1. Emily Taylor-Snell, University of Florida Florida and Virgin Islands Deaf-Blind Collaborative Tool Time! Guide to Support the Self-Determined Young Adult who is Deaf-Blind

2. ALPHABET SOUP FOP = Florida Outreach Project, now FAVI-DBC FAVI-DBC = Florida and Virgin Islands Deaf-Blind Collaborative, provides services to families and professionals to improve outcomes for youth who are deaf-blind birth – 22 years OSEP = Office of Special Education Programs, US Department of Education funds the TA and D Projects TA and D Projects = Technical Assistance and Dissemination Projects: consultation, training and resources and networking

3. Our time together… Review of Transition Outcomes for persons with Deaf-Blindness Overview of SE Regional Transition Institute Highlighting Self- Determination and Mentors Key components of DB Transition Toolkit Where to find Toolkit

4. Think about your transition from high school… What were the things that may have contributed to your career and life choices? YOUR EXPERIENCES?

5. What did you learn from your experiences? INFORMATION INTERESTS PREFERENCES NEW SKILLS SELF-ESTEEM SELF- DETERMINATION

6. What Employers Want… PLAY WELL WITH OTHERS BE RESPONSIBLE POSITIVE ATTITUDE AND WILLINGNESS TO LEARN

7. For a job seeker with a disability there are obstacles… Lack of opportunity Self determination The myths of disability Lower expectations Mismatched jobs Unemployment Job retention Underemployment

8. The Challenges of DB Transitioning Youth Why? Transition outcomes for youth with deaf- blindness are abysmal. Youth who are DB are typically not employed, don’t live in the community of their choice and have few opportunities for social contacts and relationships. Living Arrangements At home with family 66.7% Living independently 3.6% Employment Status Unemployed 75.4% Working for pay 19.3% Outcomes for young adults with deaf-blindness (based on 2000 survey by Dr. Jerry Petroff) (N=57)

10. Why was there a need for this Toolkit? Deaf-blindness is a low incidence disability with unique challenges Census matters – 10,000 DB school age children DB Transitioning youth – 3617 ages 14 -21 years old

11. Our History and Challenges DB Project Challenges Identifying target group Inspire and train family & DB Youth Develop collaborative relationships with schools and adult service agencies Resource allocation and budget considerations Youth Challenges Young adults isolated from each other Isolated from community Access to information Abysmal education outcomes High unemployment & under employment Lack of role models

12. What is the Toolkit? Free web-based resource guide on how to host a Transition Institute Workshop Toolkit is designed for service providers & family organizations hosting training programs for deaf-blind youth ages 14 – 22 yrs. old Goal to build self-determined deaf-blind youth

13. Using the Toolkit Guide to making environment accessible Video interviews of transition age youth who are deaf- blind Video interviews of family members and service providers Freeze frame role play for skill building Applicable for any group of students who require self- determination training

14. Components of the Toolkit Youth Strand Family Strand Speakers & Topics Facilitator Guides Communication access Interpreters and SSPs Forms and samples Applications Role Models and Mentors Video interview Action plans Evaluations Main Landing Page Pre – Institute Planning Workshop content Best Practices for Accessibility

15. What it all means! 10 mentors Mentors integral in the planning process Mentors as Presenters Social Media contacts Advocating for Needs and Rights of persons who are DB Resources for parents

16. Mentor Voice Divya - FL

17. Developing Mentors Tools Developing Mentors Guide Mentor Role and Guidelines Mentor Duties Outline Sample Mentor Meeting Invitation from Lead Mentor Tips for Giving a Presentation by Jason Corning, Mentor Example of a Mentor Biography

18. Presented by: Divya Goel October 29, 2013

20. Help Deaf-Blind people learn how to make decisions and plans. Steps to follow their dreams – Deaf-blind individuals will make it no matter how long it takes! Empowerment and encouragement --Look in our hearts and minds until we find our answers before we make our own decisions. We learn through our mistakes to make the right decisions. Families and friends help/support the DB person’s decisions. What is self determination?

21. Open minded to see the brightness in the world DB person will learn from their experiences “Be Confident about who THEY ARE” Believe in Themselves Guide their dreams Encourage/energetic/courageous/ reach their goals DB People and Self-Determination

22. Self-Determination can include: College/ institute of technology/vocational schools Straight to work Marriage Family Live independently in his/her own home or live with family for some reasons Vacations And MORE…………. Play games or their favorite sports Involved in clubs Volunteer services/community services Communication styles Vision styles that may be accommodations of needs And MORE………..

23. Young participants learn how to use self- determination to make plans and help make their dreams come true ! Socializing with other statesSocial with US/Sweden

24. Individuals show self- determination in various ways Volunteering to help others Participants socialize to make new friends using many communications styles Learn about self determination, empowerment, advocacy at HKNC

25. ize More Self-Determination Communication experiences Socials Travel Independently

27. Supports the participatants in rolls whatever they need Teach/share through personal experiences e.g.. Colleges, work, travel, independent living, and much more Teach what advocacy means Empowerments, and self determination Mentors can do both informal and formal roles Socialize with participants and their families, so families understand about DB culture. Mentors’ roles

28. Adult Mentors

29. Formal and informal Mentors Formal mentors of Cohort 1 at Deaf Blind Young Adults in Action to teach and support Cohort 2 group. Informal mentors for different Deaf-Blind events; such as, SE Transition Institute, AADB, HKNC, and others.

30. What Mentors Can & Cannot Do Can DO Support/share with participants Act like big brother/sisters Show respect and keep secrets Encourage/socialize with them Teach/show how to do independent living, cane, travel etc. Cannot DO Act like parents Make decisions for participants Gossip about DB personal lives Solve the problems -- MUST report to staff Ignore their questions

31. Mentors Support! Give help and support Play and socialize with participants

32. Field Trip together Mentor Panels about their experiences MORE of What Mentors DO

36. Pre- Planning Tools Pre-Institute Planning Checklist Venue Checklist Sample Transition Institute Budget Sample Brochure Sample Letter to Partners Registration Forms Accommodation Request Forms Youth/Mentor Communication Profile

37. Communication Access Tools Interpreter or SSP or Volunteer Profile Application Interpreter and SSP Sample Schedule Guide to facilitate communication accommodations Video demonstrating Multiple Modes of Communication

38. Communication Access

39. Tactile Communication

40. Young Adult Strand To support young adults who are deaf-blind to: Plan for the future and clarify future goals Build networks of friends, mentors, resources Become strong self-advocates Interact with and learn from others who are deaf- blind the possibilities for leadership and involvement through self-determination

41. Youth Voices Ashley – TN; Katie – FL; Victor – FL; Aubre - MS

42. A Recipe for Success! Mentors Presenting BBQ for Dads Deaf-Blind Role Models Guide Dog Presentation

43. Ingredients… Futures Planning Technology Role Playing Quality Interpreting Share Talents

44. Ingredients… Making Positive Relationships!

45. Youth Strand Tools Introduction on Self Determination Tips to Support Self Determination Facilitator Guide on Keynote Speaker Facilitator Guide for Round Robin Sessions Facilitator Guide for Social Skills Sample Icebreaker Activities Facilitator Guide Role Play Sample Role Play Scenarios Facilitator Guide for Action Planning Action Plan Forms

46. Sample Section of Action Plan ACTION PLAN: COMMUNICATION Questions to Consider: What is your preferred mode of communication? Do you use technology to support access to language? Do you know how to use the technology? What sort of training is needed in order for you to be a successful communicator? Do you know how to explain your preferred communication to others? Action ItemWho Can AssistTarget DateAchieved Y/N Transition Toolkit Strategies to Enhance Self-Determination in Young Adults who are Deaf-Blind

47. Action Plan Sections Self-Determination Communication Technology Getting a Job Independent Living Transportation

48. Family Resources Strand To Support Families of young adults who are deaf- blind to: Promote self-determination in their young adult through exposure to successful deaf-blind role models Expand their expectations for their youth’s future and clarify their own future goals for their child Learn the tools, strategies and contacts that can help navigate the transition process Develop action plans with their youth toward a shared vision of the future

49. Family Voices Anna Daise - SC; Stephen - VA

50. Family Content Tools Facilitator Guide for Self Advocacy & Self Determination Presentations to Parents Tips for Families for Success with Technology Tips for Families about Post-Secondary Options Tips for Parents and Educators to Support Self- Determination Suggested Topics/Speakers for Family Sessions Transition Resources for Handouts

51. Family Impact

52. Post Event Review Tools SSP Evaluation Form Mentor Evaluation Form Family Evaluation Form Youth Evaluation Form Follow-up Survey on Action Plan Progress Best Practices for Following Up with Transition Institute Participants Planning Team Debrief Form

53. Lessons Learned Keynote presenter MUST be DB Adult to be a role model Communication accessibility: Have highly qualified interpreters and SSPs Mentors included from the beginning as planners, presenters and facilitators Family Peer to Peer Chats and exposure to DB Keynote Presenters and Mentors Stay connected after event to build relationships and skills

54. Words of Wisdom… Brandon - VA

55. Special Thanks Deaf-Blind Project Staff Martha Veto, GA Toni Hollingsworth, MS Susie Morgan Morrow, NY Jenny Lace, TX Toolkit Facilitators Stephanie Freudenheim Mike Fagbemi, NCDB mike.fagbemi@hknc.orgmike.fagbemi@hknc.org

56. Special Mentor Thanks Divya Goel, FL Jake McMahan, GA Kevin Roberts, GA Enedina Velez, GA Ashley Jackson, TN Jason Corning, WI Marisa Lucca, FL Tiffany Kohnen, FL Virginia Jordan Maze, GA George Stern, FL

57. Contact Us! Where to find the Transition Toolkit National Consortium on Deaf-Blindness www.nationaldb.org Florida and Virgin Islands Deaf- Blind Collaborative Emily Taylor-Snell 800-667-4052 etsnell@ufl.edu www.deafblind@ufl.edu