This book is intended as a text in rehabilitation counseling, educational psychology, and special education courses. It should also be helpful as a resource guide to counselors and educators who are practicing in public and private facilities. People with disabilities and their families are also encouraged to use this book to guide relevant career planning efforts.
Section 1. Introductory Materials: Introduction to career counseling; Overview of career counseling theories; Legislative history; Career counseling and evaluation
W. H. Graves, S.J. Spungin, J. Kesterloot, J.M. Peterson, M. Bagley, L. Scadden. (1983). Mississippi State, MS. Mississippi State University. Rehabilitation Research and Training Center on Blindness and Low Vision. 91 pp.
This is a collection of papers presented at the MacFarland Seminar at the annual meeting of the American Association of the Blind, July 1983 in Phoenix, AZ.
Career development theory applied to the delivery of services to blind and visually impaired persons
Career development in an educational context
Vocational assessment for visually impaired
Job site modifications using color and light
Industrial services programs: A new route to jobs in the private sector for blind and visually impaired workers
Rehabilitation research: Where have we been and where are we going?
D. Kendrick. (1993). American Foundation for the Blind, New York. 79 pp.
This book focuses on twelve people who are blind or visually impaired and looks at the jobs they do, why they chose the job, how their visual impairment impacts their job, and gives information about pay and benefits. All of the jobs described do not require a college education.
Child care provider, customer service agent, factory worker, food service manager, in-flight packager, massage and acupressure therapist, medical transcriptionist, piano-tuner technician, prosthetics purchasing agent, receptionist, refrigeration mechanic, small engine mechanic
J. M. Everson, Ed. (1995). Paul H. Brookes, Baltimore, MD. 384 pp.
The goal of this book is to guide service providers, family members, and friends in providing transition services to young adults who are deaf-blind. As such, it represents an effort to express the unique needs of the deafblind population and to integrate best practices into their transition services.
Section 1: Young Adults Who Are Deaf-Blind and Transition Services
What happens when children who are deaf-blind grow up?: An overview of transition services
Beyond programs and placements: Enhancing the development of individualized transition services
Supporting medical and health concerns of young adults who are deaf-blind
Section 2: Family and Consumer Reflections on Transition
Consumers speak out
Parents speak out: Perspectives on transition services
Section 3: Community-Inclusive Lifestyles and Supports
Creating housing options and support services for young adults who are deaf-blind
Working and contributing to one's community: Strategies for including young adults who are deaf-blind
Developing leisure and recreation opportunities
Building relationships with friends and other community members
Communication instruction and support strategies for young adults who are deaf-blind
Orientation and mobility issues and support strategies for young adults who are deaf-blind
Section 4: Administrative and Systems Change Systems:
Transition services: Implications for organizational change in high school education programs
Using adult services to achieve transition goals and objectives
Interagency approaches to transition services for young adults who are deaf-blind
R. Rabbi & D. Croft. (1989). National Braille Press, Inc., Boston. 336 pp.
This is a practical self-help guide based on the real-life experiences of blind job seekers. Peppered throughout the book are strategies used by successfully employed blind people. This book also addresses the current status of employment opportunities for people who are blind and proposes strategies for dealing with a resistant labor market.
F. Simpson, K.M. Heubner, F.K. Roberts. (1986). American Foundation for the Blind, New York. 187 pp.
This is a collection of information on several diverse programs and practices. These programs represent collaborative efforts that facilitate the transition of disabled youth into appropriate adult environments.
Toward a state transition plan (Arkansas)
Project Work Ability (California)
Factors in the development of rural transition programs (Maryland)
Community-based training: A component of career education for deaf-blind youth (Mississippi)
Royal Maid collaborates (Michigan)
Agreement of co-oporation (Maine)
Youth in transition (Nevada)
A career awareness experience: Adventures to the future (New York)
Summer employment in industry (New York)
Mobile work crews (Oregon)
State transition coalition (Oregon)
Technical assistance as a catalyst for staff training and supported work program development (Tennessee)
The industrial enclave (Texas)
Don't give those kids fish! Teach 'em how to fish! (Texas)
K. Wolffe & D. Johnson. (1997). American Printing House for the Blind, Louisville, KY
This is a tool designed to prepare high school students who are blind or visually impaired for the world of work. Students are given information in lessons and then encouraged to engage in hands on experiences related to each lesson.
Tote case: A soft-sided organizer used to keep track of materials during the school year, for job searches and beyond
Student manual: A workbook and guide for 30 lessons grouped into 5 units: Getting started, self-awareness, work exploration, job seeking skills & job keeping skills
Information supplement: A manual that offers the facilitator adaptations for each lesson
W.H. Graves, J.H. Maxon. C. McCaa. (1987). Mississippi State University, Mississippi State, MS. Rehabilitation Research and Training Center on Blindness and Low Vision. 109 pp.
This research study evaluates the usefulness of the Work Environment Visual Demands Protocol. This protocol is a procedure to be used in the analysis of the visual demands of a job which is held or desired by a person who is visually impaired. The information obtained from the protocol may be used in the selection of low vision devices by eye care professionals. The eye care professionals may then facilitate the performance of job tasks requiring vision by providing training in the use of prescription aids and/or making recommendations or modifications in the job.