accepted and eight have attended consistently. Six participants are mainstream students; there are two
Perkins residential students and one Perkins day student. Three students are braille readers (two who
are blind) and six are print readers. Of the nine, eight are on an academic track and one is learning more
functional skills. This year the same co-facilitators are present as well as two Community Programs TVIs,
who are learning the PEP content, activities, and are assisting as needed.
What does the future hold? At Perkins School for the Blind, there is a commitment to continued
exploration of transition needs in New England communities. Faculty and administration are considering
alternative delivery options such as online modules, short courses at other times of the year, remote
delivery, and a train-the-trainer option. Design of future offerings will be based on a comparable design
model; however, there may be modifications to the curriculum to meet local needs.
References
Capella McDonnall, M. (2010). Factors predicting post-high school employment for young adults with visual
impairments. Rehabilitation Counseling Bulletin, 54(1), 36-45.
Capella McDonnall, M. (2011). Predictors of employment for youths with visual impairments: Findings from
the second National Longitudinal Transition Study. Journal of Visual Impairment & Blindness, 105(8),
453-466.
Erickson, W., Lee, C., von Schrader, S. (2017). Disability Statistics from the American Community Survey
(ACS). Ithaca, NY: Cornell University Yang-Tan Institute (YTI). Retrieved from Cornell University
Disability Statistics website: www.disabilitystatistics.org
Jorgensen-Smith, T., & Lewis, S. (2004). Meeting the challenge: Innovation in one state rehabilitation
system's approach to transition. Journal of Visual Impairment & Blindness, 98(4), 212-227.
McMahon, J., Wolffe, K. E., Wolfe, J., & Brooker, K. (2013). Maine's employability skills program. Journal of
Visual Impairment & Blindness, 107, 515-522.
Newman, L., Wagner, M., Knokey, A.-M., Marder, C., Nagle, K., Shaver, D., Wei, X., with Cameto, R.,
Contreras, E., Ferguson, K., Greene, S., and Schwarting, M. (2011). The post-high school
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