Skip to content
OHOA Module: Transition to Adulthood and Community Living

OHOA Module: Transition to Adulthood and Community Living

Three photo collage of young men.

Learning Outcomes

  • Envision transition for deaf-blind youth as moving towards personally meaningful adult lives with multiple possibilities.
  • Understand that transition is a life process that takes place over time, and that preparing for transition needs to start well before it actually occurs.
  • Develop an understanding of the intervener’s role in supporting the voice of a student during the transition process.
  • Understand the need for a student to actively participate in the transition process through self-discovery, self-direction, and self-advocacy.
  • Utilize opportunities at school, at home, and in the community to facilitate a student’s vocational exploration and exposure to deaf-blind adults who lead meaningful lives.
  • Describe and document your student’s likes, dislikes, and aptitudes, including conditions leading toward success and barriers to success.
  • Recognize the importance to the transition process of working with a student, other professionals, and family members toward common goals and objectives.
  • Understand that recreation and leisure activities are essential to providing a well rounded life experience.

Development Team

  • Megan Conway (Lead)
  • Martha Veto
  • Nicole Drake
  • David Wiley
  • Deanna Rothbauer
  • Lauren Lieberman

Suggested Citation

Conway, M., Veto, M., Drake, N., Wiley, D., Rothbauer, D., Lieberman, L. (2016, September). Transition to Adulthood and Community Life. In National Center on Deaf-Blindness, Open Hands, Open Access: Deaf-Blind Intervener Learning Modules. Monmouth, OR: National Center on Deaf-Blindness, The Research Institute at Western Oregon University.