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Who Are Life Designs Candidates?

Anyone needing direction, support and inspiration to discover their life work is a good candidate for life/work planning. Anyone interested in becoming the architect of their lives is an excellent candidate.


Who Are Life Designs Clients?

Clients are young students and their parents, high school students planning to go to college, recent graduates, career changers, injured or displaced workers, disadvantaged or disabled persons, people in recovery programs, retired and semi-retired persons.


Personal Designs

Clients work on a variety of lifelong dreams and anything that has stood in their way of pursuing them. This includes managing their limiting beliefs, attitudes, behaviors, time and resources. Clients build or expand their social networks as the cornerstone of long-lasting change, and they futurize and try on their new selves in the safety and comfort of supportive family and friends.


Vocational Designs

Whether clients are entering the work force for the first time, after a hiatus, or just planning a career change, their visions of a new future are respected. Clients learn to become the kinds of people who can be successful in new roles. Every effort is made to transform overwhelming changes into nonthreatening next steps. A meticulous inventory of both transferable skills and resources becomes the centerpiece of a new Life Design. Tender care is afforded to recently terminated workers to help them regain their confidence and return to work. Clients with job-retention issues are helped by clear and honest employee assistance. Clients choose a variety of work models that run the gamut from big corporations to small, home-based businesses, finding meaningful work rather than menial jobs.


Educational Designs

Clients needing additional education and training are guided to make realistic, individually tailored choices that highlight who they are. Clients learn to pay special attention to the learning environments needed for their success. Everything from teachers to classrooms to course materials and test taking is examined for its suitability to clients‘ learning styles, resources, and commitments. Clients already in school learn more effective methods of managing their studies. Special-needs children and their parents are able to become more efficient at grasping educational concepts, too.


Transition Students

Personal Adjustment and Responsibility
Leaving behind high school individualized education programs
Avoiding sympathy, special treatment, and altered deadlines
Overcoming the embarrassment of disability disclosure
Qualifying for reasonable accommodation with recent documentation
Initiating reasonable accommodation requests under ADA
Using self-advocacy skills with flexibility and resourcefulness
Seeking out tutors and other personal services
Managing competing priorities, stress, and depression
Providing DBS counselors with grades and updates

Communication Skills
Using low-vision, speech, and/or Braille communication tools
Calculating typing, reading and writing speeds and stamina
Accessing and generating print materials independently
Mastering necessary computer software programs
Accessing the Internet and e-mail
Organizing information on computers and note takers
Choosing the right aid for each communication task
Assessing note taking skills and equipment
Mastering other computer and adaptive technology
Building time management and organizational skills

Mobility Skills
Evaluating current mobility skills
Overcoming cane shame
Planning and exploring unfamiliar routes
Soliciting help along the way
Becoming comfortable traveling alone or with others
Going sighted guide
Caring for and handling a dog guide properly
Managing fear of getting lost
Scheduling transportation trips

Daily Living Skills
Self care and hygiene
Keeping clothes clean and coordinated
Organizing and retrieving possessions
Keeping personal space tidy
Grocery and personal shopping
Eating in a cafeteria
Doing laundry
Paying bills, scheduling appointments
Keeping a daily planner and address book
Telling time, punctuality and attendance

Soliciting Help
Knowing whom to ask
Building rapport
Approaching others for assistance
Feeling comfortable around sighted peers
Making task-specific, time-limited requests
Exchanging favors and other reciprocal actions
Cultivating and maintaining social networks

Problem Solving
Planning and sequencing events
Keeping a daily planner
Identifying personal, social, professional, and institutional resources
Making flexible and resourceful backup plans
Anticipating consequences
Avoiding unrealistic expectations of others

College Skills
Using priority registration
Assessing the level of available support from a disability office
Scheduling testing, orientation, and mobility training ahead of time
Ordering textbooks and using playback machines
Accessing and generating print material
Establishing professor rapport in and out of the classroom
Understanding professors’ concerns and expectations
Meeting deadlines without sympathy or alteration
Initiating accommodation arrangements
Understanding course substitutions and waivers
Competing with sighted classmates
Finding and hiring note takers and tutors


About Me

Photo: Dulce Weisenborn Dulce Muccio Weisenborn
Life-Work Planner/Professor

Miami, FL &
Portland, OR
Curriculum Vitae


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