DAVIDSON PROGRAM FOR INDEPENDENCE
A Program Of
Junior Blind of America
5300 Angeles Vista Boulevard
Los Angeles, CA 90043
(323) 295-4555
PROGRAM DESCRIPTION
The Davidson Program for Independence (DPI) is located on the Junior Blind of
America’s eight-acre campus in the Windsor Hills area of Los Angeles. DPI is the only
residential rehabilitation program of its kind serving adults who are blind, or who are in
need of basic independence training in Southern and Central California.
Program Philosophy:
The DPI has a basic philosophy that with individualized rehabilitation training, adults who
are blind or visually impaired can live fully productive and independent lives in their
homes and in the community. The DPI concentrates on teaching skills for the purpose of
maximizing life quality as well as vocational readiness.
Persons wishing to attend DPI with disabilities other than blindness may be requested to
take a one, three or five-day assessment prior to being considered for the entire program.
The purpose of this is to be certain that we can offer the same amount of independence
to an individual following the completion of the program.
The overall objectives of the program include:
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To provide individualized assessment and evaluation, rehabilitation training,
resources, advocacy, and support services to meet the needs of each person and
family.
To provide comprehensive services designed to empower students in all aspects
of their lives.
To foster independence and maximize individual growth through focusing on
abilities, meeting challenges, and acknowledging success.
To provide career exploration and exposure to career choices, plus the prevocational tools, such as resume writing, necessary to prepare the students for
their career goals
Who is Eligible for Davidson Program for Independence Services?
Any person who is 18 years or older who:
 Is legally blind or visually impaired
 Is interested in personal independence and/or competitive employment
 Is able to administer their own prescribed medication
 Possesses the minimum of a sixth grade literacy level in the English language
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Will disclose any criminal record.
Complete and sign entire application packet
Stamina to walk the eight acre JBA campus
Must state any major disabilities other than blindness or visual impairment
when sending in the referral packet.
Students having concerns about meeting this eligibility or that have other major
disabilities will have the opportunity to attend the DPI for a one, three or five-day
assessment to be certain that they can benefit from the program.
The Students We Serve:
Most of the students we serve have one or more of the following visual impairments:
• Diabetic Retinopathy
• Glaucoma
• Cataracts
• Retinitis Pigmentosa
• Retinal Hemorrhage or Detachment
• Retinopathy of Pre-maturity
• Traumatic Brain Injury (gun shot wounds, work related accidents, vehicular
accidents)
• Macular Degeneration
• Optic Atrophy
• Leiber’s Disease
• Becket’s Syndrome
Students entering the DPI program with these visual impairments very often also have
experienced one of the following:
 Multiple Sclerosis
 Leukemia
 Epilepsy or other seizure disorders
 Neurological programs
 Traumatic brain injury due to accidents, gunshot wounds, etc.
 Brain damage
 Cerebral Palsy
 Borderline cognitive functioning
 Cardiovascular disease
 Extreme psychological stress
Davidson Program for Independence Services:
Students who have demonstrated a need for training and who are interested in
rehabilitation services are referred for placement in the DPI program for individualized
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instruction.
Rehabilitation services are offered seven days per week on a residential basis. DPI is
closed on all Federal holiday weekends and holidays. The length of the program
averages five months; however, it may be shorter or longer depending upon individual
need. Training and counseling are structured for the individual student according to
needs identified by the student during the initial orientation and assessment. Each
student has the primary role in the development of his or her individual plan. Progress is
reviewed on a regular basis and shared with the student and his or her referring
counselor. Whenever possible, family/significant other involvement is encouraged and
facilitated. Instruction and services are offered in the following areas:
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Individual/Group/Family Support
Orientation and Mobility Instruction
Residential Living Skills Instruction
Braille Reading and Writing Instruction
Keyboard Instruction
Computer/Assistive Technology Instruction
College Preparation
Recreational Activities
Self-Esteem Development
Adjustment to Blindness
Career Exploration
Other regular activities/services may include:
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Student-Body Council Meetings
Student/Staff Communication Meetings
Student-Sponsored Dinner Parties
Wellness education support
Transportation Services
Evening Recreational Activities
Alumni Association Meetings
Speakers/Mentor Program
, Alumni, and Family Weekend Retreats at Camp Bloomfield in Malibu
Mountains
Family Participation in Activities
Student, Alumni, and Family Picnics
Vision and Rehabilitation:
Because the typical person uses vision for 80-90% of learning and functioning,
severe vision loss can have a devastating effect on an individual’s independence.
The sudden inability to read and write, travel independently, or take care of
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personal needs affects the whole person and his or her family and significant
others. Often there is a long gap between the visual diagnosis and rehabilitation
services because of delays in referral or lack of knowledge of available resources.
Comprehensive rehabilitation services that consider the total person can provide
the necessary tools for personal, academic and vocational independence and
success, thereby restoring a person’s self esteem and self-respect.
Other features of the program include:
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A highly qualified professional staff with advanced education and/or experience
in working with adults who are blind and visually impaired.
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An eight-acre campus featuring an administration building and dining hall, an
education center, two residential facilities for children and adults, and a fully
equipped gymnasium and aquatics center.
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A Computer/Technology Center that provides orientation, evaluation, and
training with a wide variety of access technologies designed for blind and
visually impaired individuals.
The Ahmanson Adult Education Wing featuring spacious, fully-equipped
classrooms and offices, a model apartment for teaching residential living skills, an
extensive Braille, cassette and low vision library and a full inventory of specialized
equipment, computer center and self-esteem center.
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A fully equipped gymnasium, bowling alley, swimming pool and therapy pool for
on-grounds recreational activities.
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A 40-acre camp in the Santa Monica Mountains available to staff, students,
and their families for planned recreational and educational retreats.
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Individual, group and family sensitivity sessions are available to address the
many facets and adjustments required for individuals who are blind/low vision.
On campus in-services and trainings are available for both individuals and their
families.
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Pre-vocational skills preparation and Career Exploration are assessed and
provided based on individual goals. The opportunity for related internship
placement is available when appropriate.
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Rehabilitation strategies that encompass the person's total needs involving a
multi-disciplinary team approach in which the student is expected to be the lead
participant. Accurate assessment and evaluation must consider the individual's
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personal needs, preferences, goals, and best learning styles before an
individualized rehabilitation plan can be developed.
The Davidson Program for Independence provides specialized services such as:
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Computer/Assistive Technology Skills
The overall goal of the Computer/Assistive Technology Center is to educate
students in the use of computers and many types of specialized equipment for
blind and visually impaired persons. The uniqueness of this center lies in the
use of the latest technology available providing speech access, large print and
Braille display, and the Internet. Highly individualized instruction based upon
each student's personal, academic, and/or vocational goals is provided. A
client will spend approximately 2.5 to 3.5 hours per day in this area with an
instructor/client ratio of 1:3 to 1:7. Goals addressed within this component
include but are not limited to:
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Basic key boarding using the “Talking Typing Teacher Software
Word processing using Microsoft Word
Text to speech or large print using JAWS for Windows or ZoomText Extra
 Scanning software for reading with OCR software such as Open Book,
and Kurzweil
 Spread sheets using Microsoft Excel
 Data base using Microsoft Access
 File Maintenance using Microsoft Office
 Resume writing using Microsoft Word
 Electronic note taking devices including the Voice Note, Braille Note, the
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Mate and the Voice Note or Pack Mate with a QWERTY keyboard.
 Talking dictionary using the Franklin Language Master
 Braille embossing using Duxbury software and the Juliette Embosser
 Adaptive access to MIDI keyboard software using Cakewalk, JFW and
Caketalk
Independent Living Skills
The overall goal of the independent living skills training component is to teach
blind and visually impaired adults adaptive skills so they can maximize their
independence in the home and community. This program will also help
students cope with loss relating to daily activities most sighted people take for
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granted, gaining confidence to perform these activities successfully and as
easily as possible. A client will spend approximately 3 to 5 hours per week in
this area, with the instructor/client ratio of 1:1 to 1:4. Goals addressed within
this component include but are not limited to:
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Money management using Money Handling by Venuf Elder
Adaptive Cooking Skills including the following: kitchen devices
designed for the visually impaired, diabetic cooking, labeling and safe
use of kitchen appliances
Adaptive Cleaning including the following: use of vacuum, broom and
mop; dishwashing by hand and with a dishwasher; dusting; scouring;
cleaning windows and mirrors; cleaning appliances; cleaning up spills,
especially those with broken glass.
Personal grooming including the following: skin care, nail care, hair care,
shaving, make-up, using eye drops.
Clothing maintenance including the following: laundry by hand and in the
washer and dryer, shoe care, color identification techniques, sorting
laundry, and ironing.
Shopping techniques when alone and with a friend
Banking services for the visually impaired including raised line checks,
talking ATM’s and Braille statements, and the use of check-writing
guides.
Basic health care and nutrition including labeling and taking
medications, creating nutritionally balanced menus and the importance
of exercise and recreation.
Orientation and Mobility Instruction
Because of the loss of independent travel due to vision loss, this area of
orientation and mobility instruction is a vital one for most students. The Junior
Blind provides individualized orientation and mobility instruction by highly
trained orientation and mobility professional staff, which enables the client to
travel safely in all practical environments to the maximum extent possible. A
client will spend varying amounts of time in this area, beginning with 4 to 5
hours a week in single period classes; as skill and confidence build the periods
become longer but fewer per week, averaging 3 to 4 hours per week; when skill
and confidence allow, the periods become longer as travel on public
transportation and in light to busy business areas are included, averaging 3 to 4
hours per week. Goals addressed within this component include but are not
limited to:
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Human guide techniques and how to teach others
White cane maintenance and law
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Appropriate white cane techniques for safe and independent travel
Use of cardinal directions to maintain orientation
Addressing systems
Concepts of street crossings of various types
Use of public transportation
Travel in congested areas and in malls
Travel in residential settings, business areas and college campuses
Use of stairs, escalators and elevators
Obtaining assistance from the public
Planning routes to new locations
Safe use of remaining vision
Use of optical devices as mobility aids
Braille Reading and Writing Instruction
Strong reading and writing communication skills are essential to success in
personal, academic and vocational pursuits. Instruction in Braille for students
who are visually impaired is necessary in order to develop a means for reading
and written communication. A client will spend approximately 2 to 4 hours per
day in this area, with an instructor/client ratio of 1:3 to 1:7. Goals addressed
within this component include but are not limited to:
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Braille grades 1, 2, and 3 using the 1992 APH Braille Instruction Series
Nemeth Braille math code using a variety of curricula, depending the
level of need of the client.
Braille music using a variety of curricula
Practical applications of Braille such as address and telephone card file,
recipes, amounts of money, labels for CDs and floppy disks and file
folders.
Use of Perkins Braille Writer, including the dymo tape holder for creating
labels
Use of slate and stylus
Adjustment Counseling
In order to benefit from instruction, students often require adjustment to blindness
counseling. Without this counseling being readily available many students would not
complete the program and thus would not be prepared to be a productive and employed
member of society. Each student is offered individual and group counseling each week.
The areas addressed within these counseling sessions include:
 Men’s, Women’s, Diabetic and Living with Vision Loss Support groups
 Usual day-to-day depression when entering the program
 Overcoming barriers and resistance in adjustment to blindness
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Overcoming sense of loss in newly or recently blind students
Developing sense of life control and “can do attitude” in skill development
Planning with newly developed skills in relation to program goals, life at home and
in the community, and employment readiness.
The class schedule for the education component of the DPI is Monday 11:00
a.m. to 4:30 p.m., Tuesday through Thursday 8:30 a.m. to 4:30 p.m., Friday
8:30 a.m. to 2:05 p.m. Each day there is a 45-minute break for lunch and four
10-minute breaks during the day.
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Residential Living Skills
Students may reside in the program seven nights per week, participating during
the daytime in a full instructional program and during the evening and
weekends in a variety of activities both educational and recreational. For many
students, this is their first opportunity to interact with others who are blind and
visually impaired. This setting allows for the opportunity for peer support, role
modeling, encouragement, and new friendships. This component allows
students to use skills they are learning in all other components of the program.
The program offers 2 independent living apartments that clients may use
towards the end of the program to facilitate a smooth transition to living
independently in their community. Specific goals addressed within this
component include but are not limited to:
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Menu planning, including money management, nutrition and time
management.
Shopping techniques including learning the layout of a store,
organization of a shopping list to follow the store's layout, asking for
assistance from store staff, techniques for handling money.
Meal preparation, which includes following a recipe, measuring, knife
skills, mixing, pouring, use of oven and stovetop, use of microwave
oven, use of other kitchen appliances, practice serving food.
Basic home maintenance such as bed making, vacuuming, cleaning,
arranging closets, doing laundry, organizing drawers for easy access
and item location.
Revised: March 20, 2009
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