Transitioning into Adulthood: Banking and Budgeting
Dominique Neebe, Senior Instructor
Helen Keller National Center
d.neebe@yahoo.com
Teenagers transitioning into adulthood are often presented with their first
banking and budgeting experiences. They often start to be concerned about topics
that they have never thought about before. These topics may include knowing how
much money they have, paying for things they need or want, making purchases, and
so on. These are all reasonable concerns. Through life experiences, trial and error,
young adults are naturally exposed to banking and budgeting topics. Incidentally and
directly, most teenagers gain the knowledge and experience they need to proceed with
greater responsibilities that are demanded in adult life.
For individuals who are deaf-blind, the transition is not seamless due to lack of
environmental accessibility and incidental learning. An initial financial literacy
evaluation should be completed in order to determine what experiences an individual
has had with managing her own finances. Banking and budgeting incorporates every
area of the Expanded Core Curriculum (ECC) and therefore should be considered an
integral part of a student's high school transition plan. It is important to note that
these approaches may be used by both teachers and family members who are vested
in increasing the financial independence and success of young adults. It is
recommended that educational and rehabilitation professionals work with the
student's family members to increase the student's opportunities to practice skills
across community contexts and in natural environments. Although there are many
components of banking and budgeting, these practical tips will give you a place to
begin to assist your student or family member achieve a higher level of independence
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