Georgia Sensory Assistance Project
Services to Children and Youth with Deafblindness
Transition Resources
Introduction to Transition
Student Transition Needs
Transition Timelines
Transition Plan
Preparing for the Future
Introduction to Transition
What is transition?
Transition can be described as a passage or journey from one environment (or circumstance) to another. Children encounter many different transitions, such as transitioning from home to school environment or transitioning from elementary to middle school. The materials related to transition on this website will refer to the transition from school to work, housing, or advanced education (e.g., college).
The materials listed as resources here are designed to help parents play an active role in the process and stress the importance of careful planning and teamwork.
How soon should parents be thinking about planning for their child's future?
Transition planning begins formally at age 14-16, but it may be underway at an earlier age. It is important to be looking at transition early since students with disabilities usually need training and support services put in place before other students. This is particularly true for the student who is considered at risk of dropping out of school or who has severe cognitive or behavioral disabilities.
If Adult Service programs are going to be needed, it is important to understand that these programs are not entitlement programs. This means that there are programs available, but there is not a guaranteed place for every adult with a disability. In other words, the school system is a mandated (or guaranteed) program, while Adult Services can legally have waiting lists. It is therefore critical to plan early.
In Georgia there are critical partners for adult services for students who are deafblind.
Helen Keller National Center
Barbara Chandler, Regional Representative
1003 Virginia Avenue, Suite 104
Atlanta, GA 30345
Email: Barbara.chandler@hknc.org
Phone: 404-766-9625
Department of Labor, Division of Vocational Rehabilitation
Bob Green, State Coordinator for Deafblind
1630 Phoenix Blvd.
College Park, GA 30349
Email: rogreen@dol.state.ga.us
Phone: 678-466-7126
Are there any special considerations for a child with vision and hearing loss?
Transition planning occurs in the same manner for students with vision and hearing loss as it does for students with other disabilities. However, there are certain areas that should be examined when planning transition for students with vision and hearing loss. These should be directly addressed in the statement of transition services and/or transition plan. Some of the areas are:
- Is the student's current communication system being utilized throughout the day?
- How will the student's method of communication be supported upon leaving school?
- Will others in the community understand how to communicate with the student? If not, does the student need to learn an additional method of communication or will there be supports put in place?
- Are all activities and materials adapted (as needed) to support low vision or tactual needs?
- Are all activities and materials adapted (as needed) to support sound enhancing or sound dampening needs?
- How are orientation and mobility needs to be met?
- Is the appropriate assistive technology (e.g., communication systems, mobility devices, low vision devices, assistive listening devices) in place?
