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Next, how does your student or family member identify her money?
• Visually identifies coins
• Visually identifies dollar bills
• Tactually identifies coins
• Uses Money Folding strategies
• Uses iBill Money Identifies
• Click Pocket Money Brailler
• Other: __________________
• Other: _________________
After the individual that you are supporting has mastered identifying money
and increased her financial vocabulary, it will be time to explore other aspects of
money management and explore real life implications. It is imperative to expose
young adults who are deaf-blind to as many strategies as possible in order for the
individual to understand which strategies will work for him. Explore the following ar
areas:
•
Can your student/family member organize and maintain his or her wallet
(braille labels, dividers, tactile markings, etc.)?
• Can the individual make a purchase (in person, online, over the phone)?
•
Can your student/family member manage a bank account (open the account,
setup and use online banking, MoneyTalks Software, large print registries,
Excel spreadsheets, bank statements, etc.)?
• Can the individual you are supporting write a check? (does she know the parts
of a check, large print checks, writing guides, print a check through
MoneyTalks?)
• Can your student/family member use an ATM (initiate audio, put in PIN,
swipe card, adjust the volume, follow ATM prompts, navigate through screens,
generalize skills to other ATMs)?
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