OHOA Module: Transition to Adulthood and Community Living
- 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.
- Megan Conway (Lead)
- Martha Veto
- Nicole Drake
- David Wiley
- Deanna Rothbauer
- Lauren Lieberman
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.