Accessible Test

Transition Tote System, Revised

(Continued)
Purpose

To update materials and resource lists in a curriculum that teaches skills necessary for successful entry into the world of work

Project Staff

Mary T. (Terrie) Terlau, Project Leader

Karen Wolffe, Project Consultant
Background

In light of the high unemployment rates for people who are blind or visually impaired, the 1993 Educational Research and Development Committee of APH strongly recommended that APH develop career preparation materials. The Transition Tote System was produced to meet this need. This product provided instruction in the following skill areas: personal organization, self-awareness, self-advocacy, work exploration, job seeking, and job keeping. An extensive list of important educational and vocational resources was also included. The Transition Tote Case was developed to provide an organizational system for storing job-search materials and to serve as a carrying case for braille and large print media, cassette recorders, note takers, and laptops.

Revision of the Transition Tote System is needed because its resource sections have become outdated, because experienced users suggest that several new content areas should be included, and because the Tote Case has never functioned as originally intended. Resource information was collected during 1996 and 1997. Major changes in assistive technology, vendor contact information, and service delivery systems have occurred since that time and need to be incorporated into resource lists. Inclusion of material that might help students use recorded materials more effectively and that might improve students’ self-advocacy should be considered. The Transition Tote Case is not sturdy enough to transport electronic equipment, note takers, and computers safely.
The Transition Tote Case appearance issues were corrected by a new vendor. However, the new case stock did not resolve issues related to transport of electronic equipment.
Changes to be considered in a new version of the case were discussed in an informal meeting with a developer of the original project. An additional text section was also discussed.
During FY 2006, the project leader acquired background materials on state standards and requirements for transition classes.
During FY 2007, the project leader contacted the primary consultant on the original Transition Tote regarding revision issues. This consultant would like to update and provide major expansion of the Transition Tote system. During FY 2007, the consultant conducted extensive exploration of additional funding sources and potential collaboration partners.
Additional information about the Transition Tote System can be found at:

http://sun1.aph.org/products/2005.html#m2
During FY 2008, the primary consultant indicated that additional funding sources did not develop for this project. She proposed a series of revisions which were approved by the project leader. She has agreed to write the revision material at no cost to APH.
Work during FY 2009

The primary consultant has completed revisions on the Student Manual and anticipates revisions on the Teacher's Guidebook (formerly called Information Supplement) by the end of FY 2009. A new backpack design has been developed to replace the tote bag. Drawings have been sent to three vendors; one sample has been received; and samples from two other vendors are expected before the end of FY 2009.

Work planned for FY 2010

The backpack will be finalized, a vendor will be selected, and backpacks will be made available for sale as separate parts and as part of the revised Transition Tote system. In-house expert review of all text revisions of the Student Manual and the Teacher's Guidebook will be undertaken; revised Transition Tote materials will be submitted for graphic design, for braille, and for recording; production of new materials will begin.

Travel Tales

(Continued)
Purpose

To develop a story book that models appropriate orientation and mobility skills used by young blind and visually impaired protagonists

Project Staff

Mary T. (Terrie) Terlau, Project Leader

Suzette Wright, Consultant/Project Advisor
Background

Sighted children learn from other children and adults who model relevant travel skills; they see people waiting for walk lights, boarding public transportation, and moving safely through the environment on television, in books, and almost everywhere in visual range. Blind children do not benefit from sighted models for two reasons: first, they cannot see the behaviors being modeled; and second, many travel skills used by sighted persons are not relevant to the travel needs of blind children who must learn an alternate set of travel skills that will enable them to move safely and effectively through the environment without seeing it. Because blindness is a low incidence disability and because accurate portrayal of effective blind travelers by the media is extremely rare, blind children generally do not have access to models from whom they can learn more about the value and applicability of the orientation and mobility skills that they develop in school.

The original Travel Tales book made story teaching materials—with a young blind traveler as protagonist and model—available to the orientation and mobility field. When Mostly Mobility, producers of this book, stopped production, they opened a dialog with APH regarding their material.
After careful review, it was determined that the original work, if revised, could provide an excellent resource for use with young persons as they develop their orientation and mobility skills. Full rights to the material were obtained by APH.
Suzette Wright and Terrie Terlau met to discuss content to be updated. Wright described a story idea that would introduce the collection and that would help reluctant cane users be drawn into the book. This introductory story and additional expanded content could make the book an effective tool for modeling and for motivating orientation and mobility students.
Work during FY 2009

Project Leaders’ full schedules did not allow for work on Travel Tales during FY 2009.

Work planned for FY 2010

As Project Leaders’ schedules permit, new content and story revision will be undertaken. Revisions planned include the expansion of some stories; the inclusion of ethnic/racial/gender diversity in protagonists; and the development of a sequence of stories about children with low vision using low vision orientation and mobility techniques.