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Using PCP to Prepare for the Future: A Webinar hosted by CDBS

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CDBS: Using Person Centered Planning to Prepare for the Future (Sept 5 2024)

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Tips for developing your transition portfolio and starting from an early age.

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Suggestions for Creating Successful Transitions from School to Adulthood

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Tips for developing your transition portfolio and starting from an early age.

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Introduction to Personal Portfolios

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MAPS guide en Espanol

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MAPS guide in English

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Here's how to create a winning video resume!

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FACT SHEET: Ideas for Recreation and Leisure Activities

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FACT SHEET: Ideas for Recreation and Leisure Activities

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College Students Who Are Deaf-Blind | National Center on Deafblindness

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The READY Tool developed by NCDB helps a transition team (the individual who is deafblind, family members, and professionals) determine essential activities to implement during the transition process. The completed tool can help generate a plan of action and develop goals and objectives for the IEP and transition plans for the future.

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Young adults who are deaf-blind experience significant difficulties achieving their desired post-school goals (Petroff, 2001; NCDB, 2009; NFADB, 2008; Wagner et al., 2005). Many factors contribute to poor outcomes, but a primary influence is likely a lack of knowledge among families and service providers about relevant evidence-based practices for students with disabilities (Morningstar & Mazzotti, 2014).

In response to this concern, the Northeast Regional Community of Practice, Creativity, and Support (COPCS), a group of expert personnel from state deaf-blind projects (2007), developed a transition evaluation guide for assessing the status of an individual's transition services. In 2016, the National Center on Deaf-Blindness (NCDB) Transition Work Group revised the guide to reflect current practices, requirements, and trends in education, transition planning, and vocational rehabilitation. Informed by Kohler's Taxonomy for Transition Programming (Kohler, 1996; Kohler & Coyle, 2009; Kohler, Gothberg, Fowler, & Coyle, 2016), the guide has been converted to a format that can be easily used by families and professionals, and renamed the READY Tool (Readiness Evaluation of Transition to Adulthood for Deaf-Blind Youth).

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

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Young adults who are deaf-blind experience significant difficulties achieving their desired post-school goals (Petroff, 2001; NCDB, 2009; NFADB, 2008; Wagner et al., 2005). Many factors contribute to poor outcomes, but a primary influence is likely a lack of knowledge among families and service providers about relevant evidence-based practices for students with disabilities (Morningstar & Mazzotti, 2014).

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Perspectives of Deafblind College Students

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Perspectives of Deafblind College Students

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11 young adults with deafblindness share about their college experiences. These perspectives can help families and team understand supports and strategies that can lead to success in college.

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College Students Who Are Deaf-Blind | National Center on Deafblindness

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Article by Maurice Belote that explains the importance of impact that strong social skills has on developing posivtvvie social relationships and finding success in employment and community settings.

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Developing and Maintaining Community Connections and Friendships

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Developing and Maintaining Community Connections and Friendships

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Article by Maurice Belote that highlights areas for focus during school years that help build positive social relationships and community connections.

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Slideshow: Long-Term Impact of Social Skills & Social Relationships

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Slideshow: Long-Term Impact of Social Skills & Social Relationships

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Slideshow from Open Hands, Open Access training modules for the National Center on Deafblindness (2015).

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This article provides background and a description of PCP based on process, components, and outcomes and examines each in relationship to working with individuals and families of other cultures and languages. Vignettes are used to provide support and examples of how professionals can be sensitive to differences in culture and language within the process.

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PACER: Guide for Families: Preparing for Adulthood

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PACER: Guide for Families: Preparing for Adulthood

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Webpage in a Q & A format with information for families about supporting their child to prepare for adulthood and how transition planning fits into the IEP.

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PACER Center - Champions for Children with Disabilities

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A trusted source of information, training, and support for families of children with disabilities.

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NTACT: Person-Centered Planning to Support Students in Developing Future Expectations

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NTACT: Person-Centered Planning to Support Students in Developing Future Expectations

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Webpage with a brief about the Person-Centered Planning (PCP) approach and process. Includes resources on formats that can be used in PCP.

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Person-Centered Planning to Support Students in Developing Future Expectations - NTACT:C

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Person-Centered Planning is a process that provides the opportunity for individuals with disabilities to be active participants in their transition planning.

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Webpage with helpful and clear information about Pre-Employment Transition Services (Pre-ETS) and links other multiple additional resources and forms.

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The term Student with a disability is explained in Section 7(37) of the Rehabilitation Act and 34 C.F.R. § 361.5(c)(51):

an individual with a disability,

in a secondary, postsecondary, or other recognized education program. Recognized education programs may include:

Secondary education programs

Non-traditional or alternative secondary education programs, including home schooling

Postsecondary education programs, or

Other recognized educational programs, such as those offered through the juvenile justice system

who falls within the requirements for minimum and maximum age, and is either:

Eligible for, and receiving, special education or related services under Part B of the Individuals with Disabilities Education Act, or

Is a student who is an individual with a disability, for purposes of section 504 of the Rehabilitation Act

Regarding minimum age for a student with a disability:

The individual may not be younger than the earliest age for the provision of transition services under section 614(d)(1)(A)(i)(VIII) of the Individuals with Disabilities Education Act, or

If the state involved elects to use a lower minimum age for receipt of pre-employment transition services under the Rehabilitation Act, is not younger than that minimum age

Regarding maximum age for a student with a disability:

The individual may not be older than 21 years of age, or

If the State law for the State provides for a higher maximum age for receipt of services under the IDEA, is not older than that maximum age

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Pre-Employment Transition Services - NTACT:C

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Pre-Employment Transition ServicesBoth vocational rehabilitation agencies and schools are required by law to provide certain transition services and supports to improve post-school outcomes of students with disabilities. The Workforce Innovation and Opportunity Act (WIOA) amends the Rehabilitation Act of 1973 and requires vocational rehabilitation (VR) agencies to set aside at least 15% of their federal funds to provide pre-employment transition ...

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Customized Employment Topic: Social Capital

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Customized Employment Topic: Social Capital

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A Fact Sheet from Disability and Rehabilitation Research Project at VCU that explains the importance of social capital in obtaining employment in an area of interest. This fact sheet provides good vignettes as examples.

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This book chapter explains the Discovery process that can be used to gain information about a youth's interests, skills, past experiences, and accommodation and support needs to prepare for customized employment in the future.