Experiences in Transition (EXIT) is a special education program at TSBVI that focuses on transition issues that face young adults with visual impairments. Designed for students aged 18 to 22 who have completed required coursework leading to graduation, the EXIT program provides an individualized education program (IEP) that incorporates a focus on the Expanded Core Curriculum (ECC) while also addressing a student’s individual transition needs related to movement from school to post-school activities. Addressing areas such as post-secondary education, employment, continuing and adult education, adult services, independent living and community participation, TSBVI’s EXIT program provides the opportunity to practice skills in an environment that more closely emulates the post-secondary settings they may encounter after graduation.
Who is eligible?
TSBVI EXIT and Post Secondary: Overview and Comparison Video
Original broadcast date: 11/12/2015
Description: The EXIT and Post Secondary Programs at TSBVI serve 18-22 year olds who are blind or visually impaired. Assistant Principal for EXIT, Tad Doezema, and Post Secondary Coordinator, Linda Locke, provide a side-by-side comparison of the two programs, in order to help professionals and family members determine which program is most appropriate for their student or child. Chapters include:
- Similarities & Differences
- Eligibility Criteria
- Living Arrangement
- Student Examples
- Transition Planning
- Program Duration
Download the transcript (txt), audio recording (mp3) and/or handout(s) (pdf or zip):
A student’s IEP team may consider the EXIT program for any visually impaired students who have completed their academic course requirements towards graduation. The EXIT program serves a continuum of students ranging from those who will need significant support as adults to those who expect to attend college and live and work independently. The student’s local school district ARD Committee must make referral to TSBVI by including a description of the reasons for referral to TSBVI and referencing how services at TSBVI can assist the local district in meeting the student’s specific adult transition goals. Acceptance into the EXIT program requires careful consideration of these reasons for referral along with any other programming opportunities that may be available to the student. In some cases, out of district placement at TSBVI may not be appropriate to address a student’s individual needs related to transition.
How does TSBVI help your student plan for the future?
In order to help EXIT students make an effective transition from school to adult life, TSBVI staff partner with the local school district’s team and the student’s family to develop a realistic, specific adult transition plan based on the student’s desired post secondary goals. TSBVI emphasizes on-going collaboration with the student’s local school district, family, adult service agencies, and local community resources. For students that will be returning to their home communities, transition plans often include a return to the local school district for the student’s final year(s) of special education eligibility.
Adult-focused, community based instruction is the main emphasis of the EXIT program. Instruction is provided through a combination of coursework, work training and independent living activities. Students are grouped with a teacher of the visually impaired who guides their instructional program planning. On campus job training is provided until students have developed sufficient skills to obtain work in the community. Some students may also attend off campus classes in the interest areas in the Austin community or through Austin Community College when appropriate. Independent living instruction is provided throughout the school day and is supported in the evenings through the residential program.
The EXIT curriculum addresses a wide array of areas in transition. Based on individual assessment of need, student interests and information from families, an individualized education program is developed based on the following domain areas:
- Personal management – Students increase knowledge of personal information including, personal hygiene, organization skills, dressing and clothing care, money management, time management and social skills.
- Physical and mental health management – Students gain knowledge and skills in managing their visual and their health needs. They also consider life choices including nutrition, exercise, drugs/alcohol, and sexuality/parenthood.
- Adult leisure, recreation, and fitness – Students explore self-awareness and personal preferences as well as planning skills related to t heir chosen activities.
- Housing and household management – Students practice food management, household tasks, living options, money management, interpersonal relationships and management of a personal attendant, if needed.
- Community participation – Students explore their rights and responsibilities as an adult, civil rights and protections and accessing agency support.
- Transportation – Students learn to use public and specialized transportation systems, understand and discuss how families and friends might be a part of their future transportation needs, and pedestrian travel.
- Employment – Students learn general knowledge of work and general work experiences as well as explore self-awareness and work awareness.
- Life Planning and goal setting – Students learn to set short-term and long-term goals. They practice these skills through transition meetings and the ARD process.
- Basic academics – Students work on basic adult literacy, functional math and use of technology according to their individual levels and abilities.
- Post-secondary education or training – Students learn both work and study skills. Students who are motivated to and capable of pursuing college level course work have the opportunity to apply to community college or a vocational training certification program.