- Selected Topics
- What is Deaf-Blindness
- Definitions of Deaf-Blindness
- Causes of Deaf-Blindness
- National Child Count & Demographics
- Communication Overview
- Early Communication
- Prelinguistic Communication
- Object Communication
- Symbolic Communication
- Sign Language
- 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
- Identification & Referral
- Early Intervention
- Assessment Overview
- Assessment Tools and Instruments
- Alternate Assessment
- Program Planning
- IEP Development
- IDEA (Individuals with Disabilities Education Act)
- Assistive Technology
- History of Deaf-Blind Education
- Self Determination
- Person Centered Planning
- Postsecondary Education
- Independent Living
- Customized Employment
- Sex Education
- Adult Services
- Intervener Services
- Support Service Provider
- Personnel Development & Training
- Interpreting for Deaf-Blind Individuals
- Interpreting for Deaf-Blind Individuals - Annotated Bibliography
- Training Resources
- Family Resources
- Personal Narratives - Family Stories
- Personal Narratives
- Art & Writing
- Cochlear Implants
- Functional Hearing
- Functional Vision
- Sensory Integration
- Central Auditory Processing Disorder/Auditory Neuropathy
- CHARGE Syndrome Webcasts and Presentations
- CHARGE Syndrome
- Congenital Rubella Syndrome (CRS)
- Cortical Visual Impairment
- Retinal Degenerative Disease
- Usher Syndrome
- Applications of Technology
- Research to Practice
- Topical Overviews
- Practice Perspectives
- Tools For TA
- Information Packets
- Deaf-Blind Perspectives
- Webinar Recordings
- NCDB eNews
- Archived Webinars
Transition - Employment Materials Bibliography
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: firstname.lastname@example.org
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 as an MSWord document: http://nationaldb.org/documents/products/AdultServicesChecklist.doc
Assessing the Employment and Independence of People Who Are Deaf and Low Functioning --Wheeler-Scruggs, Kathy. AMERICAN ANNALS OF THE DEAF, vol. 147, #4, October 2002, pp. 11-17. (2002) This study focused on the work and independent living status of people who are deaf and have varying levels of functioning. Each participant attended a comprehensive rehabilitation facility. Information was collected through personal interviews. Discusses a lack of job accommodations and what home accommodations were used. Suggestions and guidelines are given on areas in which people who are deaf and low functioning may need services beyond job placement.
Assessments of Individuals With Significant Disabilities Under the State Vocational Rehabilitation Services Program --United States Department of Education, Office of Special Education and Rehabilitative Services, Rehabilitation Services Administration. Washington, DC: United States Department of Education. Technical Assistance Circular RSA-TAC-02-01, February 11, 2002. (2002) This document clarifies the assessment process that vocational rehabilitation (VR) programs must follow when determining whether individuals with disabilities, particularly significant disabilities, are eligible for VR services. The need for this document came about following amendments in January of 2001 to VR program regulations which changed the scope of available employment outcomes for VR programs to employment only in integrated settings. The purpose of this was to provide individuals with significant disabilities employment opportunities in settings comparable to non-disabled individuals and to ensure that individuals with significant disabilities are not routinely placed in extended employment (i.e., sheltered work settings) based on the view that that are only capable of sheltered work. This created concern that some individuals with significant disabilities might be denied VR services if it was felt that they were not capable of working in an integrated setting. This Technical Assistance Circular addresses this concern. Key points include: 1) Any person seeking VR services is "presumed" to be able to benefit from VR services unless the State VR agency can demonstrate by clear and convincing evidence that the individual is incapable of achieving an employment outcome due to the severity of the individual's disability. 2) Steps that must be taken before an agency can establish such "clear and convincing evidence" include periodic assessment of an individual's abilities, capabilities, and ability to perform in realistic work situations; trial work experiences; and necessary and appropriate supports (eg, assistive technology, personal assistance services). November 03, 2003 Available on the web: http://www.ed.gov/policy/speced/guid/rsa/tac-02-01.pdf
Deafblind Employees in the Workplace --Segal, Barry. New York, NY: (2000) This research paper addresses the topic of deafblind employees in the workplace. The author surveyed 53 deafblind individuals across the United States regarding their education level, independent living, limitations at work, communication at work, discrimination, accommodations and social interactions outside of work. The results describe the 25 respondents experiences in the above areas. Basic information on deafblindness is also provided and described.
Developing Employment Opportunities for People Who Are Deafblind in Victoria --Lewis, Kirralee. Fremantle, Western Australia: Proceedings of the 5th National Deafblind Conference, Deaf Blindness: Keeping in Touch Beyond 2000, Fremantle, Western Australia, April 7-10, 2000. (2000) A paper presented at the Australian National Deafblindness Conference, April, 2000 focusing on a grant received by SensWide Services in Victoria, to address the employment needs of people with deafblindness. This paper presents the outcomes of this project and reinforces that with the right support, Deafblind people can achieve success in both their personal and professional lives. Identifies employment needs, employment outcomes, and common barriers to employment.
Disability Employment 101: Learn to Tap You r "Hire" Potential U.S. Department of Education U.S. Chamber of Commerce. (2003) This publication, developed jointly by the U.S. Department of Education and the U.S. Chamber of Commerce, is designed to provide information for businesses, industry, and service providers about hiring people with disabilities. It includes four main topics: finding qualified workers, cultivating new workers, learning from other businesses, and putting research into practice. Includes recommended disability-friendly strategies for the workplace, a list of resources for employers and people with disabilities, a disability-friendly business checklist, reasonable accommodation information and information about business tax credits and reduced labor costs that can be tapped into. Available from: ED Pubs, Education Publications Center, U.S. Department of Education, PO Box 1398, Jessup, MD 20794-1398, FAX: 301-470-1244, PH: 877-433-7827, TTY: 800-437-0833
Finding My Web Feet --Southern, Nick. TALKING SENSE, vol. 49, #1, Spring 2003, pp. 34-37. (2003) This pair of articles gives the personal stories of people who experience deafblindness due to Usher Syndrome. The first article is written by a man with Usher Syndrome who describes his experiences in the workplace. He talks about some of the difficulties he experienced and about his newest job working at SENSE UK. The second article is written by a 15 year old girl who is deaf and visually impaired from Usher. She describes her life and experiences at school and with her family. Also included are the reactions of two other teens, aged 15 and 14, upon meeting her.
Frans Leijon Project (1997-2001) NUD BULLETIN, January 2002, pp. 9-11. (2002) This article describes the Frans Leijon Project, a 4-year project to increase deafblind persons' education and qualifications for a career and meaningful work life. The project is named after a deafblind man who was both extremely bright and extremely industrious and qualified for several jobs. Provides proposals that outline some tools for building paths to training and employment learned from the project.
How to Create a Winning Video Resume --Belote, Maurice. CALIFORNIA DEAF-BLIND SERVICES RESOURCES FACT SHEET, vol. 10, #10, Summer 2001, pp. 5-6. (2001) This article describes some tips for creating a winning video resume for individuals who are deafblind and/or have severe disabilities that are far more capable than they would appear on paper. Provides step-by-step information on producing a quality video that highlights a persons strengths, abilities, and skills. Available in Spanish. Available from California Deaf-Blind Services, PH: 800-822-7884 (voice/tty), FAX: 415-239-0106. Available on the web: http://www.sfsu.edu/~cadbs/27VideoResume.pdf
Impact: Feature Issue on Young Adults with Disabilities & Social Security Administration Employment Support Programs Institute on Community Integration (UAP) IMPACT, vol. 15, #1, Spring 2002, pp. 1-31. (2002) In the issue of Impact, several articles address the need for greater understanding about the federal employment support programs and incentives, and the need to open the door for more young people to utilize them as they move into adult life. The articles provide information on the Social Security work incentive programs, the SSI and Postsecondary education support for students with disabilities, and information about the new ticket to work and self-sufficiency program. An update from the SSA employment support is provided as well. Discusses the importance of benefits planning and providing beneficiaries with information about how their benefits will be impacted when they go to work. theological frameworks for inclusion, practical tips for welcoming individuals with disabilities into congregations, ideas for service providers seeking to support religious expression, and success stories from around the country. Available on the web: http://www.ici.umn.edu/products/newsletters.html
Improving Graduation and Employment Outcomes of Students With Disabilities: Predictive Factors and Student Perspectives --Benz, Michael R.; Lindstrom, Lauren; Yovanoff, Paul. EXCEPTIONAL CHILDREN, vol. 66, #4, Summer 2000, pp. 509-529. (2000) This article reports on findings from two studies that examined secondary and transition practices. The first study examined student and program factors that predicted participants' graduation with a standard high school diploma and placement in employment and continuing education. The second study examined participants' perceptions of the program and staff characteristics that were most important in helping them achieve their education and transition goals. Findings suggest that career-related work experience and completion of student identified transition goals were highly associated with improved outcomes. Recommendations for policy and practice are discussed.
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.
Job Seeking Skills for People with Disabilities: A Guide to Success --Transition Resources and Career Services (TRACS) Northridge, CA: National Center On Deafness. Student Handbook. (2001) Intended to be used as a guide to provide basic information on setting career goals and looking for work, includes special considerations for job seekers with disabilities. Chapters include: About Yourself, About Disability, About the Job, About the Resume, About the Interview, About the Search, Marketing Yourself, About Job Expectations, and About the ADA.
Making It!: Successful Transition Competencies for Youth with Visual Disabilities --Wolffe, Karen. Austin, TX: SEE/HEAR, vol. 5, #2, Spring 2000, pp. 19-24. (2000) This article is based on a presentation given at the 1999 Texas AER conference. It focuses on the essential elements of successful programming for preparing children and youth with visual disabilities for life and adult responsibilities. This article provides the top ten transition competencies and ideas for assisting the student in developing a concept of these as well as gain experiences in each of the areas. The competencies include: an understanding of work based on real life experiences, well developed social skills, problem solving, and self-advocacy skills. Also, how to develop and apply compensatory skills such as reading and writing with braille in order to participate in life activities. How to gain knowledge of career options, employers' concerns and job search skills are a necessary component to a successful transition, as well as an understanding of one's level of ability and how to arrange needed advocates, supports and living arrangements. Available in Spanish. Available on the web: http://www.tsbvi.edu/seehear/spring00/makingit.htm
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: email@example.com. Available on the web: http://nationaldb.org/documents/products/transition.PDF
A Practical Guide to Accomodating People with Visual Impairments in the Work Place --Gerber, Judith. --Tucker, Kevin Patel, Pratik. New York, NY: Baruch College Computer Center for Visually Impaired People. (2002)Since the Americans with Disabilities Act was signed into law more than a decade ago, there has been no shortage of books and articles about this landmark civil rights legislation. All of this analysis, coupled with the myriad governmental regulations and guidelines themselves, comprises a daunting amount of information for employers and human resources professionals. This handbook distills this mountain of information on workplace accommodations and offers practical advice to the employer who is, perhaps for the first time, faced with interviewing, testing, hiring and accommodating a worker who has a visual impairment.
In light of the fact that employment begins with the application, testing and selection/hiring process, the handbook covers each of these phases in some detail. What should an employer do when a blind applicant shows up for an interview? What kinds of questions can and can’t be asked of an applicant? These kinds of very basic questions can be answered with the information contained in this easy-to-read manual on workplace accommodations.
Increasingly, employment in America is dependent upon computer-based information technologies, and employers know that integrating people with disabilities into their workforce means finding solutions to computer access. Information technology personnel and systems administrators, therefore, represent the second target audience for this handbook. Specialized hardware and software products, systems specifications, and networking issues are concisely described for IT personnel who will ultimately be responsible for incorporating these exciting access technologies into their information technology systems.
In short, this handbook is a much-needed primer on workplace accommodations for people with visual impairments. Developed by experts in the field of employment legislation, human resources and information technology, the handbook is a handy reference source for employers in businesses and non-profit organizations large and small.
Road Ahead: Transition to Adult Life for Persons with Disabilities --Storey, Keith (ed.); Bates, Paul (ed.); Hunter, Dawn (ed.) St. Augustine, FL: Training Resource Network, Inc. (2002) This book provides strategies and ideas for improving the lives of people with disabilities as they transition into adulthood and employment. It covers key areas in the transition from school to adult life. It features twenty experts from the field of transition in ten broad ranging chapters. It explores transition planning, assessment, instructional strategies, career development and support, social life, quality of life, supported living, and post-secondary education. Each chapter begins with a set of questions that are addressed in the text.
Tapping Employment Opportunities for Youth with Disabilities by Engaging Effectively with Employers National Center on Secondary Education and Transition. INFORMATION BRIEF, vol. 1, #3, December 2002, pp. 1-5. (2002) This publication discusses barriers to employment, work-based learning opportunities, and careers for individuals with disabilities. It gives a description of current problems, discusses employer perspectives, the implications for transition practice and employment services for youth with disabilities, and strategies for practice. It also includes a graph on post-internship job offers, empirical conclusions, and references for more information. Publisher's web site: http://www.ncset.org
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.
Touching Lives: Portraits of Deaf-Blind People --Gordon, Myles; Hajjar, Susan. Navada Productions. (2002) This video is a documentary by a deaf-blind interpreter. Susan Hajjar, grew up with three siblings who are deaf-blind and tells the story of how their influence affected her life. The video features Jamie Lard, a deaf-blind woman who advocates on behalf of deafblind people. Jamie describes her upbringing including her time as a student at Perkins School for the Blind, and now as an adult living independently. It also features, Harry Anderson, president of the American Association of Deafblind (AADB), and Ona Stewart, a deaf-blind woman with Usher syndrome who lives and works independently in a large city. Barbara Stein, who is orally trained and uses fingerspelling, is a software engineer who is unemployed at the time of the taping. She describes the difficulties she faces in gaining employment especially in a declining labor market of information technology. Describes how many people with deafblindness face isolation and loneliness. Other profiles include Chuck Ferraro, and the Tracy family.
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
Willing to Work --Johnson, Mark. --Journal Staff Writer. PROVIDENCE JOURNAL, April 25, 2000, pp. 1-3. (2000) This short story describes the life JR, a thirty-three year old deafblind man from Fall River, MA who has not been able to find work that suits him. While he waits to find employment, he shares his hobbies and interests of which there are many, but JR misses working.
Woman Doesn't Lack the Vision to Create --The Columbus Dispatch. THE COLUMBUS DISPATCH, Features - Accent & Arts, September 11, 2000, p. 2B. (2000) This article describes a deaf-blind womans' quest for self-employment. She recently started a greeting card business that uses characters formed by using the embossed dots of braille. More information is available at: My Mind's Eyes, PO Box 42, Crawfordsville, IN 47933 or firstname.lastname@example.org
Workplace Personal Assistance Service and Assistive Technology --Strobel, Wendy; McDonough, Jennifer Todd. IOS Press. JOURNAL OF VOCATIONAL REHABILITATION, vol. 18, #2, 2003, pp. 107-112. (2003) This paper examines how assistive technology can be utilized in conjunction with personal assistance services in the workplace. Through case examples, the authors show how assistive technology can assist an individual with a disability to become more independent and productive in the workplace. The impact of disability and environment on assistive technology is discussed. Factors influencing the selection and utilization of assistive technology at the workplace are reviewed. Discusses how the use of assistive technology can lessen an individual's dependence on a personal assistant while at work.