From School to Adult Life: Overcoming the Complexities of Transition for Young Adults who are Deafblind
Dates: February 7
Presenter: Maurice Belote
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Program description: The transition from school to adult life is one of life’s major milestones and, while potentially fraught with pitfalls and roadblocks, it also represents an extraordinary opportunity to begin living an active and engaged adult life. While there are many r esources and services at national, state, and local levels to support this transition, young adults who are deafblind challenge these systems to meet the unique and complex needs that deafblindness presents.
Families, educators, and agency personnel often need supplemental information and specialized strategies to ensure that students who are deafblind enter adulthood in a way that is self determined, self empowered, and respectful of individual differences. This training activity will focus on key as pects of transition planning and services that are specific to young adults who are deafblind to meet what might be the most important goal of education: to prepare students to have the same kinds of lives that any of us would want for ourselves.
Guest speaker: Maurice Belote has worked exclusively in the field of deafblindness for 41 years. Maurice served as Project Coordinator of California Deafblind Services (CDBS) at San Francisco State University (SFSU) from 1992 until his retirement in 2021. During that time, he served as adjunct faculty for two four-year personnel preparation grants at SFSU focused on training teachers of students who are deafblind. With his CDBS team, Maurice also developed an intervener certificate program through the SFSU College of Extended Learning that prepares paraeducators to effectively support communication and curricular access for deafblind students in school and community settings. He is currently adjunct faculty with two university teacher training programs, and he also serves as Co-Chair of the National Coalition on Deafblindness. He is a frequent speaker at national and international meetings and, in 2021, was awarded the Anne Sullivan Macy Medal for his decades of work on behalf of deafblind students.
- Identify the components of transition planning that are specific to successfully supporting young adults who are deafblind to leave school and enter adulthood.
- Identify three major points of providing active learning opportunities.
- Describe the role of incidental learning in self-determination and how deafblindness significantly impacts access to incidental learning.
- Identify three key strategies for ensuring that transition plans meet the complex and specialized needs of young adults who are deafblind.
Contact Jodi Dowell, TVI, Research Associate, OCDBE, at firstname.lastname@example.org