Interviewer: Okay, first I will give a little introduction to our study. You are asked to participate in this focus group to get feedback from Dar 's employees on the transition needs of youth. We would like to hear about the challenges that are commonly faced by students with disabilities and their families, what resources are needed to ensure successful transition and what you think are the most important services or changes you would like to see. So, we went over the consent form and do you have any questions before we start about the setting?
Alice: Nuh-uh.
Interviewer: All right, so my first question is, if you could tell me a little bit about your experience with transition, how long have you been working in this area and anything …show more content…
With DBS we began transition at ago ten, unlike DRS that begins at age 16, we feel like there are more intense services that are needed for our visually impaired students.
So, we began working with then, actually we began working with them at birth, but for transition age ten and we go all the way up to 24 to ensure proper service are provided and unemployment outcome is in the rising form. So, we began vocational adjustment training, social skills training through group skills, camps, workshops, seminars and work experiences. We do a lot of partnerships with a center for independent living in Braz Valley with our region and we partner with the Center on Disability and Development A & M who host some of our group skills trainings and programs that we partner with as well.
So, with those, we continue of course partnering with the education service centers to provide all of these necessary services, technology training including and to keep the children active and keep them in an employment lifestyle mode where they can someday become employable. We teach these skills at a very early age to ensure their success that they will someday go to work and put money back into the treasury instead of drawing an SSI check and being happy with …show more content…
We had one student who wanted to be a teacher. Well, okay, you want to be a teacher, how about you teach and take the lead on our vocational class of our group skills training that we have at one of our camps.
She developed job bingo and she just really started taking over and send meeting requests to me and her vision teacher and her vocational teacher and her art facilitator. We would have planning meetings that she would direct and facilitate to help us tweak out her job bingo that she developed. It was through those collaborations that she was conducting for her lead that she took on this training, that she was identified for a program that they had at that school.
It is called CARS, children are really special and so what they do is identify some students that express interested in being a teacher, they let them go to one of their elementary campuses and work with the special ed students and maybe read to them and get a feel for what it 's going to be like to really actually be in a classroom and teach a
Alice: Nuh-uh.
Interviewer: All right, so my first question is, if you could tell me a little bit about your experience with transition, how long have you been working in this area and anything …show more content…
With DBS we began transition at ago ten, unlike DRS that begins at age 16, we feel like there are more intense services that are needed for our visually impaired students.
So, we began working with then, actually we began working with them at birth, but for transition age ten and we go all the way up to 24 to ensure proper service are provided and unemployment outcome is in the rising form. So, we began vocational adjustment training, social skills training through group skills, camps, workshops, seminars and work experiences. We do a lot of partnerships with a center for independent living in Braz Valley with our region and we partner with the Center on Disability and Development A & M who host some of our group skills trainings and programs that we partner with as well.
So, with those, we continue of course partnering with the education service centers to provide all of these necessary services, technology training including and to keep the children active and keep them in an employment lifestyle mode where they can someday become employable. We teach these skills at a very early age to ensure their success that they will someday go to work and put money back into the treasury instead of drawing an SSI check and being happy with …show more content…
We had one student who wanted to be a teacher. Well, okay, you want to be a teacher, how about you teach and take the lead on our vocational class of our group skills training that we have at one of our camps.
She developed job bingo and she just really started taking over and send meeting requests to me and her vision teacher and her vocational teacher and her art facilitator. We would have planning meetings that she would direct and facilitate to help us tweak out her job bingo that she developed. It was through those collaborations that she was conducting for her lead that she took on this training, that she was identified for a program that they had at that school.
It is called CARS, children are really special and so what they do is identify some students that express interested in being a teacher, they let them go to one of their elementary campuses and work with the special ed students and maybe read to them and get a feel for what it 's going to be like to really actually be in a classroom and teach a