Tool Time! Guide to Support the
Self-Determined Young Adult who is
Deaf-Blind
Emily Taylor-Snell, University of Florida
Florida and Virgin Islands Deaf-Blind Collaborative
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
ALPHABET SOUP
Our time together…
Review of Transition
Outcomes for persons
with Deaf-Blindness
Overview of SE Regional
Transition Institute
Highlighting SelfDetermination and
Mentors
Key components of DB
Transition Toolkit
Where to find Toolkit
Think about your
transition from
high school…
What were the
things that may
have contributed
to your career
and life choices?
YOUR
EXPERIENCES?
What did you
learn from your
experiences?
INFORMATION
INTERESTS
PREFERENCES
NEW SKILLS
SELF-ESTEEM
SELFDETERMINATION
What Employers Want…
PLAY WELL
WITH OTHERS
BE
RESPONSIBLE
POSITIVE
ATTITUDE AND
WILLINGNESS
TO LEARN
For a job seeker with a disability
there are obstacles…
• Lower
expectations
• The myths of
disability
Mismatched
jobs
Underemployment
• Self
determination
Unemployment
Job retention
• Lack of
opportunity
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)
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
Our History and Challenges
• DB Project Challenges
• Youth Challenges
• Identifying target group
• Young adults isolated from
• Inspire and train family &
DB Youth
• Develop collaborative
relationships with schools
and adult service agencies
• Resource allocation and
budget considerations
•
•
•
•
•
each other
Isolated from community
Access to information
Abysmal education
outcomes
High unemployment &
under employment
Lack of role models
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
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 selfdetermination training
Components of the Toolkit
• Video interview
• Action plans
• Evaluations
• Communication
access
• Interpreters and
SSPs
• Forms and samples
• Applications
• Role Models and
Mentors
Main
Landing
Page
Pre –
Institute
Planning
Best
Practices for
Accessibility
Workshop
content
• Youth Strand
• Family Strand
• Speakers & Topics
• Facilitator Guides
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
Mentor Voice
Divya - FL
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
Presented by: Divya Goel
October 29, 2013
What is self determination?
 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.
DB People and Self-Determination
 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
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………..
Young participants learn how to use self- determination
to make plans and help make their dreams come true !
Socializing
with other states
Social with US/Sweden
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
More Self-Determination
ize
Communication experiences
Socials
Travel Independently
Mentors’ roles
 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.
Adult Mentors
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.
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
Mentors Support!
Give help and support
Play and socialize with participants
MORE of What Mentors DO
Field Trip together
Mentor Panels about their experiences
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
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
Communication Access
Communication Access
Tactile Communication
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
Youth Voices
Ashley – TN; Katie – FL; Victor – FL; Aubre - MS
A Recipe for Success!
BBQ for Dads
Guide Dog Presentation
Ingredients…
Role Playing
Share Talents
Futures Planning
Ingredients…
Making Positive
Relationships!
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
Sample Section of Action Plan
Transition Toolkit
Strategies to Enhance Self-Determination in Young Adults who are Deaf-Blind
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 Item
Who Can Assist
Target Date
Achieved Y/N
Action Plan Sections
 Self-Determination
 Communication
 Technology
 Getting a Job
 Independent Living
 Transportation
Family Resources Strand
 To Support Families of young adults who are deafblind 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
Family Voices
Anna Daise - SC; Stephen - VA
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 SelfDetermination
 Suggested Topics/Speakers for Family Sessions
 Transition Resources for Handouts
Family Impact
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
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
Words of Wisdom…
Brandon - VA
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.org
Special Mentor Thanks
 Divya Goel, FL
 Jason Corning, WI
 Jake McMahan, GA
 Marisa Lucca, FL
 Kevin Roberts, GA
 Tiffany Kohnen, FL
 Virginia Jordan Maze, GA
 George Stern, FL
 Enedina Velez, GA
 Ashley Jackson, TN
Contact Us!
Where to find the Transition Toolkit
National Consortium on Deaf-Blindness
www.nationaldb.org
Florida and Virgin Islands DeafBlind Collaborative
Emily Taylor-Snell • 800-667-4052
etsnell@ufl.edu
www.deafblind@ufl.edu