By Marisol Carmona
The Transition to the Teen Years
If your child has reached the high school years, you have likely already discovered that helping a child navigate life as a blind/low vision (BLV) individual comes with challenges that are not always “as easy as pie.” Now your child has entered the exciting, though sometimes tricky, teen years, and it may feel like you have been dropped into a whole new dimension. Hormones are raging, fitting in becomes a daily priority, and you keep hearing words like transition planning, independence, and adulthood.
Beyond wishing there were a step-by-step manual to guide you through these years, your focus is simple: you want your child to be happy, to thrive, and to proudly walk across that stage at the end of senior year. At least that is how my mom felt when she was in your shoes. At this point you may be wondering, How can I best support my student while they’re in high school so they are well-prepared for an independent life after high school?
My Personal Transition Story
My name is Marisol Carmona. I am a coach for parents of BLV youth at the Perkins School for the Blind’s Transition Center. In addition to guiding families through the transition journey, I am also congenitally blind. While I eventually earned a college degree, moved to the big city, secured a full-time job, and later completed a Master’s degree in Social Work, my own transition to college was far from smooth.
From seventh grade through my senior year of high school, I was assigned a full-time aide. Rather than receiving meaningful instruction from a Teacher of the Visually Impaired on how to function independently, most of my support came from a very kind but untrained aide who essentially acted as a personal assistant. She took my notes, read my materials, retrieved my lunch from the cafeteria, and unintentionally left me feeling socially self-conscious.
When I arrived at college, the effects of that experience became clear. At the expense of my GPA, and the six years it took me to complete my undergraduate degree, I had to learn essential skills the hard way; by myself, with no TVI or training on how to do my school work independently. I slowly developed skills in self-advocacy and adaptive technology, strengthened my academic writing, and learned how to navigate social situations with growing confidence. Most importantly, I experienced a major shift in mindset, from sheltered to open to growth.
The Gap Between School and Adulthood
While every student’s journey is unique, experiences like mine are not uncommon. Even after receiving services and educational support throughout school, many BLV students are still underprepared for the realities of life after graduation. Skills such as self-advocacy, independent problem solving, and navigating unfamiliar environments often require more intentional practice than students receive before leaving high school.
Students planning to attend college are often unaware of the expectations they will face once familiar supports disappear and the shift from IDEA to ADA protections takes effect. Research and experience in the field of blindness education continue to highlight these gaps. Even when students have access to accommodations and specialized services while still in high school, those supports do not always translate into the practical skills required for college, employment, or independent living. Further, these services end upon leaving high school.
How the Compass Program Helps
Perkins’ Virtual Compass Program was created in response to this reality. Compass is a virtual nine-month enrichment program for blind and low vision high school students across the country. Through transition-focused coaching, role modeling, and interactive workshops, students explore the practical and personal aspects of preparing for life after graduation, whether their next step is college, employment, a gap year, or another path.
Many families find themselves navigating unfamiliar territory during this stage. A student may aspire to attend college in a busy city but have limited technology skills, little experience traveling independently, or no clear plan for navigating the college application process. Meanwhile, the Teacher of the Visually Impaired (TVI) supporting that student may only meet with them occasionally. Compass exists to help students and families bridge these gaps through structured guidance and skill development.
Building Real-World Skills
Throughout the program, students work on developing skills that support both academic readiness and personal independence. These may include practicing self-advocacy, strengthening assistive technology skills, exploring college and career pathways, navigating social environments, and building confidence in decision-making.
One tool we use to guide this work is the Perkins College Readiness Checklist. This framework helps students and coaches evaluate current abilities across nine key areas related to college-level academics and adult independence. The Checklist provides a clearer picture of where a student already feels confident and where additional growth may be helpful, allowing students and coaches to set meaningful goals together throughout the program.
Compass also takes a holistic approach to transition planning. Transition coaches work closely with students, as well as parents and TVIs, to align goals and strengthen support systems. By working together, students, families, and educators can create a clearer pathway toward independence and success beyond high school.
What Families Experience in the Program
Students and families often notice meaningful shifts over the course of the program. As students practice new skills and explore future possibilities, their confidence grows and their sense of direction becomes clearer.
Student testimonial:
“Throughout the Compass program, I have become more confident in the transition to college and in moving toward a college lifestyle. I also now have more information about resources I can use to make this change go more smoothly.”
Parent testimonials:
“I truly believe that the Compass Program lives up to its name, it is like a compass pointing the way for me and my daughter as we transition from high school to college. As a parent, I’ve learned that what we often overlook as ‘small issues’ can actually be big challenges for a child with visual impairments. Through this program, I feel more confident about my child’s future and better prepared to support her as she prepares for college life.”
“I have become more knowledgeable and confident about advocating for my son. Understanding the gaps we must close before college or independent living has helped me appreciate the time we still have to prepare and be proactive about the challenges ahead. I am so grateful for Compass and the coaching we received from the team.”
How Compass Is Funded
Compass is typically funded by individual state Vocational Rehabilitation (VR) agencies for the blind through Pre-Employment Transition Services (Pre-ETS) funding. As a transition-focused program, Compass qualifies for Pre-ETS funding, and parents can often request that their VR agency cover the program tuition.
Looking Ahead
The transition from high school to adulthood can feel overwhelming for both students and parents. But with the right opportunities, guidance, and support, blind and low vision students can build the skills and confidence they need to thrive and meet their potential. Along the way, many students experience an important shift, not only in what they know how to do, but in how they see themselves and what they believe they are capable of.
Compass is not about providing students with answers, it is about empowering them to discover what they are capable of doing for themselves. And if my own journey has taught me anything, it is that with the right tools, support, and mindset, the possibilities are far greater than many people imagine.
Navigating Blindness 