Putting the Fun in Transition: The Wonder Games

1. Putting the Fun in Transition:The Wonder Games Issac Beavers

2. History of Transition for the Blind Students in Alabama Purpose The purpose was to help blind students and their families meet the challenges of transition from high school to college and career by providing them with information, technology, and resources in an interactive format. • Based on a program from Indiana Rehabilitation Services

3. Transition Programs • 2001-2002 – Transition Weekend at Troy • 2003 – No event. Parent feedback indicates distance to venue is a deterrent. • 2004-2005 – Regional Transition Weekends: • University of Alabama, Birmingham • University of Alabama, Huntsville • Jacksonville State University • University of South Alabama

4. Partners A collaborative effort between the • Alabama Department of Rehabilitation Services • Alabama Institute For Deaf and Blind • Alabama State Department of Education • Alabama Department Economic and Community Affairs • Troy University • University of Alabama Birmingham

5. Participants • Staff • Staff from ADRS and AIDB served as facilitators and coordinators. Many of whom were blind or low vision. These staff members included • Rehabilitation Counselors • Rehabilitation Teachers • Teachers of the Visually Impaired • O&M Instructors • Case Managers for the Blind • Supervisors

6. Students • Blind and low vision high school students from Public Schools and the Alabama School for the Blind, in 9th-12 grade. • Parents/Guardians • Parent or Guardians familiar with the students daily routines were required to attend Transition Weekends with each student.

7. Program Contents • Information and Resources Presentations • Hands-on Technology Demonstrations • Successful Blind Role Model Interaction • Peer Socialization • Parent Networking • Career Exploration • Transition Planning

8. Information and Resources Presentations • Introduction to agencies and their role in Transition • Rehabilitation Counselors • Rehabilitation Teachers • Orientation and Mobility Specialists • AIDB Case Managers • Disabled Student Services Liaisons • Specialty Camp providers

9. Hands-on Technology Demonstrations • Vendors provided hands-on demonstration of the latest and greatest technology • Rehabilitation Teachers demonstrated assistive devices for to improve independence at home.

10. Successful Blind Role Model Interaction • Employed or retired people who were blind or Visually Impaired • Used agency employees, who were also facilitators and coordinators. • Parent/Student Question and Answer Sessions

11. Peer Socialization • Students participated in “Student Only” Session and Activities • Students participated in adaptive activities on college campuses

12. Parent Networking • Parent only networking session designed to help parents learn from each other • Parent Role Model session. Parents ask Role Model’s life questions.

13. Career Exploration Students completed the Myers-Briggs Type Indicator. Results were used to explore careers using the Alabama One Stop Career Center interactive on-line exploration tool. Students listened to career presentations from Successful Blind Role Models Students Q&A with Role Models

14. The Transition Plan Parents and students completed a Life skills Checklist during separate sessions conducted by the facilitators. Checklist Categories included: Facilitators helped to identify student’s deficit areas. Facilitator assists family in developing a transition plan to address student’s deficits. Rehabilitation Counselor and Family receive copy of the Transition Plan. Follow-up on the plans progress conducted periodically by the counselor.

15. Summer Work Experience Program • Alabama Department of Rehabilitation Services pay for students to work for 6 weeks during the summer with assistance from the Alabama School for the Blind’s Job Coach. • SWEP is a valuable part of the transition process. As many as 54 students have participated in one summer.

16. 2006-2009 Regional Transition Day Event • 2006 First year without ADECA funding. Each region (North, Central, and South Alabama) conduct a day long transition event using the same components as previous events • 2007 and 2008 Were Central Day Events held at the Alabama School for the Blind. The emphasis is Agency Information, Career Presentations, Role Models, and Job Readiness. 249 Parents, Students, Staff and, TVI’s participated. • Regional Day Events were held across the state in 2009.

17. The Great Transition Rebellion of 2010 • Students at the Alabama School for the Blind Declare that they will not attend another Transition Day Event, citing extreme boredom! • In response to the student rebellion they were rewarded with a trip to Scenario City.

18. Scenario City • The curriculum was loosely based on the Reality Check Budgeting Program developed by 4-H. In Reality Check students learn money management through the experiential learning method. Students chose a random life situation which includes an occupation and a family situation. Students visit a model city, where they are challenged to set up a home and manage their transportation. • In Scenario City students are assigned a to a group and each group is assigned a situation dealing with, life, college or work. Students must visit Scenario City in order to solve their scenario. • Information on resources and technology are presented as a part of a city tour. The tour also provides an orientation to the set up of the City.

19. Scenario City • A concurrent program for parents and TVI’s was offered. • Four Regional Scenario City Event Served 73 students, 42 parents and teachers • Scenario City is currently being revised. • In 2013 The Transition Administrative team request a new Transition Program. • The emphasis would be Careers and Assistive Technology.

20. A New Challenge • The Wonder Games is an interactive transition program that provides valuable information, resources, and experiences to 9th - 12th grade students who are blind or visually impaired, their parents, and teachers. • Objectives of The Wonder Games? • Career Exploration • Exposure to Careers • Mentorship Experience • Basic Job Readiness • Resource Awareness • Practical Technology Integration • Peer Interaction • Teamwork Opportunities

21. The Wonder Games • How Do The Wonder Games work? • Students (Tributes) are assigned to groups (Districts) which are led by two group leaders (Sponsors). Each District will participate in Survival Training (resources), Hardware Training (Technology), and Specialty Training (career exploration) in preparation for The Wonder Games. • Group sponsors consist of Rehabilitation Counselors, Vision Rehabilitation Therapists, O&M Specialist, TVI’s, Case Managers, and Supervisors.

22. Wonder Games the Prequel • Prerequisites: The prerequisites will be emailed to participants. Please complete both activities after registering and before the Games. • 1. Students need to complete an Interest Inventory based Holland’s Codes (personality types). Students need to know their code. • 2. Students must complete the Wonder Games Prequel Survey On-Line.

23. Wonder Games Training • Survival Training (Resources) – This information will help Tributes survive any situation. Districts visit booths to learn about resources and gather information. The booths are manned by various organizations that present valuable information the students will need to prepare for a successful transition. The information during this session will be needed to finish the day's activities. Groups included • Colleges, Consumer Groups, State Agencies, and Special Programs • Stylist Consultation: What’s Trending in Jobs? - Presentation to all Tributes about future high demand jobs, their requirements, salary ranges, and tips for choosing the right career. Social Networking in the workplace

24. Wonder Games Training • Specialty Training (Careers)- Tributes will meet the Career Mentors. Mentors are Blind and Visually Impaired adults who have survived the real wonder games. They are employed in various fields and categorized by career types based on Holland Hexagon (six personality types/work environments. Two mentors per career type will explain their career, educational, and training requirements, technology usage, salary range, challenges, and tips. Tributes will also receive basic job readiness tips from employment specialists. • Hardware Training (Technology) - Technology is the tool that can break down barriers in the workplace, college, and home.Practical technology demonstrations include High Tech and Low Tech devices and the specific use for training, career, or daily living. • Mentor’s Lunch Career Mentor’s will eat lunch with students, parents, and teachers. This is an opportunity to ask questions and network.

25. Let the Games Begin! • Game Masters are assigned to each game. They run the games and keep up with scores and lottery chances. • Teams compete in team-building games using information from training. Winning teams have their names entered multiple times to increase their chances of winning The Lottery. • The Lottery – Tributes’ names are placed in The Lottery by the Prize Patrol, for a chance to win prizes at the end of the Wonder Games. Tributes who fulfill the prerequisites will have their name entered 5 times. All participants are in The Lottery.

26. Games • The Hunt • Teams compete in a career themed Scavenger Hunt. The Hunt checklist is composed of items and a Q&A sheet. • All questions and items are based on the day’s training exercises. • Teams must use IPads, Braille displays, and Braille Writers to complete the checklist. • Interaction with Career Mentors is essential.

27. Head-to-Head Games • Districts compete in heats against one other district in these games. • Tracker Jacker Run - Each District will assign two Tributes to be the navigators. The navigator must verbally (No touching) guide his/her blindfolded teammates through the Job Readiness themed Obstacle Course. • Rings of Fire - Two teams form circles and must pass two Hula Hoops in opposite directions around the circle without breaking contact. Fastest team wins! • Order the Tributes - Two teams face off. Fastest team to organize by height while blindfolded wins. • Shelter in a Storm (Alternate Game) - Districts use straws and balloons to build the highest geometric structure within the time limit.

28. Individual Performance • Tribute Walk • Tributes step on different numbers while music is played. When the music stops, a random number is called (two numbers for large groups), and that Tribute must answer a question based on information provided during training.

29. Wonder Games Champions • Wonder Games Champion • Score Keepers will add all points for each District for every event. The team with the most points is champion. The point totals based on Game Masters time sheets are as follows: 50 points for 1st place, 30 points for 2nd, 20 points for 3rd, 15 point for 4th, 10 points for 5th, 5 points for 6th, and 5 points per correct answer for the Tribute Walk. Points are totaled during the Tribute Rally. • Post Game Show • 1. Tribute’s Rally - Selected Group members share some of what they learned. • 2. The Lottery - Prize drawings. IPod Touch, ITunes Cards and other prizes. • 3. Awards - The Wonder Games Champions are...

30. Wonder Games Sequel • All Participants must complete the online evaluation to be entered into a Lottery conducted 7 days after the completion of the Wonder Games. Prize will be mailed to the winner.

31. The Numbers Game • Two Wonder Games Events (Leeds and Mobile) • 54 Students • 10 parents and 10 TVI’s • 42 Staff • 9 Financial Sponsors • 16 Resource (Survival) and Technology (Hardware) Presenters • 19 Blind or Visually Impaired Career Mentors

32. Instrument Panel • Career Inventory Based on Holland’s Hexagon • Wonder Games Prequel • Wonder Games Sequel

33. Holland Hexagon • Students were ask to complete any interest inventory using Holland’s personality/environment types.

34. Wonder Games Prequel • What do students know about Service Providers and their Services? • What careers do students who are Blind believe can be done by Blind people? • What types of Technology are students familiar with? • What types of Technology do students use? • Prequel was hosted by Survey Monkey because of screenreader accessibility. • 37 Students completed the Prequel for a chance to wine an ITunes Gift Card.

35. Wonder Games Prequel • 1. Before taking this survey you were to complete an interest inventory based on Holland's codes of personality types and work evironments. According to your test results, which type or types best describes you? • Realistic 32.43% = 12 • Investigative 18.92%= 7 • Artistic 56.76% = 21 • Social 43.24% = 16 • Conventional 5.41% = 2 • Enterprising 13.51% = 5 • Total Respondents: 37

36. Prequel Results • 2. Which one of the following statements best describes how you feel about your future career. Check one. • I have too many careers that I am interested in right now. 18.92% = 7 • I've got plenty of time. I am not worried about my future career now. 8.11% = 3 • I know exactly what my future career is right now. 40.54% = 15 • I'm not sure of exactly what I want to do as a future career, but I have narrowed down the choices. 32.43% = 12 • Total 37

37. Prequel Results • 3. Please check all of the jobs that you believe a person who is Blind or Visually Impaired can do. • Air Plane Pilot 8.11% = 3 Lawyer 86.49% = 32 • Factory Worker 35.14% = 13 Computer Specialist 59.46% = 22 • Accountant 45.95% = 17 Massage Theraptist 54.05% = 20 • Bus Driver 0.00% = 0 Engineer 32.43% = 12 • Chemist 24.32% = 9 Stock Broker 45.95% = 17 • Teacher 83.78% = 31 Social Worker 48.65% = 18 • –CEO of a Company 51.35% = 19 Musician 86.49% = 32 • Business Owner 75.68% = 28 Funeral Home Director 45.95% = 17 • Preacher 75.68% = 28 • Total Respondents: 37

38. Prequel Results • 4. The Alabama Department of Rehabilitation Services (ADRS, VR, Rehab) provides services to people with disabilites. Check all of the primary services that you think are provided. • Guide Dog Training 62.16% = 23 • Financial Assistance for College or Vocational School 75.68% = 28 • –Adaptive Driving Training 43.24% = 16 • –Money Management Classes 54.05% = 20 • –Help with finding employment 64.86% = 24 • –Providing Recreational Assistive Technology 51.35% = 19 • –Job Coaching 78.38% = 29 • –Independent Living Training 78.38% = 29 • –Orientation and Mobility Services 64.86% = 24 • –Help with purchasing a house 21.62% = 8 • –Assistance with starting a business 43.24% = 16 • –Food Stamps • 16.22% • 6 • –College Preparation • 83.78% • 31 • Total Respondents: 37

42. Works Cited • University of Tennessee | Career Servicesweb.utk.edu