- 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
Transition Practice in Deaf-Blindness - Evidence Based Practice Bibliography
This is a partial list of materials on this topic available from the NCDB Catalog Database. If you have additional questions, you may contact us via email: firstname.lastname@example.org
Autonomy, Psychological Empowerment, and Self-Realization : Exploring Data on Self-Determination from NLTS2 --Shogren, Karrie A.; Kennedy,William; Dowsett, Chantelle; Little, Todd D. EXCEPTIONAL CHILDREN, vol. 80,#2 Winter 2014, pp.221-235. (Winter 2014) The authors used data from the National Longitudinal Transition Study-2 (NLTS2; SRI International, 2000) to examine the aspects of self-determination assessed in NLTS2 and measurement equivalence and latent differences across the 12 disability categories recognized in the Individuals With Disabilities Education Act (IDEA; 2004). NLTS2 included a direct assessment with items representing 3 of the 4 essential characteristics of self-determination—autonomy, self-realization, and psychological empowerment. The authors established measurement equivalence, but significant latent differences occurred across specific disability groups. Students with high-incidence disabilities (learning disabilities, emotional disturbances, speech or language impairments, and other health impairments) showed similar latent means and variances, as did students with sensory disabilities (visual and hearing impairments) and cognitive disabilities (autism, multiple disabilities, and deaf-blindness). Students with intellectual disability, traumatic brain injury, and orthopedic impairments could not be collapsed with any other group. Across the 6 collapsed disability groups, significant differences existed in the latent variances and limited mean level differences.
Beyond Programs and Placements : Enhancing the Development of Individualized Transition Services --Everson, Jane M. Baltimore: Paul H. Brookes Publishing Co. Supporting Young Adults Who Are Deaf-Blind in Their Communities. Jane M. Everson (Ed.) (1995) Chapter 2 describes a process for providing successful transition services that maintain the value of individualization and quality adult outcomes. Person-centered planning is the key to this. Included is a 7-step implementation procedure for individualized transition planning.
Building Relationships with Friends and Other Community Members --Enos, JoAnn. Baltimore: Paul H. Brookes Publishing Co. Supporting Young Adults Who Are Deaf-Blind in Their Communities. Jane M. Everson (Ed.) (1995) Chapter 9 discusses the types of relationships that are important, steps in building relationships, and strategies for enhancing relationships. The importance of service providers and family members as facilitators for the building of relationships is also recognized.
Capturing Change : Measuring the Impact of An Interagency Transition Team Approach --Rachal, Patricia, Ph.D.; Steveley, Janet, M.S.; Goehl, Karen, M.Ed.; Robertson, Kathleen, M.A. Monmouth, OR: DEAF-BLIND PERSPECTIVES, vol. 10, #2, Winter 2002-2003, pp. 5-9. (2002/2003) This article discusses the need for interagency transition teams to assist students from school to work. Describes a transition team model and training program that uses both person-centered planning and the use of a team oriented approach to reach successful transitions. Describes the training program and an evaluation tool developed to determine the effectiveness of this approach to transition. Available on the web: http://www.nationaldb.org/dbp/dec2002.htm#capturing. Publisher's web site: http://www.nationaldb.org/dbp.
Characteristics of Early Work Experiences and Their Association with Future Employment --McDonnall, Michele C.; O'Mally, Jamie. JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, vol. 106, #3, March 2012, pp. 133-144. (2012) This study addresses early work experiences as a key predictor of future employment for transition-age youths with visual impairments. Specific characteristics were investigated of early work experiences influence on future employment and whether the receipt of Supplemental Security Income (SSI) benefits is associated with early work experiences among this population.
Creating Positive Outcomes for Deafblind Youth and Young Adults : A Personal Futures Planning Transition Model --Nelson, Betty. RE:VIEW, vol. 36, #4, Winter 2005, pp. 173-180. (2005) Transition planning to assist students with severe disabilities to move from school to a positive adult future is of great concern for the young people and their families and friends. For more than a decade, the Office of Special Education Programs (OSEP) within the U.S. Department of Education has researched quality of life issues in transition planning. Traditionally, teachers who are trained in multi-impairments, hearing impairments, or visual impairments have filled the gap between the number of teachers needed in the field of deafblindness and the number of teachers trained specifically in the field. Personal futures planning is a person-centered creative planning process used by both HKNC and PATHfinders of Alabama to provide a framework of information about the background, abilities, preferences, and visions for the future of the individuals with whom they are working. The first federal grant evaluation team to review PATHfinders of Alabama labeled it a project of national significance. Since then, PATHfinders experiences have provided an opportunity for systems change. Alabama has extended services to include high-functioning deafblind individuals and individuals who are visually impaired.
Functional Communication in Inclusive Settings for Students Who Are Deaf-Blind --Stremel, Kathleen; Schutz, Richard. Baltimore: Paul H. Brookes Publishing Co. Welcoming Students Who Are Deaf-Blind into Typical Classrooms - Facilitating School Participation, Learning, and Friendships. Norris G. Haring and Lyle T. Romer (Eds.). (1995) Chapter 10 provides some perspectives on and strategies for considering factors of an individual's social and physical environments to achieve a shared communication system. This chapter also emphasizes a person-centered approach to the development and implementation of a functional communication system for students who are deaf-blind.
Improving Post-High School Outcomes for Transition-Age Students with Disabilities : An Evidence Review --Cobb, Brian R.; Lipscomb, Stephen; Wolgemuth, Jennifer; Schulte, Theresa. U.S. DEPARTMENT OF EDUCATION, August 2013. (August 2013) A new report reviews the research literature on strategies designed to help students with disabilities transition from high school to employment, postsecondary education and training, or independent living. The review deviates from previous evidence reviews on this topic by using the What Works Clearinghouse (WWW) systematic review procedures, focusing on direct measures of students' post-high school outcomes, and including more recent studies released between April 2008 and June 2011.
A total of 43 eligible studies were reviewed and assigned a WWC standards rating, of which 16 met the WWC standards. Community-based work programs were found to have mixed effects on students’ employment outcomes and potentially positive effects on postsecondary education outcomes. Functional life skills development programs were found to have potentially positive effects on independent living outcomes although the extent of evidence was small.
Taking this evidence as a whole, the review highlights the limited support currently available from high quality intervention research to identify a wide range of programs and strategies that help students with disabilities transition to employment, postsecondary education and training, or independent living. The report offers hypotheses about program characteristics, program development, and research design considerations gleaned from studies that met WWC standards as well as those considered as "exploratory." Available on the web: http://ies.ed.gov/ncee/pubs/20134011/pdf/20134012.pdf.
Interagency Approaches to Transition Services for Young Adults Who Are Deaf-Blind --Rachal, Patricia. Baltimore: Paul H. Brookes Publishing Co. Supporting Young Adults Who Are Deaf-Blind in Their Communities. Jane M. Everson (Ed.) (1995) Those elements that are most important to successful interagency collaboration are described in Chapter 14. The guidelines offer common threads with which an interagency team can begin to weave the complex fabric of successful coordination which will result in enhanced transition services for individuals who are deaf-blind. Major topics covered include developing an interagency team, the organizational structure and process of such teams, and state and local team partnerships.
A National Transition Follow-Up Study of Youth with Deaf-Blindness : Revisited --Petroff, Jerry G. AER JOURNAL: RESEARCH AND PRACTICE IN VISUAL IMPAIRMENT AND BLINDNESS, vol. 3, #4, Fall 2010, pp. 132-138. (2010) This article reports the findings of a study on post-school outcomes of youth who are deaf-blind. It used the same survey methods as a 1999 study that asked parents about the transition and post-secondary experiences of their children with deaf-blindness. Both studies gathered descriptive information on the characteristics, demographics, and experiences of youth with deaf-blindness and the level of parental satisfaction in their child's secondary education and post-school life. The current survey was completed by 109 respondents. Findings are reported for past school experiences (educational setting, use of dedicated interveners or para-educators, transition planning) and post-school life (employment, living situation, community participation). The article concludes with recommendations for educational and adult service systems and a discussion of policy issues.
The Post High School Outcomes of Young Adults With Disabilities up to 8 Years After High School : A Report From the National Longitudinal Transition Study-2 (NLTS2) --Newman, Lynn; Wagner, Mary; Knokey, Anne-Marie; Marder, Camille; Nagle, Katherine; Shaver, Debra; Wei, Xin. Menlo Park, CA: SRI International. (September 2011) Available on the web: http://ies.ed.gov/ncser/pubs/20113005/pdf/20113005.pdf.
Transition National Consortium on Deaf-Blindness, Teaching Research Institute, Western Oregon University. PRACTICE PERSPECTIVES, #4, January 2009. (2009) The National Consortium on Deaf-Blindness has a new 4-page publication called Transition. It describes the importance of in-depth transition planning to meet the unique needs of children and youth who are deaf-blind and the requirements of the Individuals with Disabilities Education Act as measured by Indicator 13. Print and Braille copies are available from NCDB (800-438-9376 or email@example.com). Available online in Spanish. Available on the web: http://nationaldb.org/documents/products/transition01-09.pdf. Publisher's web site: http://nationaldb.org.
Transition in Action : Michigan's Experience --Marks, S. Bruce; Feeley, D. JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, May-June 1995, pp. 272-275. (1995) In 1992 a multiagency model of transition planning was developed and implemented to meet the identified needs of students who are deaf-blind in Michigan. This article outlines the project's activities, accomplishments, challenges, and goals for the future.
Transition Strategies for Youths With Sensory Impairments : Educational, Vocational and Independent Living Considerations --Luft, Pamela; Rumrill, Phillip; Snyder, Jennifer L.; Hennessey, Mary. WORK: JOURNAL OF PREVENTION, ASSESSMENT & REHABILITATION, vol. 17 #2, 2001, pp. 125-134. (2001) This article examines educational and vocational characteristics of students with sensory impairments to assist rehabilitation professionals in supporting more effective transitions into employment and other adult roles. Specific transition considerations include unique learning challenges, assessment issues, assistive technology, and accommodations. It concludes with strategies for transition outcomes.