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READY Tool: Readiness Evaluation of Transition to Adulthood for Deaf-Blind Youth

Transition-Related Education Programming

2.1 Embed job readiness skills into daily instruction

Begin to integrate work-related skills into daily activities and classroom instruction. Include the following:

  • Attention to task
  • Following a schedule
  • Learning time management
  • Working effectively in groups
  • Following directions

2.2 Promote self-determination

Integrate opportunities for self-advocacy into daily activities.  Ensure that informed choice-making is an integral part of every activity.

2.3 Accommodate individual attributes

Within daily instruction and education directed at job readiness skills, consider and accommodate for the student’s individual characteristics (e.g., health status, hearing, vision, and neurological disorders).

2.4 Explore college and career readiness

Across the curriculum, begin to integrate college and career information.

2.5 Build social networks

Promote the development of a stable, age-appropriate, social network that includes peers with and without disabilities. Include peers from school, home, and community settings.

2.6 Foster peer mentor and tutor relationships

Across settings, develop opportunities for involvement with peer mentors and tutors, both with and without disabilities.