1. Transition Readiness Begins Early!
Pretty much in the beginning of life…

2. Let’s Start with the congenitally visually impaired adults I meet at the university and work backwards from there.

3. You think typical 18 year olds are entitled? Ha! 

4. Student’s I have met:
Very smart Social skills are often not appropriate O&M skills are often low, good cane technique, terrible “common sense” problem solving skills. They know it too, and are embarrassed when I walk with them since I’m an O&M instructor.

5. I’ve found students that are trapped in their dorms after dark
I’ve found students that are trapped in their dorms after dark. Students that can’t prepare a simple meal for themselves. Students that don’t have appropriate self advocacy skills, or know what their “rights” are as a person with a disability in the university.

6. I find students that are working on their second or third degree because the others they earned were unable to gain them employment. Hint: We talked about what might really be going on here in the last powerpoint

7. As much as possible we need to take a whole life approach to our education design process

8. College is just the first step of adulthood, we’re really talking about full adults here. Family people; workers; citizens. We must maintain this perspective from the infancy of our students.

9. The system design from IDEA down pretends that college/grown up prep starts in adolescence. By then, it’s already too late.

10. Dr. Karen Wolffe on Career Prep
It begins by learning about the world of work. Learning what family does for money, the need for money, etc. Then branching out into the community. Taking odd jobs, chores, etc.

11. Based on research for college success and my personal experience, we need more “Social Emotional Learning”(SEL)

12. What is SEL? Self-awareness Self-management Social awareness
Relationship skills
Responsible decision-making

13. Social emotional learning theory
Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

14. Self-Awareness
The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.” Identifying emotions Accurate self-perception Recognizing strengths Self-confidence Self-efficacy

15. Self-Management
The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.
Impulse control
Stress management
Self-discipline
Self-motivation
Goal-setting
Organizational skills

16. Social Awareness
The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports.
Perspective-taking
Empathy
Appreciating diversity
Respect for others

17. Relationship Skills
The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.
Communication
Social engagement
Relationship-building
Teamwork

18. Responsible Decision Making
The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others.
Identifying problems
Analyzing situations
Solving problems
Evaluating
Reflecting
Ethical responsibility

19. Alright, how does the O&M fit into all this? Is it even my job at all?