- Selected Topics
- Accessing the General Curriculum
- Auditory Training
- Calendar Systems
- Concept Development
- Daily Living Skills
- Environmental Considerations
- Harmonious Interactions
- Lilli Nielsen and Active Learning
- Orientation & Mobility
- Play & Recreation
- Social Interactions
- Tactile Strategies
- Universal Design for Learning
- van Dijk Approach
This is a partial list of materials on this topic available from the NCDB Catalog Database. If you have additional questions, please contact us via email: email@example.com
Adult Services Referral Checklist for Transition-Age Young Adults Who are Deaf-Blind --Jordon, B. (2000) This table provides potential resources for transition-aged young adults who are deaf-blind. Provides referral services for employment services, post-secondary educational services, housing and independent living services, and legal/advocacy/medical services. Contains a blank table to construct an action plan for several students. Available on the web: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CC4QFjAA&url=http%3A%2F%2Fwww.nationaldb.org%2Fdocuments%2Fproducts%2FAdultServicesChecklist.doc&ei=MbqLUuP9IuHbyQGVzoCoBw&usg=AFQjCNH-S2QALGSiRrtHOe9fecEDDT2Mvw&sig2=CTn40CDUtaAj7unSmA8RSw&bvm=bv.56643336,d.aWc
Assessment Instrument for Families: Evaluating Employment for Individuals with Deaf-Blindness --Helen Keller National Center - Technical Assistance Center. Sands Point: HKNC-TAC. (1995) This instrument offers seven areas of assessment: (1) Vocational Assessment Activities; (2) Job Development/Job Match Activities; (3) Job Site Characteristics; (4) Job Description; (5) Health and Safety Issues; (6) Socialization on the Job; (7) Available Supports. The instrument has 3 goals: first, to allow parents of individuals who are deaf-blind to examine the strengths and weaknesses of various employment programs in relation to their child's employment wants and needs; second, to guide parents in advocating for what is needed from a specific job to ensure their child's success; and third, to be user friendly. It is meant to be general and flexible and usable in a number of ways to meet a variety of needs as identified by parents.
Communication Made Easier: Facilitating Transitions for Students With Multiple Disabilities --Peck, Steven. TEACHING EXCEPTIONAL CHILDREN, May/June 2004, vol.36, # 5, pp.60-63. (2004) This article is about how the author developed a book format called "Spend the Day with Me" to help students with multiple disabilities advocate for themselves. The book gives the student a voice to tell others what skills and special challenges they face daily and to communicate essential information to their teachers and families.
Communication Systems to Last a Lifetime: Implications and Strategies for Adolescents and Young Adults --Belote, Maurice. RESOURCES, vol. 10, #13, Spring/Summer 2002, pp. 1-4. (2002) This article offers strategies or suggestions that might assist educational teams and families as they consider how best to meet the communication system needs of their students, clients, sons, and daughters as they transition out of school. Discusses the need to create the best communication system possible while still receiving special education services, make sure to document the system so that changes do not occur each year, remember to differentiate between expressive and receptive communication needs, develop a system that meets everyone's needs, remember that the system must be accessible to its' user at all times, and try not to become overwhelmed it your time is limited with the user. Available on the web: http://www.sfsu.edu/~cadbs/SpringSummer02.pdf
"Could You Please Tell My New Teacher?" A Parent/Teacher Guide to Successful Transitions --Demchak, MaryAnn; Elquist, Marty. Reno, NV: Nevada Dual Sensory Impairment Project. (2002) This is a guide for new teachers, paraprofessionals and support personnel involved in transitioning students from one grade level to the next, or out of school. It provides information on developing a transition portfolio for students to take with them as they move on to new teachers, new schools, or leave school for work. Provides information about practices that help transitions to progress smoothly, guidelines for developing portfolios, and assistance in planning and implementing the individual's IEP in new settings. Provides sample forms to include in the portfolio including personal, medical, educational, and communication style information. Provides forms for various types of receptive and expressive communication, behavior support plans and problem solving and team notes. Available in Spanish. For additional information please contact MaryAnn Demchak at the Nevada Dual Sensory Impairment Project; Department of Educational Specialties/MS 299; University of Nevada, Reno; Reno, NV 89557 or by calling (775) 784-6471. Publisher's web site: http://www.unr.edu/educ/ndsip
Developing a Transition Portfolio Boise: IDAHO PROJECT FOR CHILDREN AND YOUTH WITH DEAF-BLINDNESS NEWSLETTER, vol. 7, #1, Winter 2002, pp. 1-3. (2002) This article describes what a transition portfolio should contain and why it is important and relevant to creating a quality program for a student. It provides information on individual sections that make up the portfolio. These sections include: medical, positioning, educational, adaptations and supports, communication, behavioral strategies and support, and problem solving/team notes.
Employment --California Deaf-Blind Services. Mission Viejo, CA: California Deaf-Blind Services. RESOURCES, vol. 9, #1, Winter 1997, pp.1-7. (1997) This issue of California Deaf-Blind Services "reSources" is a collection of six articles on employment for adults who are deaf-blind. In four articles, parents and service providers discuss their experiences in planning for the transition to employment of individuals who are deaf-blind. In "Special, And Yet..." members of the Interwork Project at San Diego State University discuss the importance of educational and community inclusion in building a foundation for future employment. In "Transition Services," Christine Pittman describes WorkAbility I, an employment development program administered through the California Department of Education. Available on the web: http://www.sfsu.edu/~cadbs/Winter97.pdf
Fact Sheet: Suggestions for Creating Successful Transitions from School to Adulthood --Belote, Maurice. RESOURCES, vol. 11, #3, Summer 2004, pp. 8-9. (2004) This fact sheet provides a list of steps towards successful transitions from school to adulthood. The steps include, minding the gap and working for a seamless transition, planning early, making sure goals are leading towards the desired outcome, and the importance of social skills. Also recommends documenting everything, being wary of the "readiness model" of employment, using connections, and getting relevant facts. Available in Spanish. Available on the web: http://www.sfsu.edu/~cadbs/35Transition.pdf
Focus on Transition: A Guide for Parents --Georgia Sensory Assistance Project Stakeholders Transition Committee. Atlanta: Georgia Sensory Assistance Project. (2004) This guide has three sections. Section I, "Important Things To Know About Our Child" provides a structure that parents can use to organize important information about their children such as medical reports, vision and hearing reports, and educational evaluations. Section II, "Introduction to Transition" defines transition and provides information about IDEA and the IEP, transition plans, transition portfolios, and person centered planning. A transition checklist is also provided. Section III, "Sample Transition Resources in Georgia" lists transition, recreational, respite care, post-secondary, and scholarship resources.
Impact: Feature Issue on Achieving Secondary Education and Transition Results for Students with Disabilities Institute on Community Integration (UCEDD) IMPACT, vol. 16, #1, Fall/Winter 2003-04, pp. 1-35. (2004) In the issue of Impact, several articles address the issues related to the education of students with disabilities during their transition years. Describes how the recent shift towards more inclusion of students with disabilities in the general curriculum classroom is requiring exploration of new strategies for attending tot he needs of diverse learners in the same classrooms. Standards-based education is pushing schools to figure out how to meaningfully include students with disabilities in assessment and accountability systems. An increased involvement of families and students in individual planning, as well as in shaping educational policy and practice, is continuing to shift the locus of decision-making about education. Along with articles describing these and other issues are profiles of strategies that are proving successful across the country in addressing these issues. Available on the web: http://www.ici.umn.edu/products/impact/163/default.html
Integrating Service Systems at the Point of Transition for Youth With Significant Support Needs: A Model That Works --Luecking, Richard G., Ed.D.; Certo, Nicholas J., Ph.D. AMERICAN REHABILITATION, Autumn 2003, pp. 2-9. (2003) This article discusses a new model for service delivery, the Transition Service Integration Model, which integrates resources and expertise of the three primary systems responsible for transition from school to adulthood for individuals with significant support needs. These entities are the local public schools, the rehabilitation system, and the developmental disabilities system. The model involves school districts forming a partnership directly with private non-profit agencies that typically serve adults with significant support needs. Through this partnership personnel from the school district and private agencies work together during the student's last year in school to develop a paid direct-hire job and a variety of inclusive community activities to engage in when not working. This article illustrates the impact of the model on student employment outcomes and shares implications for widespread adoption of these practices.
Making a Difference: Thinking About Decision-Making Support in the Transition Process --Froemming, Roy, J.D. Wisconsin Council on Developmental Disabilities. (2002) This paper is about steps that everyone involved in the transition process can take to make a difference in how society plans for and provides assistance to people who need support in identifying and exercising their rights. In particular, it discusses the issue of guardianship. It stresses the importance of the individual learning his/her rights and taking as much responsibility for their lives as possible.
Making the School to Work Transition: A Team Approach to Job Creation for Individuals who are Deafblind --Steveley, Janet. Terre Haute, IN: Indiana Deafblind Services Project. (2003) Designed to assist families, teachers, and service providers who are involved in the transition from school to community employment with youth who are deafblind. Chapter titles: Establishing an Effective Team, Developing a Person-Centered Plan, Incorporating Transition into the Individualized Education Program (IEP), Planning a Career, Creating Job Opportunities, Facilitating Natural Supports, Working with Vocational Rehabilitation, Funding Ongoing Support, Summary, and a Glossary.
National Transition Follow-Up Study of Youth Identified as Deafblind: Parent Perspectives --Petroff, Jerry G. Monmouth, OR:: The National Technical Assistance Consortium for Children and Young Adults Who Are Deaf-Blind. NTAC BRIEFING PAPER. (2001) This paper describes the results of a study that surveyed parents of deaf-blind youth (age 18-24) who had already left school, to find out about their children's post-school experiences relating to education, employment, living arrangements, and community involvement. It also asked about parents' satisfaction with current and past services. Available on the web or by contacting DB-LINK. Phone: 800-43-9376. TTY: 800-854-7013. E-mail: firstname.lastname@example.org. Available on the web: http://nationaldb.org/documents/products/transition.PDF
Self-Determination: Supporting Successful Transition --Bremer, Christine D.; Kachgal, Mera; Schoeller, Kris. Minneapolis: National Center on Secondary Education and Training. RESEARCH TO PRACTICE BRIEF, vol. 2, #1, April 2003, pp. 1-5. (2003) This research newsletter focuses on self-determination and transition. It provides a brief explanation of what is meant by self-determination and how it is learned. Reviews recent research on self-determination in high schools and how it corresponds with positive transition outcomes. Provides tips for families and professionals to help promote self-determination in youth with disabilities. Reviews the availability of self-determination curricula for the classroom. Publisher's web site: http://www.ncset.org
Successful Transitions Between Programs --Belote, Maurice. CA: California Deaf-Blind Services. reSources Fall 2004, vol. 11, #4, p. 8-11. (2004) Describes basic strategies that families and educators can employ to ease the transition for students when they are moving to a new program. Available on the web: http://www.sfsu.edu/~cadbs/36TransitionsPrograms.pdf
The Time is High School: The Resource is the Community --Ingraham, Cynthia L.; Anderson, Harry C. ODYSSEY, Summer 2001, pp. 24-25. (2001) This article gives information on resources available to help deaf-blind high school students transition out of school. It includes information on Vocational Rehabilitation services and the Individuals with Disabilities Education Act (IDEA). It also gives tips on helping students learn self-advocacy skills.
Transition: It's All About Collaboration --Davis, C.C. SEE/HEAR, vol. 8, #3, Summer 2003, pp. 34-36. (2003) This article discusses a collaborative effort between the Texas Commission for the Blind (TCB), Helen Keller National Center (HKNC), Deaf-Blind with the Multiple Disabilities Program (DB-MD Waiver), and the Texas School for the Blind and Visually Impaired (TSBVI) to develop a program to help deafblind students transition from high school to college or community living. The article describes how each organization is participating to make the project successful. Available in Spanish. Available on the web: http://www.tsbvi.edu/seehear/summer03/collaboration.htm. Publisher's web site: http://www.tsbvi.edu
Transition from School to Adult Life in the Community: A Three-Part Planning Sheet --Wiley, David. Texas Deafblind Outreach. (2004) This planning sheet assists with transitioning from school to adult life in the community. Part one assists in creating a vision for the childs' future and developing goals to reach that vision. Part two, to be completed by the child's transition team, assists in developing a plan of action. Includes detailed description of goals for the student's future in home, employment, education, community and leisure activities. Available from Texas School for the Blind and Visually Impaired, 1100 W. 45th Street, Austin, TX 78756. Available on the web: http://www.tsbvi.edu/attachments/other/transition3partform.pdf. Publisher's web site: http://www.tsbvi.edu
Transition Guide for Youth who are Deaf-Blind Sioux Falls, SD: Center for Disabilities Deaf-Blind Program. (2002) This guide is designed to be a resource for families, schools, and other agencies involved in the life of transition-aged students who are deaf-blind in South Dakota. Describes the various transition needs of students with deafblindness, deaf-blind services in South Dakota, collaborative partners, and South Dakota and national resources for deaf-blindness.
Transition Services for Students with Significant Disabilities in College and Community Settings: Strategies for Planning, Implementation, and Evaluation --Grigal, Meg; Neubert, Debra A.; Moon, M. Sherril. Austin, TX: Pro-Ed. (2005) Written for school personnel, families, and individuals interested in expanding transition services for students with significant disabilities to college and community settings. It provides a framework and strategies for designing, implementing, or evaluating transition services. The first step in creating new services is to identify the needs and desires of students. Once identified, the focus shifts to identifying the services, supports, and learning environments required to address those needs. Finally, all transition services must be monitored and evaluated on a regular basis to ensure successful student outcomes. Each chapter contains blank forms that may be copied. In addition, each form is available on an accompanying CD. Publisher's web site: http://www.proedinc.com
Transitioning: What Happens to Young Adults Who Are Deafblind After They Leave School? --McNulty, Kathy; McNulty, Joe. Cleveland, OH: Proceedings of the 6th International CHARGE Syndrome Conference, July 25-27th, 2003, Cleveland, OH. (2003) This presentation provides a look at the vocational rehabilitation system, the services it provides to people who are deaf-blind, and how the educational system can best prepare children who are deaf-blind to successfully live and work in their communities. Topics covered include: Federal legislation affecting people with disabilities including eligibility for Vocational Rehabilitation services. Also available is a CD-ROM containing an audio version of this presentation.
Under the Magnifying Glass: Transition DEAFBLIND FOCUS, vol. 11, #2, Spring/Summer 2000, pp. 1-3. (2000) This article looks at the transition outcomes for students who are deafblind. It provides information on the Indiana Deafblind Services Project and what needs have been identified to assist with a successful transition. Some common misperceptions in transition planning are identified in a table at the end.
You and Me: Transition Boise, ID: Idaho Project for Children and Youth with Deaf-Blindness. A Six Part Video Series About Educating Children Who Are Deaf-Blind. (2002) This video is the sixth and final volume of the "You and Me" series produced by the University of Idaho. It focuses on skills that Riley Ford, the student focus of the series, is learning as he transitions from high school to the adult world. The video includes information about his communication system, his orientation and mobility skills, his vocational program, and his daily routine at the YMCA. Available for $15.00 plus $3.50 shipping and handling fee from the Idaho Project for Children and Youth with Deaf-Blindness, University of Idaho, Boise Center, 800 Park Blvd., Boise, ID 83712, PH: (208) 364-4012, email@example.com