Recognizing Abilities, Creating Opportunities for Transition

Students Who Are Visually Impaired

2014 CANAR ConferenceArizona Rehabilitation Services – Services for the

Blind, Visually Impaired & Deaf

Diane McElmury - AZ RSA, Services for the Blind, Visually Impaired & Deaf

Amy Murillo – Associate Director, SAAVI

Aurora Begay – Student

Ashley Adison – Life Coach & Student

Presenter's

AZ RSA COMPREHENSIVE

TRANSITION PROGRAM

Diane McElmury

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.

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.

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.

Background

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

How Does VR Provide the Skill Training?

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.

Student Knowledge for Success

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.

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.

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.

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.

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.

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.

Research Components

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)

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?

Colorado Center for the Blind

Foundation For Blind Children

Southern AZ Association for Visually Impaired

World Services for the Blind

Service Providers

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.

Transition Best Practice Team

Each January, Transition Workshops are held around the state. Students, Parents and Teachers are encouraged to participate.

Cottonwood Flagstaff Mesa Tucson Phoenix Yuma

Marketing

SETTING & HOLDING HIGH EXPECTATIONS

Amy Murillo, Associate Director SAAVI

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

High Expectations

SAAVI expectation development process

Competence builds confidence, How to get success with success

Mentorship  

Continued

Setting goals, fulfilling roles,

Maintain high expectations within the community, culture, and family.

 

Continued

NATIVE AMERICAN RENEWAL, ENHANCEMENT

& SUPPORTAurora BegayAshley Adison

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)

Vocational Rehabilitation & Transition Student Support

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

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

Continued

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.

Where Are We Going?

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.

1. Showcase Native American movies 2. Visit local Native American Reservations 3. Visit Native American Cultural Sites 4. Periodically prepare traditional foods

Participate & Conduct Native American Events

Community Mentorship

On-Site Mentorship

Peer Mentorship

Utiliizing available local resources available to Native American clients to address other issues such as:

Diabetes Depression Suicide Alcoholism Spiritual Concerns

Resources

“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.

Conclusion

Thank you for your time and attention!

Information is available.

Questions?