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In this activity, students learn about some of the entry-level jobs that exist in their communities and what these jobs involve.
A successful college student shares her tools and ticks on how to start the semester off right - navigating the college campus.
A successful college student shares her tools and ticks on how to start the semester off right - creating a Disability Services File.
A successful college student shares her tools and tricks on how to start the semester off right - explaining accommodations to professors.
A successful college student shares her tools and tricks on how to start the semester off right - finding accessible digital textbooks.
A successful college student shares her tools and tricks on how to start the semester off right - beginning with class scheduling.
Blind and visually impaired students practice skills necessary to schedule a medical appointment in this hands-on activity.
This activity uses a trip to a business in the student’s community to learn about jobs.
Personal reflections on the value of braille in the workplace and independence
An activity that encourages students who are blind or visually impaired to participate in their IEP goal development.
Learn how to support children and youth with visual impairments through the career education model (career awareness, exploration, preparation, and placement).
A teenager with visual impairments reflects on her first college experience.
A hands-on activity that encourages social skill development as students who are blind or visually impaired use the phone to order a pizza.
Playing games can be a fun way to develop social skills for individuals who are blind or visually impaired, including those with multiple disabilities.
Learning about the roles of the members of the IEP team are an important step towards self-determination, which is part of the ECC (Expanded Core Curriculum).
These tips for working with clients with low vision will help to optimize visual efficiency and independence.
A student in the Secondary program at Perkins School for the Blind reflects on facing the challenge of mobility.
This activity is designed to help students with vision impairments develop increasing practice and comfort with requesting assistance, in progressively more challenging situations.
The mother of a child who is deafblind reflects on the need to adapt information to one's own child and specific circumstances.
This activity encourages students with special needs to become aware of and think critically about the accommodations they receive at school.
This activity encourages individuals to learn about and describe their vision impairments and any additional disabilities, as a step toward self-determination.
A young man who is blind shares strategies for individuals with visual impairments to promote the development of advocacy skills.
This activity introduces students with visual impairments to personal task management, which includes skills in a variety of areas of the Expanded Core Curriculum (ECC), such as self-determination, independent living, and compensatory skills.
Tips for working with students and clients who are blind, visually impaired with multiple disabilities
In this activity, students who are blind or visually impaired develop self-determination skills by making choices about participating in an activity and then taking responsibility for planning the actual activity.
An activity that provides an opportunity for students who are visually impaired to articulate who they are and what matters to them.
Learning to take care of plants is a good way to practice independent living skills, such as planning, organization, problem solving and taking responsibility.
Learning to change batteries is an important independent living skill for youth with visual impairments.
Tips to teach individuals with visual impairments, including those with deafblindness or multiple disabilities, to do laundry and to develop concepts to promote independent living skills
Tips to promote independent living skills for students with visual impairments by clearing the table, cleaning and organizing.
Reflections on the challenges of growing up blind and tips for others on becoming independent and creating a social network
Teaching youth who are blind or visually impaired to put away and store their clothes is an essential independent living skill, and relates to the Expanded Core Curriculum (ECC).
Meal preparation incorporates various areas of the Expanded Core Curriculum (ECC), including independent living, compensatory, and assistive technology skills. There is also room to practice social skills, recreation and leisure and more.
Practice one-to-one correspondence with this simple lunchtime activity.
Bagging groceries is a functional activity that can address many skills at the same time, including independent living skills, cognitive concepts, spatial awareness, and motor skills.
Selecting clothing to wear each day requires problem solving skills and planning, which are an essential part of living independently.
Meal Planning is an independent living skill that works on budgeting, creating a shopping list, and nutrition, which are all functional skills for transition-age students.
The mother of a young man who is deafblind describes how she set up a volunteer activity for her son to recycle cans, which has resulted in meaningful community engagement.
The mother of a young man who is deafblind due to Usher Syndrome describes the importance of assistive technology for academic success.
Many skills can be taught to youth with visual impairments and additional disabilities when loading the dishwasher
A college student who is deafblind due to Usher Syndrome tells about his experience with advocacy and leadership.
Students work together to complete the process while developing multiple skills!
The parent of a young man who is deafblind shares her experience of attending a national conference.
A parent reflects on the different types of advocacy, as well as the importance of teaching self-advocacy skills to children with special needs, including deafblindness.
A college student who is deafblind due to Usher Syndrome discusses how he chose his living arrangements and describes what he plans to take to college.
The parent of a young man who is deafblind with Usher Syndrome reflects on her the final IEP meeting for her son and the educational team.
Perkins senior describes his work experiences and what he has learned about the transition process.
Tips for transition-age students who are blind or visually impaired to learn to use transportation
With some planning and by focusing on your student's abilities, they can develop strong relationships with employers and enjoy rewarding jobs.
As people transition from school-aged young people to adults, more responsibilities are obtained. We may move into our own home, learn additional daily living skills, or pursue additional education....