Transcript Putting the Fun in Transition: The Wonder Games

Putting the Fun in
Transition:
The Wonder Games
Issac Beavers
History of Transition for the Blind Students in
Alabama
Purpose
The purpose was to help blind students and their families
meet the challenges of transition from high school to
college and career by providing them with information,
technology, and resources in an interactive format.

Based on a program from Indiana Rehabilitation Services
Transition Programs

2001-2002 – Transition Weekend at Troy

2003 – No event. Parent feedback indicates
distance to venue is a deterrent.

2004-2005 – Regional Transition Weekends:

University of Alabama, Birmingham

University of Alabama, Huntsville

Jacksonville State University

University of South Alabama
Partners
A collaborative effort between the
Alabama
Department of Rehabilitation Services
Alabama
Institute For Deaf and Blind
Alabama
State Department of Education
Alabama
Department Economic and Community
Affairs
Troy
University
University
of Alabama Birmingham
Participants

Staff
 Staff
from ADRS and AIDB served as facilitators and
coordinators. Many of whom were blind or low
vision. These staff members included
 Rehabilitation
Counselors
 Rehabilitation
Teachers
 Teachers
of the Visually Impaired
 O&M
Instructors
 Case
Managers for the Blind
 Supervisors

Students
 Blind
and low vision high school students from
Public Schools and the Alabama School for the
Blind, in 9th-12 grade.

Parents/Guardians
 Parent
or Guardians familiar with the students
daily routines were required to attend Transition
Weekends with each student.
Program Contents

Information and Resources Presentations

Hands-on Technology Demonstrations

Successful Blind Role Model Interaction

Peer Socialization

Parent Networking

Career Exploration

Transition Planning
Information and Resources
Presentations

Introduction to agencies and their role in Transition
 Rehabilitation
Counselors
 Rehabilitation
Teachers
 Orientation
 AIDB
and Mobility Specialists
Case Managers
 Disabled
 Specialty
Student Services Liaisons
Camp providers
Hands-on Technology
Demonstrations

Vendors provided hands-on demonstration of the
latest and greatest technology

Rehabilitation Teachers demonstrated assistive
devices for to improve independence at home.
Successful Blind Role Model
Interaction

Employed or retired people who were blind or
Visually Impaired

Used agency employees, who were also
facilitators and coordinators.

Parent/Student Question and Answer Sessions
Peer Socialization

Students participated in “Student Only” Session
and Activities

Students participated in adaptive activities on
college campuses
Parent Networking

Parent only networking session designed to help
parents learn from each other

Parent Role Model session. Parents ask Role
Model’s life questions.
Career Exploration
Students
completed the Myers-Briggs Type Indicator.
Results were used to explore careers using the Alabama
One Stop Career Center interactive on-line exploration tool.

Students
listened to career presentations from Successful
Blind Role Models
Students
Q&A with Role Models
The Transition Plan
Parents and students completed a Life skills Checklist
during separate sessions conducted by the facilitators.


Checklist Categories included:

Facilitators helped to identify student’s deficit areas.
Facilitator
assists family in developing a transition plan to
address student’s deficits.
Rehabilitation
Counselor and Family receive copy of the
Transition Plan.
Follow-up on the plans progress conducted periodically by
the counselor.

Summer Work Experience Program

Alabama Department of Rehabilitation Services
pay for students to work for 6 weeks during the
summer with assistance from the Alabama School
for the Blind’s Job Coach.

SWEP is a valuable part of the transition process.
As many as 54 students have participated in one
summer.
2006-2009 Regional Transition Day Event
2006 First year without ADECA funding. Each region
(North, Central, and South Alabama) conduct a day long
transition event using the same components as previous
events


2007 and 2008 Were Central Day Events held at the
Alabama School for the Blind. The emphasis is Agency
Information, Career Presentations, Role Models, and Job
Readiness. 249 Parents, Students, Staff and, TVI’s
participated.

Regional Day Events were held across the state in 2009.
The Great Transition Rebellion of 2010

Students at the Alabama School for the Blind
Declare that they will not attend another
Transition Day Event, citing extreme boredom!

In response to the student rebellion they were
rewarded with a trip to Scenario City.
Scenario City

The curriculum was loosely based on the Reality Check Budgeting
Program developed by 4-H. In Reality Check students learn money
management through the experiential learning method. Students
chose a random life situation which includes an occupation and a
family situation. Students visit a model city, where they are
challenged to set up a home and manage their transportation.

In Scenario City students are assigned a to a group and each group
is assigned a situation dealing with, life, college or work. Students
must visit Scenario City in order to solve their scenario.

Information on resources and technology are presented as a part
of a city tour. The tour also provides an orientation to the set up
of the City.
Scenario City

A concurrent program for parents and TVI’s was
offered.

Four Regional Scenario City Event Served 73
students, 42 parents and teachers

Scenario City is currently being revised.

In 2013 The Transition Administrative team
request a new Transition Program.

The emphasis would be Careers and Assistive
Technology.
A New Challenge

The Wonder Games is an interactive transition program that provides
valuable information, resources, and experiences to 9th - 12th grade
students who are blind or visually impaired, their parents, and teachers.

Objectives of The Wonder Games?

Career Exploration

Exposure to Careers

Mentorship Experience

Basic Job Readiness

Resource Awareness

Practical Technology Integration

Peer Interaction

Teamwork Opportunities
The Wonder Games

How Do The Wonder Games work?

Students (Tributes) are assigned to groups (Districts) which are led by
two group leaders (Sponsors). Each District will participate in Survival
Training (resources), Hardware Training (Technology), and Specialty
Training (career exploration) in preparation for The Wonder Games.

Group sponsors consist of Rehabilitation Counselors, Vision
Rehabilitation Therapists, O&M Specialist, TVI’s, Case Managers, and
Supervisors.
Wonder Games the Prequel

Prerequisites: The prerequisites will be emailed to participants.
Please complete both activities after registering and before the
Games.

1. Students need to complete an Interest Inventory based Holland’s
Codes (personality types). Students need to know their code.

2. Students must complete the Wonder Games Prequel Survey OnLine.
Wonder Games Training

Survival Training (Resources) – This information will help Tributes
survive any situation. Districts visit booths to learn about resources
and gather information. The booths are manned by various
organizations that present valuable information the students will
need to prepare for a successful transition. The information during
this session will be needed to finish the day's activities. Groups
included

Colleges, Consumer Groups, State Agencies, and Special Programs

Stylist Consultation: What’s Trending in Jobs? - Presentation to all
Tributes about future high demand jobs, their requirements, salary
ranges, and tips for choosing the right career. Social Networking in
the workplace
Wonder Games Training

Specialty Training (Careers) - Tributes will meet the Career Mentors.
Mentors are Blind and Visually Impaired adults who have survived the
real wonder games. They are employed in various fields and
categorized by career types based on Holland Hexagon (six personality
types/work environments. Two mentors per career type will explain
their career, educational, and training requirements, technology
usage, salary range, challenges, and tips. Tributes will also receive
basic job readiness tips from employment specialists.

Hardware Training (Technology) - Technology is the tool that can
break down barriers in the workplace, college, and home. Practical
technology demonstrations include High Tech and Low Tech devices
and the specific use for training, career, or daily living.

Mentor’s Lunch Career Mentor’s will eat lunch with students, parents,
and teachers. This is an opportunity to ask questions and network.
Let the Games Begin!

Game Masters are assigned to each game. They run the games
and keep up with scores and lottery chances.

Teams compete in team-building games using information from
training. Winning teams have their names entered multiple
times to increase their chances of winning The Lottery.

The Lottery – Tributes’ names are placed in The Lottery by the
Prize Patrol, for a chance to win prizes at the end of the
Wonder Games. Tributes who fulfill the prerequisites will have
their name entered 5 times. All participants are in The
Lottery.
Games

The Hunt

Teams compete in a career themed Scavenger Hunt. The
Hunt checklist is composed of items and a Q&A sheet.

All questions and items are based on the day’s training
exercises.

Teams must use IPads, Braille displays, and Braille Writers
to complete the checklist.

Interaction with Career Mentors is essential.
Head-to-Head Games

Districts compete in heats against one other district in these games.

Tracker Jacker Run - Each District will assign two Tributes to be the
navigators. The navigator must verbally (No touching) guide his/her
blindfolded teammates through the Job Readiness themed Obstacle
Course.

Rings of Fire - Two teams form circles and must pass two Hula Hoops
in opposite directions around the circle without breaking contact.
Fastest team wins!

Order the Tributes - Two teams face off. Fastest team to organize by
height while blindfolded wins.

Shelter in a Storm (Alternate Game) - Districts use straws and
balloons to build the highest geometric structure within the time
limit.
Individual Performance

Tribute Walk

Tributes step on different numbers while music is played. When the
music stops, a random number is called (two numbers for large
groups), and that Tribute must answer a question based on
information provided during training.
Wonder Games Champions

Wonder Games Champion

Score Keepers will add all points for each District for every event. The
team with the most points is champion. The point totals based on
Game Masters time sheets are as follows: 50 points for 1st place, 30
points for 2nd, 20 points for 3rd, 15 point for 4th, 10 points for 5th, 5
points for 6th, and 5 points per correct answer for the Tribute Walk.
Points are totaled during the Tribute Rally.

Post Game Show

1. Tribute’s Rally - Selected Group members share some of what they
learned.

2. The Lottery - Prize drawings. IPod Touch, ITunes Cards and other
prizes.

3. Awards - The Wonder Games Champions are...
Wonder Games Sequel

All Participants must complete the online evaluation to be entered
into a Lottery conducted 7 days after the completion of the Wonder
Games. Prize will be mailed to the winner.
The Numbers Game

Two Wonder Games Events (Leeds and Mobile)

54 Students

10 parents and 10 TVI’s

42 Staff

9 Financial Sponsors

16 Resource (Survival) and Technology (Hardware)
Presenters

19 Blind or Visually Impaired Career Mentors
Instrument Panel

Career Inventory Based on Holland’s Hexagon

Wonder Games Prequel

Wonder Games Sequel
Holland Hexagon

Students were ask to complete any interest inventory using Holland’s
personality/environment types.
Wonder Games Prequel

What do students know about Service Providers and their
Services?

What careers do students who are Blind believe can be
done by Blind people?

What types of Technology are students familiar with?

What types of Technology do students use?

Prequel was hosted by Survey Monkey because of
screenreader accessibility.

37 Students completed the Prequel for a chance to wine
an ITunes Gift Card.
Wonder Games Prequel

1. Before taking this survey you were to complete an interest inventory
based on Holland's codes of personality types and work evironments.
According to your test results, which type or types best describes you?

Realistic 32.43% = 12

Investigative 18.92%= 7

Artistic 56.76% = 21

Social

Conventional 5.41% = 2

Enterprising 13.51% = 5

Total Respondents: 37
43.24% = 16
Prequel Results

2. Which one of the following statements best describes how you feel about
your future career. Check one.

I have too many careers that I am interested in right now. 18.92% = 7

I've got plenty of time. I am not worried about my future career now.
8.11% = 3

I know exactly what my future career is right now. 40.54% = 15

I'm not sure of exactly what I want to do as a future career, but I have
narrowed down the choices. 32.43% = 12

Total 37
Prequel Results

3. Please check all of the jobs that you believe a person who is Blind or Visually
Impaired can do.

Air Plane Pilot 8.11% = 3
Lawyer 86.49% = 32

Factory Worker 35.14% = 13
Computer Specialist 59.46% = 22

Accountant 45.95% = 17
Massage Theraptist 54.05% = 20

Bus Driver 0.00% = 0
Engineer 32.43% = 12

Chemist 24.32% = 9
Stock Broker 45.95% = 17

Teacher 83.78% = 31
Social Worker 48.65% = 18

–CEO of a Company 51.35% = 19
Musician 86.49% = 32

Business Owner 75.68% = 28
Funeral Home Director 45.95% = 17

Preacher 75.68% = 28

Total Respondents: 37
Prequel Results

4. The Alabama Department of Rehabilitation Services (ADRS, VR, Rehab)
provides services to people with disabilites. Check all of the primary
services that you think are provided.

Guide Dog Training 62.16% = 23

Financial Assistance for College or Vocational School 75.68% = 28

–Adaptive Driving Training 43.24% = 16

–Money Management Classes 54.05% = 20

–Help with finding employment 64.86% = 24

–Providing Recreational Assistive Technology 51.35% = 19

–Job Coaching 78.38% = 29

–Independent Living Training 78.38% = 29

–Orientation and Mobility Services 64.86% = 24

–Help with purchasing a house 21.62% = 8

–Assistance with starting a business 43.24% = 16
Works Cited

University of Tennessee | Career Servicesweb.utk.edu