Transition Planning
By Melody Peters, Intervenor with the Deafblind Services Society of BC
The following paper is a transition plan focusing exclusively on the final stage of a transition specifically designed for individuals with congenital Deafblindness.
This plan is written with the intent that it will be modified for individuals to include their specific needs and situations.
The information used within this paper was gathered from the Provincial Outreach Program For Students With Deafblindness within the course of Douglas College ‘Introduction to Deafblindness’ as well as, The Canadian Deafblind and Rubella Association, Manitoba Chapter associated with Intervention Manitoba.
I would like to specifically thank Linda Mamer and Judy Dandurand for their support and assistance in this paper.
Transition Plan
It is recommended that a transition plan be a five (5) year process, especially if moving from the end of schooling into a home setting. This may mean starting as early as 14 years old as many families need a long time to adjust to the idea. This may also be the case if moving from a personal home living with parents, into a supported living environment. The five years would begin with deciding what type of support or setting the individual needs, choosing of the agency, looking at waitlists, ensuring staff are qualified or trained as needed, and attaining the funding. This may include many visits to different agencies, especially the one finally chosen to ensure all needs will be met.
The final stage of the transition plan is an outline of what steps will be taken involving a move for an individual. A transition from a residential school setting, where the individual typically lives away from the family during the school week, into a home setting will have a very different process.
The following is a six (6) month transition plan focusing exclusively on the final stage of the transition. The transition plan written here is specifically designed for individuals with congenital Deafblindness moving from one home to another home. Most typically from a supported living setting to another supported living home or from their parents home into a supported living home. The plan will need to be created with the agency involved, the individual as well as their family, and other people directly involved in the life of the individual such as social workers or other professionals. It is a team effort.
The plan has been written in a general format with the intent that it will be modified for individual’s to include their specific needs and situations. It has been written in a month-by-month outline, but steps can be moved around to accommodate the specific needs of the situation.
The transition plan includes steps for: the planning of the move, life style or activity adjustments, introducing the new staff, as well as the new facility, training, and finally the move itself. Along with the transition plan, a transition calendar will be created. This will provide the needed communication for a smooth transition, as well as encourage the anticipation of the move, and the time line for each step involved. This has been written with the understanding that most Deafblind clients have a calendar system established prior to this transition, at a basic level or higher.
Following the transition plan and calendar there is an attached article called “Personal History”. This is a personal history of the individual involved that should be filled out by a parent or guardian prior to the client moving into the supported home setting. This history allows the agency and staff to get to know a bit about the clients as well as provide the full support needed. It has been provided by The Canadian Deafblind and Rubella Association - Manitoba Chapter.
Six (6) Month Transition Plan
1st Month
Staff/ Parent visit new facility without client. This is to allow the parents/staff a chance to preview and absorb the atmosphere, fully participate in the tour, and ask questions before having to explain and explore the facility with the individual involved
Meeting occurs with both staff/parents of current home and new home to discuss transition plan needs
“Personal History” information filled out
Client’s likes and dislikes written out to ensure new staff are aware of motivators as well as apprehensions.
Client meets new staff for the first time – general short meeting
2nd Month
Client visits the new facility for the 2nd visit – preferably choose a non-busy time for the facility
Meeting with staff/parents from both facilities to discuss adaptations needed (accessibility, medical, visual, auditory, or furniture adjustments that might be needed). Plans prepared or adjustments made
Photos are taken of facilities and new staff, cues are prepared or decided upon (duplicates if possible) for the transition calendar that are specific for the visual and/or tactile needs of the individual
3rd Month
Client meets new roommates and other staff for an event or meal
If new staff need to be hired, begin this process or train new staff to work with individual allowing new staff to see individual in both settings (familiar and new)
Once a week visits are established for one specific activity for 1 month. This will introduce familiarity and consistency to the environment and new staff
Object and/or picture cues will be created for the major activities the individual will be involved in initially in the home and community
Count down/ transition calendar created and put in place at the current home.
4th Month
Begin visiting new locations, each time pair the new photo/cue with old cues
o Visit new grocery shopping centre
o Visit new leisure centre (swimming, work-out centre)
o Visit new work or school locations
o Visit Doctor only if doctor will be changed. Remember to get forms for transfer
o Visit a bank if client regularly visits the bank themselves
o Visit any other facility of high importance to the daily living for the client
1 night sleep over at new facility
Spend one full day at the new facility including participating in meals & daily activities
5th Month
Begin packing a few items that are not currently being used as well as a few personal items (off season clothes or storage items, photos, collectibles)
2nd sleep over (2 nights in a row)
Begin first stage of moving by bringing a few of the smaller items up to the new facility to set up new room
Bring a replica or their personal daily calendar to set up in the new home to accommodate daily activities happening there
Spend 2 days at the facility (in conjunction with the sleepover) involved in meals and a few more activities
Begin a regular community routine or job, shopping or visiting coffee shops to establish familiarity
6th Month
Continue packing
Move more items to new facility (except bed)
2 night stay again
Create cards to give away to friends and staff as well as people at work or programs currently involved in to say goodbye
Visit old community routines and sign “finish” and “goodbye” with old job, old shopping and old coffee shop routines
Host a party to say goodbye to staff – hand out "Thank you"cards and/or gifts at party
Last Day
Bring remaining items including bed to new facility. It is recommended that bedding remain the same for consistency purposes
Sign “finished” and “goodbye” to old house and staff
Participate in completion of transition calendar and taking it down
Participate in changes for bedroom at orginal location to appear different and symbolize the change if possible For example: re-arrange furniture, bring in new furniture, paint
Following the move/ Transition Out
Staff directly involved in the life of the individual prior to the move, as well as parents, should have regular visits to provide security, support, as well as comfort
Slowly decrease regular visits, as client grows comfortable with changes. Casual visits are still recommended from the previous staff
Many individual with Deafblindness may not have the formal communication level to express their feelings or stress level after the move. Self injurious behaviour or self stimulation or changes in their general behaviours will need to be monitored
Transition Plan Calendar/ Count Down Calendar
A transition plan calendar is a calendar created to include all of the steps that have been set out for the entire move. It will include picture symbols, photos and objects cues related to the activities that are specially designed for that individual (replicas of cues they are currently using often work the best).
A count down calendar can be a monthly calendar that marks off (with an X) as days pass with the big day represented on the last day. The (X) should be raised for those with increased visual needs or changed to an object that currently represents finished or another tactile symbol.
The two calendars can be created conjointly.
The calendar is intended to provide: (these are not in order of importance)
A time concept - that will allow the client to see that this will be accomplished over an agreed upon period of time
Security – to communicate that certain activities will continue even after the move
Familiarity – introducing a new set of activities or locations takes time to become familiar. By repeating those activities over time allows that process to begin and promote a new basic routine at the new location while fading out the old routines
Anticipation – changing the move from something foreign to something to look forward to and something that is positive
Support – providing a timeline of events, allowing all persons involved to be at the same stage, ensuring everyone understands all steps involved, and allows a smooth transition and nothing to come as too surprising
Communication – all though this might be closer to the top of reasons for a calendar it allows concepts surrounding the move to be learned, experienced, and discussed. It will be developed specifically for each individual to allow them to understand at their specific level of communication ability, and using their personal mode of communication whether through pictures, photos, object cues, and sign language.
The calendar will be based on the needs of the individual. Create and continue to use cues in conjunction with the cues they currently use. Depending on the level of communication for each individual, calendars will need to meet their needs, as well as potentially expand their current calendar system with concepts included in it.
Most individuals with deafblindness have calendars that allow them to move from one activity to another within their day. Calendars have been developed for others that are monthly or even yearly.
Expanding from a Daily Calendar to a Monthly Calendar:
Many Deafblind individuals use daily calendars that focus on one activity to the next within the same day. It is recommended that a monthly calendar be created especially for this major transition. This calendar will not only be used to count down to the moving day, it will provide the communication for each step involved.
Daily calendars are typically boxes that are lined up side by side (left to right) with each box representing the next time slot or activity. Depending on the ability of the individual every activity will be represented or only the major activities each day. The activity itself is then represented with an object or picture cue. There is always a finished box (or bag) at the end that appears/feels different to have the cue placed into when the activity is completed. This calendar is set up at the beginning of the day or at each shift change. For example an apron represents eating, car keys represent going for a drive
A weekly calendar would have each box representing a day of the week (7 boxes). These are usually used in conjunction with the daily calendar. Boxes would appear/feel differently from the daily calendar. One major activity for each day is represented by the cues in the boxes that can be transferred into the daily calendar as it is set up.
A monthly calendar can be a large version of the weekly calendar, or created to appear completely different. Object cues are not often used for this type of calendar system unless the individual is totally blind. Picture cues and photos often work the best depending on the individual's visual ability and conceptual development. These cues can be moved from the monthly calendar into the weekly calendar or paired with the object cue in the weekly/daily calendar on each specific day.
For the transition calendar and count-down calendar:
This type of calendar should be placed close to the individual’s main calendar at the current home. A replica of their daily calendar should be created for the new facility for use on visits. A second transition calendar can also be created and placed at the new facility to be used by the individual when they are there, but also for roommates and staff to be familiar with and know when visits will occur.
Use the cues that are familiar to the individual to ensure the most effective method of maintaining familiarity in communication. For example; using a duplicate apron in the new facility will let the individual know that eating not only happens at the current home, but will also be occurring at the new facility.
Depending on visual needs, take pictures of the individual in the current home or community participating in a variety of activities. As visits occur at the new facility take pictures again involving the same activity to pair together and use in the transition. For example; baking, eating, relaxing in personal chair, swimming, etc…
For the monthly calendar use a large X or tactile symbol to symbolize the days that have passed.
Have a specific cue or photo to represent the new facility and the final move day on the calendar from the beginning.
Mark on the calendar all visits, sleepovers, appointments, and parties.
Ensure language and concepts for the transition is taught consistently with everyone using the same terms/ signs and cues. A few concepts and cues to consider include:
o A specific cue and term designed for the new facility
o New
o Old
o Same
o Good bye
o Finished
o Party
o Change
o Visit
o Packing
Personal History
Diagnosis Information |
e.g. CHARGE Syndrome or Rubella |
List of symptoms and possible late manifestations |
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Date identified as Deafblind |
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Doctors |
Family doctor and paediatrician and all other specialists Addresses and telephone numbers and for specialists Dates seen as well as reasons if possible Alternative medicines, such as naturopaths or homeopaths |
Hospitalization |
Illnesses or surgeries include dates and doctors names |
Special tests |
e.g. genetic testing, CAT scans, MRI |
Medications |
All prescriptions drugs taken past and present Current dosages Over the counter drugs and herbal supplements Drug allergies and side effects |
Immunization Record |
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Childhood Diseases or Major Illnesses |
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Seizure Record |
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Therapists |
Physiotherapy, occupational therapy, behavioural consultants |
Clinics |
eg. low vision, seating, drooling clinics |
Dietary Requirements or Restrictions |
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Developmental Milestones |
eg. dates of when he or she sat, fed him/herself, walked |
Behaviours |
eg. eye poking, hand chewing, head banging What is done at the time of behaviours? |
Special Equipment |
eg. braces, orthotics, walkers, wheelchairs When and where they were purchased |
Educational Programs |
eg. information regarding infant stimulation programs, playschools, daycares, developmental centres, public schools, residential schools |
Recreational Programs |
eg. horseback riding, summer programs, camps, clubs |
Individual Preferences |
eg. sleeps without a pillow, fair sensitive skin so must wear sunscreen and hat at all times, light sensitive or prefers sunglasses outside on bright days, food preferences |
Agencies |
e.g. CDBRA, CNIB, EASTER SEALS…, any that you are involved with or have consulted in the present or the past, contact person’s name and phone numbers |
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