VIDBE-Q Volume 68 Issue 2
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assistive technology, career exploration, social skills, independent living skills,
orientation and mobility and compensatory skills lead to positive post-secondary
outcomes. Wolffe and Kelly (2011) found significant relationships between
instruction in areas of the expanded core curriculum and positive outcomes related
to transition. Transition and postsecondary outcomes for youth with low incidence
sensory disabilities (LISD) are lagging well behind even those with high incidence
disabilities. Also, resources to address transition are not often specific to this
population of students.
Ohio recently unveiled its "Each Child Means Each Child" plan to improve
learning experiences and outcomes for students with disabilities. Focus C of
Ohio's plan is: "Educating for Living a Good Life: Advancement of Postsecondary
Learning Experiences and Outcomes for Students with Disabilities." Along with
this focus, Ohio is providing grant opportunities for collaborative work around the
areas of postsecondary transition and outcomes.
LISD faculty from Shawnee State University applied for and received a
grant from the Ohio Department of Education, Office for Exceptional Children to
identify and develop transition resources specifically geared towards children and
youth with low incidence sensory disabilities (blind/visually impaired, Deaf/hard
of hearing and deafblind). One requirement of the grant was to collaborate with
university partners, p-12 school districts or agencies and business partners. The
