Transition-Related Education Programming

Involve the individual in job experiences matched to his or her strengths and interests, and employer needs. Most of the day should be spent in community and work settings (including for students who are still in the education system). Research shows that adolescents or young adults with deaf- blindness who are engaged in competitive, customized employment for at least a year prior to exiting school are more likely to maintain employment.

Adhere to the concept of “dignity of risk.” Adolescents and young adults should have expanded adult opportunities in work, social, and home settings to experience things on their own (with appropriate support), make choices using guided decision-making, and experience natural consequences.

Involve the individual in continuing education for career development and lifelong learning.

Refer the individual to appropriate adult service agencies. Establish eligibility for applicable services, such as vocational rehabilitation, Medicaid, mental health services, and developmental disability services.

Exit the educational system with a comprehensive portfolio that documents school achievements, community involvement, and work experience.