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Transition Guides Developed by State Deaf-Blind Projects Bibliography

by DB-LINK on Nov 30, 2009
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2002-0215

2002 Family Transition Notebook --Carnes, Sylvia; Crepeaux, Dennis. Oregon Deafblind Project. (2002) This notebook is the collaboration of the Oregon Commission for the Blind and the Oregon Deafblind Project. The goal is to streamline the information in a practical, functional notebook that will help to organize information that will support a successful transition. This information can be used by the IEP team, and can be incorporated into the IEP as part of the transition services appropriate for the student. This notebook can serve as a guide to assist families in taking a lead role in the transition planning process, organizing information and resources effectively, understanding the responsibilities of various adult agencies and the roles of personnel, and understanding general timelines associated with transition planning. A transition checklist is provided at the end.

2005-0032

As Your Child Grows --Ohio Center for Deafblind Education. Columbus, OH: Ohio Center for Deafblind Education, University of Dayton-Columbus. (2004) Six resource packets for families of deaf-blind children in Ohio. Each packet targets a specific age range: early intervention (birth to 2 years); early childhood, 3 to 5 years; school age, 6 to 10 years; school age, 11 to 13 years; transition age, 14 to 17 years; and transition age, 18 to 22 years. Each packet contains a local, state, and national resource guide, brochures from a variety of local and national agencies, and materials that provide helpful information and recommendations.

1996-0722

Assessing the Transition Needs of Young Adults with Dual Sensory and Multiple Impairments --Everson, Jane M. Columbus, OH: GLARCDB. Assessment Guidelines Volume 3. (1992) The summary is a manual to guide planning teams composed of educators, service providers, parents, and family members in assessment of the transition needs of individuals with hearing and visual impairment and multiple impairments (such as mental retardation and cerebral palsy) between the ages of 14 and their mid-20's. Information on updating and interpreting assessments, conducting interviews, working with families, conducting community-based, situational assessments, identifying and assessing local service programs, expanding upon the IEP, the individualized transition plan - ITP, personal futures planning - PFP, interagency team approaches, and development of functional and visionary profiles of young adults in transition. Sample forms of an ITP, a PFP map, background map, relationships map, places map, communication/interaction map, and day in the life map are appended. To purchase contact: GLARCDBE, 4807 Evanswood Drive, Suite 300, Columbus, OH 43229. Phone: 614-785-1163. Fax: 614-785-0513. TTY: 614-785-1158. Email: glarcdbe@ssco.org. There is an order form on the web site. Cost $7.00. This is one of a set of 3 assessment tools.

2002-0285

"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

2002-0286

DB Step-Up Guide for New Jersey Interagency Transition Teams --Scott, E.; Ruetsch, C.L. New Jersey: New Jersey Technical Assistance Project (N.J. TAP) (1999) This guide is intended as a source of information to persons who are engaged in transition planning on behalf of students with deafblindness. It provides information on the DB STEP-UP (Deafblind Statewide Transition from Education Project - Unequivocal Possibilities) project operating in New Jersey. DB STEP-UP team members have worked at the state and regional levels to provide local school districts with the support they need to engage in more effective transition planning. This guide was developed to provide a framework for future DB STEP-UP efforts and to assist new members to become active team participants. Provides operating procedures, mission statement, and the role of the agency. Includes an overview of special education law as it pertains to transition. Reviews the optimal transition plan and how to develop it. Appendices include resources on program development, program quality indicators, and sample forms and letters. Resource materials including NJ TAP fact sheets, person centered planning forms, and suggested reading materials are provided at the end.

2005-0077

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.

1996-0819

I'm Moving On: This Book Will Help Me As I Move on into My Community --Trujillo, Toni (Ed.); Tavarez, Trudy (Ed.); Rubald, Tim (Ed.); Roach, Wanda (Project Coordinator) --New Mexico Deaf-Blind Services Transition Project. Santa Fe, NM: New Mexico Deaf-Blind Services. (1996) This manual was designed as a personal record book or portfolio for dual sensory impaired individuals who are transitioning into community life. Included in it are forms to document the individual's mode of communication, favorite persons and places, medical and health issues, identification of self, family, friends, staff, and prized possessions by photographs and/or video, and mode of mobility. With this manual, individuals in transition can inform new acquaintances and staff about his or her life experiences and needs. It is intended to be used in conjunction with "Moving On, Helping Individuals with Deaf-Blindness Move Successfully into the Community: A Manual for Transition Planners."

2004-0020

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. Publisher's web site: http://www.indstate.edu/blumberg/

1996-0818

Moving On: Helping Individuals with Deaf-Blindness Move Successfully into the Community: A Manual for Transition Planners --Schlee, Conni; Trujillo, Toni (Ed.); Tavarez, Trudy (Ed.); Rubald, Tim (Ed.); Roach, Wanda (Project Coordinator) --New Mexico Deaf-Blind Services Transition Project. Santa Fe, NM: New Mexico Deaf-Blind Services. (1996) The manual is designed as a tool for teachers and service providers planning the transition to community life of young adults who are deaf-blind, and for deaf-blind individuals and their families. Transition is defined and the laws that govern it are summarized. The role of service agencies in the development of a Individualized Transition Plan, ITP, in New Mexico is delineated. New Mexico Deaf-Blind Services provides technical assistance for transition services. To be included in a functionally based curriculum implemented by the IEP are living arrangements, vocational training, employment, social/sexual relationships, recreation and leisure, advocacy/legal, homemaking activities, transportation, medical services, and community resources. ITP team configuration, tools, and roles are discussed. Tips for developing self-determination are offered. Appendices include a glossary, family and professional resources, Developmental Disabilities Division regional offices in New Mexico, and a 5pp chart of steps for transitioning from ages 16 through 21. Designed to be used with the companion volume "I'm Moving On!," which is a personalized workbook for transitioning individuals with dual sensory impairments.

1996-0075

Planning Today-Creating Tomorrow: Guide to Transition --Steveley, Janet D.; Houghton, Joan; Goehl, Karen S.; Bailey, Brent R. Bloomington: Blumberg Center for Interdisciplinary Studies in Special Education. (1996) This booklet contains information designed for individuals who are involved in the transition planning process for persons with deaf-blindness including those persons with other disabilities. The purpose of the guide is to introduce common misperceptions encountered during transition planning, components of transition planning, the transition planning process applied to two women who returned home to Indiana, resource information, and transition terms and definitions. To order: Indiana Deaf-Blind Services Project, Blumberg Center, School of Education 502, Indiana State University, Terre Haute, IN 47809, (800) 622-3035.

2003-0248

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.

1996-0087

Transition Resource Notebook: For Families of Individuals with Deaf-Blindness --Wiley, David; Moss, Kate. Austin: Outreach Services Texas School for the Blind and Visually Impaired. (1995) This guide offers information to families of those who are deaf-blind in areas such as advocacy, medicaid services, housing options, agencies available to help, and Social Security programs. It provides a framework for information gathering specific to Texas but adaptable to any state.

2007-0115

Transition Timeline For Children and Adolescents with Deafblindness and/or Severe Disabilities --Utah Deafblind Project, Transition Task Force. (2006) The Transition Timeline is adapted from the "Transition Timeline for Children and Adolescents with Special Health Care Needs" by Utah's Deafblind Project, Transition Task Force. The chart provides useful guidelines for birth to three, three to five, six to twelve, twelve to fifteen, sixteen to eighteen, and age eighteen through adult life. It has also been edited from the Utah Deafblind Project for Virginia by VA Project for Dual Sensory Impairments & Deafblindness. Available on the web: http://fvindiana.org/Files/USDB_Transition_Timeline.pdf

 

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