Purpose

This Intervention Development study aims to evaluate the effectiveness of a peer mentoring program for blind, low vision, and DeafBlind transition-age youth in their senior year (referred to as vision impaired [VI] and DeafBlind) to develop career pathways leading to customized employment (CE) or postsecondary education (PSE). Expanding on a successful pilot program by VCU and the VA Department for the Blind and Vision Impaired (DBVI), this study will involve three cohorts of 15 VI and DeafBlind students (totaling 45) in a nine-month peer mentoring and work-based learning experience (WBLE) program.

Overview

This study will explore the benefits of a peer mentoring program in addressing insufficient career preparedness, workplace readiness, self-advocacy, and workplace bias for high school students. We propose a CE approach to employment given the frequent need to modify job tasks and incorporate AT for VI and DeafBlind persons (Basu & Rani, 2023). Literature indicates that CE can benefit individualized job matches (Rogers et al., 2008; Wehman, 2023). The information gathered during peer mentoring and WBLE will constitute the discovery phase of CE. Upon completion of the program, the focus will be on rapid CE placement or matriculation into PSE. Emphasis will be placed on assessing and identifying AT appropriate for each participant. This is one of the few mentoring programs for VI and DeafBlind high school students. Furthermore, the focus of this study on developing a career pathway seeks to address the underemployment typical of many VI and DeafBlind employees. By developing a career pathway, students identify a career with advancement opportunities.