A National Survey of Transition Services for Deaf and Hard of Hearing Students

Abstract

This manuscript analyzed a survey of programs providing transition services to deaf and hard-of-hearing (D/HH) students. Quantitative analyses compared services offered by residential, large (35+ D/HH students), and small (<35 students) programs. Correlations across Employment Preparation, Post-school Preparation, and Transition Assessments were significant suggesting program consistency in offerings. ANOVA comparisons for Employment Preparation found that residential programs offered significantly more services than large or small programs. Post-school Preparation and Transition Assessments were not significantly different indicating similar levels of services. Overall, programs focused their services on early and initial transition issues rather than on long-term needs and strategies. In contrast, research indicates that D/HH students require longer to achieve postsecondary and employment outcomes commensurate with their peers. Several strategies are offered to increase program access to specialized transition services and supports for these students in meeting their unique transition needs.

The Impact of Intensive Vocation-Related Course Taking on Employment Outcomes for Individuals Who Are Deaf

“…Some recent research in deaf education raises questions as to the adequacy of preparation for deaf individuals for employment after high school (Luft, 2012). Wagner, Newman, and Cameto (2004) indicated that the proportion of courses students who are deaf take that are related to career and technical education has dropped as emphasis on academic courses has increased, potentially leading to a decreased level of readiness for the workforce.…”

“…Using the Transition Competence Battery to measure the transition strengths and needs of 53 deaf students in middle and high school, Luft and Huff (2011) found that the majority of students were lacking skills to acquire employment and to live independently. The authors suggested that school-based transition programming for students who are deaf should focus on long-term needs and skill building rather than focusing on skills needed immediately after high school (see also Luft, 2012).…”

“…Her regression analysis found that factors such as inclusion in general education for a large majority of the school day (vs. instruction mainly in pull-out or separate settings), obtaining a regular high school diploma, parental satisfaction, work-study, paid work, and inter-agency involvement in transition were related to positive postsecondary employment. Some recent research in deaf education raises questions as to the adequacy of preparation for deaf individuals for employment after high school (Luft, 2012). Wagner, Newman, and Cameto (2004) indicated that the proportion of courses students who are deaf take that are related to career and technical education has dropped as emphasis on academic courses has increased, potentially leading to a decreased level of readiness for the workforce.…”

Professional Preparedness and Perspectives on Transition for Individuals Who Are Deaf or Hard-of-Hearing

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For students who are deaf or hard-of-hearing (DHH), the transition process starting in high school and continuing in postsecondary environments is complex and involves factors from multiple levels of students ' contexts, including home, school, and community (Israelite, Ower, & Goldstein, 2002;McIlroy & Storbeck, 2011). Recent trends in postschool transition outcomes for students who are DHH are mixed (Luft, 2012). For example, overall postsecondary institution enrollment rates for DHH students are comparable with their peers (Newman et al, 2011).

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“…The Individualized Education Program (IEP) is a formalized process that requires each student's transition team, including professionals, parents, and the student, to participate in articulating what goals and skills students are to work on in the coming year and progress toward postsecondary goals (Test, Fowler, White, Richter, & Walker, 2009). Transition planning for individuals who are DHH can be fraught with challenges, both logistically in providing full access for all members of the team (including the student and parents) and also in terms of identifying postschool opportunities that will allow the individual to realize his or her full potential (Luft, 2012). A potentially problematic area for students who are DHH in particular is that of interpreting; transition teams may not be familiar with working with an educational interpreter, or interpreters may not be qualified to provide high level of services needed for IEP team meetings (Schick, Williams, & Kupermintz, 2006).…”