Summer Transition Program
Baltimore, Maryland
Contact
Brenda Isennock
Coordinator
Division of Rehabilitation Services
2301 Argonne Drive
Baltimore, Maryland 21218-1696
Phone: 410-554-9466
Fax: 410-554-9475
Mission
The mission of the Division of Rehabilitation Services (DORS) is to provide leadership and support in promoting employment, economic self-sufficiency, and independence of individuals with disabilities.
The purpose of this Summer Transition Program is to provide high school students who are blind or visually impaired the opportunity to make a successful transition from high school to college, experience and learn the skills necessary to live independently, and explore careers through a paid work experience.
Organization
Organization Type: Community College or two-year college, Education Agency, State, School , Rehabilitation Agency, State, Other: Community Rehabilitation Program - Vocational Services Program/Sinai Hospital
Geographical Area: State or commonwealth
Primary Setting: Community-based training site, independent living facility, hospital setting, community college (two-year college)
Funding: No special external funding source
Consumers
Target Population: Secondary education students With disabilities
Disability Areas: All disabilities
NTA Framework Categories
Description
The Division of Rehabilitation Services (DORS), in a collaborative effort with the Maryland School for the Blind and Essex Community College, developed a summer transition program for students who are blind or visually impaired and are entering their senior year. It is a six-week program with services provided by the Community Living Skills Training (CLST) unit of the Maryland Rehabilitation Center (MRC), the Essex Community College (ECC) and the Vocational Service Program (VSP).
MARYLAND REHABILITATION CENTER RESOURCES
The Community Living Skills Training (CLST) Program assists students in learning independent living skills and developing attitudes needed to function as self-reliant adults. CLST consists of community-based activities with transitional living arrangements, including housing for students during the six-week summer transition program. Students also take part in independent living skills training provided by staff in the Services for the Blind and Visually Impaired Program at MRC. This includes evaluation and training in Braille, orientation and mobility, cooking, cleaning, laundering, time management, and other skills. Vocational evaluation and career exploration services are also provided by MRC.
The Rehabilitation Technology Services Program at MRC evaluates students to determine what equipment may be necessary to meet the demands of college. This includes instruction on computers using speech systems and large-print enhancement, the use of computer systems for note-taking, reading printed materials with Closed Circuit TVs (CCTV) and hand-held magnifiers, and how to create Braille and large-print documents on the computer.
MARYLAND SCHOOL FOR THE BLIND (MSB) RESOURCES
The MSB is responsible for providing low-vision evaluation, audiological testing, educational staff, material, CCTVs, Braillers, modification of printed materials in Braille or large print and transportation from MRC to Essex Community College and return.
ESSEX COMMUNITY COLLEGE RESOURCES
ECC provides a four-week college experience program on its campus where students participate in programs designed to simulate college classes, receive instruction in note-taking and study skills, negotiate a college cafeteria, and utilize a college library and career counseling center. Students also have the opportunity to participate in actual college classes and tour nearby four-year college campuses. A wide array of guest speakers are utilized to present information about college life. Students work closely with the Office of Special Student Services to understand its role in enabling the student to achieve a successful college experience. The instructional test for the program is available in Braille, tape and large print.
VOCATIONAL SERVICES PROGRAM
VSP provides students with the opportunity to explore different jobs while earning a salary. Onsite supervision is provided at each worksite by VSP staff trained to work with individuals who are blind or visually impaired.
Evidence of Success
Success Story
When "M" arrived at the MRC, she literally clung to her mother, unable take a step forward independently. Blind from birth, "M" lacked even the most basic mobility skills; impeded by her fears, she relied solely on sighted guides. Her sheltered upbringing had fostered in "M" a dependence upon her parents for the simplest of personal tasks, such as fixing her hair and selecting which clothes to wear. A lovely young woman, "M" had no sense of her physical image; she could not tell what color her hair was and could not imagine how her facial features might appear to others. Although motivated to live independently and to attend college, she lacked the skills necessary to perform essential homemaking tasks, to study efficiently, and to advocate for herself. She was unversed in the most basic of technological skills, skills that would be critical to her success in the university and in the competitive marketplace.
As a summer transition program student, "M" took part in a wide array of training modules tailored to meet her independent living needs. She worked with rehabilitation technologists, who assessed her daily living and university communications requirements, developed the best technology package available, and provided fundamental training in its usage. Specialists in Services for the Blind and Visually Impaired evaluated "M’s" orientation, mobility, and daily living abilities and provided essential skills development and practice in using public transportation, cane travel, basic sewing, identifying clothing, doing hair, and applying makeup. Her Career Development class enabled "M" to access a variety of career reference texts and databases in order to gather information and make informed choices of career and college major. The Essex Community College Program for Transitioning Students helped "M" develop the study and research skills essential for college success.
Today, "M" is a full-time student in her junior year at Salisbury State University, where she majors in social work. "M" resides independently in the dormitory and makes her way freely around the campus using cane travel. She enjoys an active social life and takes pleasure in cooking dinner with friends. "M" has achieved an overall grade point average of 3.3, with an average of 3.4 in her major. She has completed the application process for her senior year internship. Currently, she serves as a mentor for other summer transition project students who meet with her to experience a day in the life of a college student. "M" will spend the summer before her senior year working as a secretary for the Department of Parks and Recreation. She looks forward to graduation in the spring of 2001 and has already applied for advanced standing in graduate studies. Upon obtainment of her graduate degree, "M" plans to become employed as a high school social worker.
Updated 11/3/00