West Virginia Schools for the Deaf and the Blind (Romney, West Virginia) Summary: Overview of the Strategy School-based Strategies School-based strategies at the West Virginia Schools for the Deaf and Blind have been adapted from best practices of existing School-to-Work partnerships of county school systems throughout West Virginia, transition programs for students with disabilities, and vocational evaluations provided by the West Virginia Division of Rehabilitation Services. Classes in Introduction to the Clusters are taught to all 8th graders, Introduction to the Majors to 10th graders, and a special transition class for the visually impaired is taught at the School for the Blind. These classes, along with the results from vocational evaluations, an integrated Program of Studies, and hands-on exploration help students to narrow their focus and individualize their career paths. Disability-specific mentors in jobs related to students' interest foster their self-confidence. Individualized Transition Plans (ITPs) are developed with input from the students and guided by pertinent vocational and educational assessments. Work-based Strategies Service learning is a major contributor to work-based learning at the Schools for the Deaf and the Blind. In addition, students engage in after-school jobs within the community and work-adjustment training through the Division of Rehabilitation Services. Connecting Activities Connecting activities provide the strength of the West Virginia Schools for the Deaf and Blind School to Work program, increasing opportunities not usually available to small schools in rural areas. Memberships in the Potomac Highlands Tech Prep Consortium and positive relationships with nearby county systems have demonstrated beneficial outcomes for all. Linkages with agencies and postsecondary placements that promote and support employment for individuals with disabilities assist the school in determining accommodations for successful inclusion in the workplace. The Need The overall goal of this School-to-Work program is to ensure success in integrated workplace settings for students with disabilities. It was created to increase opportunities for students who are blind or who have low vision or who are deaf or hard-of-hearing to learn about work, gain specific workplace skills, and social interaction skills. This strategy serves 61 students with visual or hearing disabilities from throughout West Virginia, who attend grades 8-12 at the West Virginia Schools for the Deaf and the Blind. Specialized programming is also open to those students with similar disabilities currently being served within county programs. Opportunities for a broad selection of course work are increased through access to classes at the local public high school. A small close-knit rural community has offered chances for job shadowing and work-based learning. Meeting the Need The West Virginia Schools for the Deaf and Blind School-to-Work Partnership reflects the state-wide population of the school with employer representation from regions within the state that send students to the school. Additional members include representatives from labor, management, students, parents, disability groups, education, higher education, and rehabilitation services. In designing our partnership, care was taken to ensure appropriate geographic representation, ensure inclusion of all stakeholders, and provide for linkages with postsecondary programs, vocational rehabilitation services, and the Job Accommodations Network (JAN). Funding for our program has come from three consecutive annual grants from the West Virginia Office of School-to-Work, a grant from Potomac State College, and in-kind contributions from the West Virginia Schools for the Deaf and the Blind and the West Virginia Division of Rehabilitation Services. The Results The West Virginia Schools for the Deaf and Blind School-to-Work program has increased awareness of the need to prepare students in ways that they can be successful in a variety of postsecondary environments. A major challenge to the program is designing scheduling options that are compatible to work-based learning. All students in grades 8-12 participate to varying degrees in classes, vocational counseling, job shadowing, work-based learning and service learning. Vocational goals, courses completed toward a major, and work-based learning experiences are chronicled in each student's portfolio. Because the program is just three years old, long-term results are not available. So far, however, new programs and stronger linkages have been developed. This year has seen an increase in the diversity of jobs selected for job shadowing and the students are increasingly aware of employment options and job accommodations. Students age 14 and older have an Individualized Transition Plan, as required by law, which documents student participation in School-to-Work opportunities. Reflections Modified block scheduling would increase opportunities for community work-based learning. To achieve this, it is necessary for school administrators to increase their involvement. It is essential for them to see the importance of "hands-on" opportunities for students with sensory disabilities. Likewise, it is important for our learners to observe ways in which subjects such as reading, writing, math, and technology are applied on the job. It continues to be a surprise at how supportive local and regional employers have been in hosting our students who job shadow, or in providing work-based learning. Critical to the program's success have been the formation of strong linkages with agencies like Rehabilitation Services, that support employment for persons with disabilities, and a positive working relationship with local employers and county school systems. Examples Example 1 Two students who have significant visual impairments have part time jobs at McDonalds. They work in the kitchen area and have been given tasks by their employer which do not require them to read small print. One of these students is also learning disabled and aspires to be a chef. At school he receives remedial reading academic support that stresses restaurant words. Example 2 A grounds keeping work crew of students from the School for the Deaf's agriscience program maintain the grounds of a local community church as a service learning project. They receive directions in sign language from a teacher-supervisor, but no other accommodations are necessary for these students to be successful in this work environment. Example 3 Very recently an agreement was made between a local food processing business, a machine manufacturer, and the WV Division of Rehabilitation Services. This resulted in the purchase of a specialized jar labeling machine to be used by blind and visually impaired students at the processing plant for work adjustment training purposes and part time paid employment. Example 4 The positive working relationship with the local county school system benefits both the county students and the students at the Schools for the Deaf and the Blind. The students benefit from having access at the local public school to advanced placement classes and course offerings not available at their school. The Schools for the Deaf and the Blind provide support in the form of transportation, an interpreter, or learning media adaptations (e.g., large print or Braille). Example 5 The program has supported "reverse inclusion" by welcoming non-disabled students from the county high school into the radio broadcasting/communications program at the School for the Blind and the graphics arts program at the School for the Deaf. For more information on West Virginia Schools for the Deaf and the Blind, contact: Mary Ellen Zeppuhar, Ed.D. West Virginia School for the Blind 301 East Main Street Romney, West Virginia 26757 (Phone) 304/822-4880 (Fax) 304/822-4896 Back to The Award page

	Funding for the All Means All School-to-Work Project has ended. We cannot guarantee the accuracy of contact information listed here. Additionally, awarded programs that we profile may no longer exist. We are publishing this information as it may be relevant to the current work of assisting youth with disabilities in the transition from school to post-school opportunities.
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