What We Do

Our Mission

To empower, educate and encourage visually impaired students, ages 13 through 21, by giving them the proper knowledge and education needed to succeed in the workforce, in college and in everyday life.

We work in collaboration with SC Vocational Rehabilitation Dept., to provide a free program under the National Federation of the Blind of South Carolina (NFB of SC) that fulfills the Workforce Innovation and Opportunities Act (WIOA) by providing Pre-Employment Transitions Services (Pre-ETS) to students with disabilities with an IEP or 504 plan, ages 13 through 21, in private or homeschools throughout South Carolina.

Self-Advocacy

Guiding students through hands on activities to encourage and educate them to become self-aware, independent leaders who can communicate their needs in a realistic responsible manner. These exercises can be taught one on one or in a group setting based on the student’s schedule. We empower our students to Speak Up, Speak Out, Speak Proud!

Self-Awareness. Exploring personalities, value systems, and beliefs. Discuss differences in how we learn, obtain and process information and in how we behave in situations. Ways that culture, environment, and disability can play a significant role in self-awareness.

Self-Esteem. Personal judgment regarding our self- worth and competence, belief in one’s own capabilities, significance, and potential for success, as well as having confidence and satisfaction in oneself

Self-Determination. Skills, beliefs, and knowledge needed to express or ask for what is wanted or needed. Free choice of one’s actions and ability to make decisions on one’s own behalf and for oneself

Communication. Conversation skills, listening skills, the awareness of the role those non-verbal aspects of getting one’s point across, such as body language, usage of tone of voice in the expression of ideas, thoughts, and feelings, as well as understanding exchanges of information from other people.

Rights & Responsibilities. Rights are what the law says you should get, and Responsibility is what you should do. Both rights and responsibilities are important in making informed decisions.

Leadership. What makes someone a good leader? Is this an inborn trait or a set of skills that can be learned? What are the important attributes found in a good leader?

Career Readiness

Students receive instruction and training in the following:

The Importance of Work. A guided discussion in identifying the differences between having a job and obtaining a career. Explain in detail, the importance of working and identifying why career goals are important.

Independence in the Workplace. Understand the importance of obtaining a level of independence that is comparable to nondisabled peers. Identifying ways in which one’s level of independence plays a role in the workplace. Discuss challenges that a disability may pose in obtaining and keeping a job, as well as possible solutions to those challenges.

Workplace Behavior. Identify the difference between professional and soft skills. Discuss why behaving in an ethical way is important and understanding the importance of these types of skills in the workplace.

Disability Disclosure. Identify that disclosing a disability is voluntary and that the person is in control of it, when, how, and where they disclose their disability. Discuss situations in which it is better to disclose and to do so earlier in the job process.

Resume Workshop. Identify the purpose and core requirements of a resume. Recognizing correct and incorrect procedures for creating, updating, presenting, and submitting resumes. Explain the purpose of having a professional portfolio, what it could include, and how it should be presented.

Job Interview Workshop. Identify potential career areas and jobs within those areas and details concerning those areas that would be important for the interview. Being prepared for and how to dress and present oneself appropriately.

Work-Based Learning Opportunities

We set up partnerships with companies to allow students to get real job exposure in the field they are interested in. These opportunities include job shadows, job tours and internships. The student is paid by us upon completion of their internship.

College Exploration

After researching a student’s interest, they will have the opportunity to visit colleges/universities to find the right fit for them. While visiting the school, the student will gather information on admissions, financial aid, housing, disability services, major of interest department and other areas they are interested in exploring.

Assistive Technology and Braille Instruction

Students are exposed to various types of assistive technology including, but not limited to: Braille displays, iPhones, screen reading and screen enlargement software, and other tools to assist students on their journey to independence. Students are exposed to Braille in a fun and hands-on environment by qualified Braille instructors. Concepts are reinforced with real-life experiences using the skills obtained. Less than 10% of all blind Americans know Braille! Instruction is given by qualified assistive technologists using various teaching techniques and activities. Concepts are reinforced through real-life activities using the skills obtained.

Orientation and Mobility

Individuals who are blind or visually impaired are taught to travel safely and efficiently from one location to another. Directional and spatial orientation, auditory skills, map skills, asking for directions, giving directions, recognizing signs, numbers and addresses, and researching routes.

Mentoring

To introduce blind youth to positive blind role models through monthly and quarterly group activities for mentees and mentors. The key to the success of blind individuals is the fact that blind people learn best to deal with their blindness by the exposure of other blind individuals.