors typically occurs (i.e. face-to-face, email, telephone).Physical environment – Identify factors that may help or hinder the work experience for someone who is deafblind (i.e. lighting, background noise, set-up of room, location of desks/tables).Mobility/safety issues – Provide on-site Orientation & Mobility services to be sure the person get around the work site safely and effectively.Social culture – Determine the “social culture” of the work place (i.e. office is very quiet or is it expected that people may socialize throughout the day).Compatibility of work systems with assistive technology in use – Determine what assistive technology may help the person perform work and communicate with others, and how that technology will be able to work with other equipment and systems at the work place. Safety and portability will also be considered.V. KEY PLAYERSA multi-disciplinary team plays a pivotal role in the life of a transition age young adult who is deafblind. For vocational planning, the team should consist of the student, family, high school staff, such as the guidance counselor, transition specialist, and career educational teacher, as well as the VR counselor. Perhaps for the first time in the student’s life employers, job developers, job coaches, orientation & mobility specialists and communication specialists should be involved in the planning process. Having these parties involved will assist in developing the vocational exploration and skill attainment for the student who is deafblind. NOTE OF THANKSThe members of the New York State Transition Partnership hopes that you have found this Guidebook to be helpful and will use it often for family discussions, educational meetings and throughout all aspects of transition planning. If you are in need of additional resources please contact the New York State Technical Assistance Project for Children and Young Adults who are Deafblind as they are dedicated to improving the quality of education and lifelong development for students who are deafblind and their families. ADDENDUMSAPPENDIXA.B.C.D.E.F.RESOURCESREFERERNCESVESID - CBVH - - 6B(NICHY Transition Summary 9 (TS9) 1996).Chapter 6C - HousingState of New York Mortgage Agency (SONYMA)For persons with developmental disabilities: Housing Initiatives Office (518-473-1973). NYS Office of Mental Health (OMH) and SONYMA For persons with psychiatric disabilities. For additional information please call OMH (518-474-5191). The U. S. Department of Housing and Urban Development and New York State Grants are offered to low-income families through the HOME program. For more information and to identify the agency that administers the HOME program in your area call the Division of Housing and Community Renewal (DHCR) (518-402-7377; upstate or 212-480-4543; New York City or the website at: dhcr.state.ny.us). Real Property Tax ExemptionsFor additional information you can contact the NYS Office of Real Properties (518-486-5446 or visit their website at orps.state.ny.us, and click on publications/forms and “Q” for questions on the exemptions).Housing Choice Voucher (Section 8): The US Department of Housing and Urban Development (HUD). For more information please contact the NYS Division of Housing and Community Renewal (DHCR) (518-473-2083 or at dhcr.state.ny.us). Rural Housing Services Rental AssistancePlease contact them directly for more information (315-477-6400 or to the website at ruraldev/).Chapter 8:CBVH - - adult_services employment_serv.htmlVESID - ................
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