Transition Assessment
1.1 Reinforce the individual's vision for the future
Develop a person-centered plan for all areas of need and interest and use it to inform educational programming and vocational experiences. Document the plan’s vision and action-planning items in the IEP or other relevant documents.
Resources
It’s My Future! Planning for What I Want in My Life A Self‐Directed Planning Process
Starting with Me: A Guide to Person-Centered Planning for Job Seekers
Personal Management Skills Checklist
Fitness for Individuals who are Visually Impaired, Blind, and Deafblind
Activities
1.2 Develop a process directed by the individual
To the greatest extent possible, the individual with deaf-blindness should direct his or her own transition process.
1.3 Evaluate transportation needs
Include an evaluation of the individual’s current and future transportation needs (e.g., public transportation, independent driving, ambulation, orientation and mobility).
Resources
1.4 Identify needed accommodations, modifications, and assistive technology
Assess and advocate for the supports the individual will need to be successful in educational endeavors, independent living, community integration, and employment settings.
1.5 Conduct an environmental assessment
Evaluate supports and barriers related to participation in current and, if possible, future environment. Environmental assessment should include home, educational, community, and employment settings.
1.6 Assess performance in a range of settings
Assess the individual in familiar environments, performing familiar tasks, as well as in new environments performing unfamiliar tasks. Include an evaluation of participation in Pre-Employment Transition Services (PETS) through vocational rehabilitation as required by the Workforce Innovation and Opportunity Act (WIOA).