Oftentimes, children’s potential career interests/skills are neglected because the emphasis of education is placed on the core academic curriculum (i.e., reading, math, science, and social studies). However, for students who are blind or visually impaired who will not be attending college, career education is an important component that needs to be addressed. Individual Transition Plans tend to be minimal in scope because teachers may have limited time, resources or knowledge to implement appropriate transition planning. While many districts have transition specialists, they are not typically trained in visual impairment and may inadvertently suggest only jobs which they think people who are blind or visually impaired would be able to do. Instead of selecting careers based on disability, it is essential that transition plans be developed around the strengths and interests of the child. It is also important that children who are blind or visually impaired develop the independent living, social, self-advocacy and job readiness skills that are necessary for them to get and keep a job. Even though many children who are blind or visually impaired are excelling academically, securing employment upon graduation can be challenging because of discrimination or insufficient preparation in independent living skills.
Collabortive effort between the
National Center on Severe and Sensory Disabilities
and the National Organization of Parents of Blind Children
Copyright © 2008 National Center on Severe and Sensory Disabilities
Copyright © 2006 National Center on Low-Incidence Disabilities
Permission to use for educational purposes granted.