recognizing abilities creating opportunities for transition students who are visually impaired n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Recognizing Abilities, Creating Opportunities for Transition Students Who Are Visually Impaired PowerPoint Presentation
Download Presentation
Recognizing Abilities, Creating Opportunities for Transition Students Who Are Visually Impaired

Loading in 2 Seconds...

play fullscreen
1 / 43

Recognizing Abilities, Creating Opportunities for Transition Students Who Are Visually Impaired - PowerPoint PPT Presentation


  • 138 Views
  • Uploaded on

Recognizing Abilities, Creating Opportunities for Transition Students Who Are Visually Impaired. 2014 CANAR Conference Arizona Rehabilitation Services – Services for the Blind, Visually Impaired & Deaf. Presenter's. Diane McElmury - AZ RSA, Services for the Blind, Visually Impaired & Deaf

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Recognizing Abilities, Creating Opportunities for Transition Students Who Are Visually Impaired' - hallie


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
recognizing abilities creating opportunities for transition students who are visually impaired

Recognizing Abilities, Creating Opportunities for Transition Students Who Are Visually Impaired

2014 CANAR Conference

Arizona Rehabilitation Services – Services for the Blind, Visually Impaired & Deaf

presenter s
Presenter's
  • Diane McElmury - AZ RSA, Services for the Blind, Visually Impaired & Deaf
  • Amy Murillo – Associate Director, SAAVI
  • Aurora Begay – Student
  • Ashley Adison – Life Coach & Student
background
Background
  • Services for the Blind, Visually Impaired, and Deaf (SBVID) programs recognize the need for students with sensory impairments to receive comprehensive services at an earlier age to become successful.
background1
Background
  • The program started in 2008
  • Students must be age 14 and completed the 9th grade in order to participate.
  • Students must be a client of AZ VR.
  • Students may attend programs each summer until high school exit.
background2
Background
  • Services provided will assist with successful transition from high school to post high school vocational services.
  • Services will move students forward, toward meaningful work.
how does vr provide the skill training
How Does VR Provide the Skill Training?
  • Match Contracts to provide training in:
  • Orientation and Adjustment to Disability
  • Orientation and Mobility Skills
  • Assistive Technology
  • Personal and Home Management
  • Self Advocacy
  • Communication
  • Daily Living Skills (braille, cooking)
  • College or Career Exploration
  • Real Work Experiences
student knowledge for success
Student Knowledge for Success
  • For blind or visually impaired students to achieve successful rehabilitation, the attitudes or knowledge that must be impacted include the following:
  • Students need to know that they can work and live independently as a person with blindness or visual impairment.
slide10

Students need to know how to navigate home and community to independently travel to and from the workplace or school.

  • Students need to know how to utilize assistive technology to be “job ready”.
  • Students need a clear understanding of work based on real life experiences.
slide13

Students need well-developed leisure and socialization skills which address the need for students to develop interpersonal relationships.

  • Students need to be able to apply self-advocacy skills to address their disability related needs and to take responsibility for scheduling appointments, etc.
slide16

Students need well-developed problem solving skills, focusing on the need for students to learn how to recognize they have problems and take logical steps to resolve them.

  • Students need knowledge of different career options and sources of information.
slide17

Students need information regarding career exploration and college preparation.

  • Students need a good academic background to prepare for college.
  • Students must have good study skills, note taking skills, and test taking skills.
slide18

Students must be able to keep up with reading assignments.

  • Students must be able to manage time to organize transportation, etc.
  • Students need an understanding of employers’ concerns and requirements.
  • Students need an understanding of their abilities regarding job placement activities.
research components
Research Components
  • Client demographics and disability(ies) including age, gender, race, severity of vision loss, presence of secondary disabilities.
  • Educational characteristics (years of school completed, literacy levels, transition planning)
  • Student assessments are completed each year.
slide20

What employment, volunteer and leisure experiences have the student participated in.

  • How do the services that are provided contribute to successful client outcomes? (tutoring, college, transportation, supported education, assistive technology, independent living skills, travel skills and adjustment to disability)
slide21

Were the students empowered to have a sense of self-esteem; the ability to self-advocate; acceptance of their visual impairment; and learn about their legal rights and programs that affect their lives?

service providers
Service Providers
  • Colorado Center for the Blind
  • Foundation For Blind Children
  • Southern AZ Association for Visually Impaired
  • World Services for the Blind
transition best practice team
Transition Best Practice Team
  • Each year, the contractors and staff meet to review the results of the previous year survey results.
  • Based on recommendations, best practices are developed for the upcoming year.
marketing
Marketing
  • Each January, Transition Workshops are held around the state. Students, Parents and Teachers are encouraged to participate.
  • Cottonwood
  • Flagstaff
  • Mesa
  • Tucson
  • Phoenix
  • Yuma
setting holding high expectations

SETTING & HOLDING HIGH EXPECTATIONS

Amy Murillo, Associate Director SAAVI

high expectations
High Expectations
  • Expectations are derived from our internal beliefs and experiences
  • Evaluation of community, cultural, and Family expectations
  • Expectations of blindness/visual impairment within the BVI community
continued
Continued
  • SAAVI expectation development process
  • Competence builds confidence, How to get success with success
  • Mentorship
continued1
Continued
  • Setting goals, fulfilling roles,
  • Maintain high expectations within the community, culture, and family.
vocational rehabilitation transition student support
Vocational Rehabilitation & Transition Student Support
  • Students are encouraged to attend the summer programs to learn new skills.
  • College Preparation is available through Study Skills course at Pima Community College or similar in other programs such as Colorado Center and World Services for the Blind
  • Access Technology (each student is provided an AT package by VR)
continued2
Continued
  • Develop confidence and skills to be independent in daily life.
  • Provided encouragement to improve community:
  • A. Native American and youth communities
  • B. Cultural Diversity (exposure to Hispanic and other diverse cultures throughout the community.
  • C. Volunteer experiences
  • D. Presentations from community organizations
continued3
Continued
  • Attend and participate in local Native American events
  • Collaboration with Tucson Indian Center events
  • Bring the skills that were learned back to the Native American Reservations
where are we going
Where Are We Going?
  • Encourage recruitment of more Native American students to receive VR summer services.
  • Enhancement for VR & SAAVI Programs:
  • A. Develop a support group for all Native Americans.
slide37

B. Revival of Native Language

  • 1. Support group
  • 2. Ability to talk together
  • 3. Invite Native American Elders to talk
  • to the group
  • C. Maintain Native American traditions
  • through more celebrations and
  • storytelling.
participate conduct native american events
Participate & Conduct Native American Events
  • 1. Showcase Native American movies
  • 2. Visit local Native American
  • Reservations
  • 3. Visit Native American Cultural Sites
  • 4. Periodically prepare traditional foods
peer mentorship
Peer Mentorship
  • Community Mentorship
  • On-Site Mentorship
resources
Resources
  • Utiliizing available local resources available to Native American clients to address other issues such as:
  • Diabetes
  • Depression
  • Suicide
  • Alcoholism
  • Spiritual Concerns
conclusion
Conclusion
  • “Weaving our roots together, binding our
  • traditions and making our people stronger”.
  • AZ RSA offers many opportunities and choices for students to participate in summer programs and beyond to expand their knowledge and independence.
questions
Questions?
  • Thank you for your time and attention!
  • Information is available.