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Transition Planning for Students Who Are Deafblind

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Transition Planning for Students Who Are Deafblind Transition Planning for Students who are Deafblind Coaching from Students, Parents and Professionals Citation: Ingraham, C.L. (Ed.) (2007). Transition Planning for Students who are DeafBlind. Knoxville, TN: PEPNet-South. These materials were developed in the course of agreement between the Research to Practice Division, Oce of Special Education Programs, U.S. Department of Education and PEPNet-South at the University of Tennessee, Knoxville under grant #H326D060003. Additional information about current pepnet 2 project activities and resources can be found at www.pepnet.org. Year of publication: 2007. Tablle of Contents Foreword.......................................................................................................................................................... 1 Introduction ..................................................................................................................................................... 3 The Purpose of This Monograph Chapter 1 – History of DeafBlindness................................................................................................ 7 A Brief History of Services for Deafblind People In the United States Chapter 2 – Who are the DeafBlind? .................................................................................................19 What Does It Mean to be DeafBlind – Really? Chapter 3 – Aids and Devices...............................................................................................................29 Aids and Accommodations for DeafBlind Students: Recommendations for High School Students Who Are Preparing for College and Work Chapter 4 – Mental Health Counseling.............................................................................................59 Mental Health Counseling with DeafBlind Students: Recommendations for Families and Professionals Chapter 5 – Orientation and Mobility.................................................................................................77 Orientation and Mobility Issues for DeafBlind Students: Considerations for High School, College, and Community Life Chapter 6 – Independent Living.............................................................................................................87 Readiness Training for Living Independently on the College Campus and in the Community: Essential Skills Checklist for DeafBlind High School Students of Transition Age Chapter 7 – Transition Success........................................................................................................ 101 Effective Practices to Ensure Successful High School Transition for DeafBlind Students: Bibiloessay Outcomes of Struggle, Self-Determination and Achievement Chapter 8 – Emergency Preparedness ............................................................................................ 111 Why is Everybody Running? Emergency Planning for Young Adults who are Visually and Hearing Impaired Chapter 9 – Student Perspectives.................................................................................................... 119 Benjamin, James M., and Mary Belisle............................................................119 Transition Partnerships: One Family’s Chronicle with Usher Syndrome Christy Cummings-Reid................................................................................122 Not In My Footsteps: A DeafBlind Mother’s Transition Lessons for Her DeafBlind Son Chad Fullerton ............................................................................................129 Christian Markovic.......................................................................................131 Artistry and Beauty through Hazy Muffled Moments Aimee Massey ............................................................................................133 Desire Intertwined with Reality Marcia McDermott ......................................................................................139 The Extended Transition Journey into Adulthood: One DeafBlind Woman’s Ongoing Struggle for Independence Janna Nelson .............................................................................................146 Transition Memories and Future Aspirations: A First Person Retrospective on Life without Vision and Hearing, but with Exceptional Talents Cristen O’Neal ............................................................................................154 Joshua Robertson .......................................................................................156 Focusing on Goals even when the Path is Unclear: A DeafBlind Student’s Story of Self-Determination and Vision Yashaira Romilius .......................................................................................159 One Student’s Pathway to Self Awareness through the Guidance of Others Randi Shelton ............................................................................................164 Emerging Through Unlikely Moments and Flourishing in Reality Scott Stoffel ..............................................................................................173 From There to Here Philip Wismer ............................................................................................179 From Hearing High School to Deaf High School Life: A DeafBlind Student’s Discovery of Self Chapter 10 – Parent Perspectives ..................................................................................................... 185 Barbara Caudill ..........................................................................................185 From Devastation to Expectation: Raising My DeafBlind Daughter Jill Fullerton ...............................................................................................189 Leaving on Time: The Story of My Son’s Journey to Post-School Success Victoria O’Neal ...........................................................................................194 Small Steps toward Self-Determination: Learning How to Let Go with Love Chapter 11 – Framework for Positive Outcomes.......................................................................... 201 Framework for Positive Outcomes: Designing School-to-Work Programs for DeafBlind Teens Chapter 12 – Considering the Impact............................................................................................... 217 Considering the Impact of Recent Disability Legislation in Special Education and Vocational Rehabilitation on Future Employment Outcomes for DeafBlind Students Epilogue...................................................................................................................................................... 225 Breaking down the Barriers Resources ................................................................................................................................................... 231 Contributors.............................................................................................................................................. 239 References.................................................................................................................................................. 241 Disability Specific Glossary................................................................................................................ 247 Foreword It is with great pleasure that we offer this publication, Transition Planning for Students who are DeafBlind. Its purpose is to provide information and resources for deafblind students as they plan for or participate in postsecondary education and training. We hope that the use of this publication won’t be limited to students and their parents; high school teachers, transition specialists, postsecondary services professionals, rehabilitation counselors, and other related staff also may use this as a tool when working with students as they transition from secondary to postsecondary education and training programs. We view transition as a collaborative effort among several groups of people who can provide resources and support. Students and their families may find it helpful to work closely with high school faculty and staff, transition specialists, vocational rehabilitation counselors, educational audiologists, orientation and mobility specialists, and other related professionals. We strongly encourage students to visit colleges, universities, and vocational training programs to see where the best “fit” is for them. Meeting with students or consumers at these institutions can provide additional information that can be valuable when making decisions about the future. Other online resources can be very helpful throughout the process as well. A valuable resource for students who are deafblind is the Helen Keller National Center for Deaf-Blind Youths and Adults (HKNC), whose mission it is to enable each person who is deaf-blind to live and work in his or her community of choice. Many of the contributors to this publication have provided services for or received services from HKNC staff; this publication would not have been possible without their involvement with HKNC. Authorized by an Act of Congress in 1967, HKNC is a national rehabilitation program serving youth and adults who are deaf-blind. Support services for youth and adults who are deaf-blind, their families, and the professionals who serve them across the country are provided through a system of field services, including regional offices, affiliate programs, and national training programs. The regional center representatives are responsible for assessing the needs
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